Students
SPH 802 – Developmental and Acquired Language Disorders II
2016 – S1 Day
General Information
Download as PDF
| Unit convenor and teaching staff |
Unit convenor and teaching staff
Scott Barnes
Lecturer
Elisabeth Harrison
C5A 564
iLearn discussion board; by appointment
|
|---|---|
| Credit points |
Credit points
4
|
| Prerequisites |
Prerequisites
Admission to MSpchLngPath
|
| Corequisites |
Corequisites
|
| Co-badged status |
Co-badged status
|
| Unit description |
Unit description
This unit focuses on developmental and acquired language disorders. In the first part of this unit the focus will be on developmental language disorders in school-age children, and adolescents. In the second part of this unit, students will focus on complex issues in aphasia assessment and treatment, communication disorders caused by right hemisphere brain damage, traumatic brain injury, and dementia.
|
Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- recognise and analyse language and communication problems resulting from damage to areas of the brain outside the classical language areas, including the frontal lobes and the right hemisphere
- apply and synthesise knowledge of normal language development (normative research and theoretical perspectives) to language impairments in school-aged children
- recognise and analyse the manifestations of specific language impairment in school-aged children and adolescents, with particular emphasis on pragmatic impairment
- recognise and analyse the relationship between language, communication, culture, and cognition
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
- recognise and evaluate other professionals’ roles in assessment and treatment for acquired, school-aged, and adolescent language and communication disorders
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Assessment 1(a) | 20% | Week 6 |
| Assessment 1(b) | 20% | Week 6 |
| Assessment 2(a) | 30% | Week 14 |
| Assessment 2(b) | 30% | Week 13 |
Assessment 1(a)
Due: Week 6
Weighting: 20%
Students will be required to critically appraise 2 recently published research papers on treatment for language disorders in (1) early school-age children and (2) adolescents. Each critically appraised paper (CAP; 500 words) will be followed by a commentary (250 words) on the clinical significance of the paper related to the student’s clinical experience. A template will be provided for the CAP and for the reflective statement.
On successful completion you will be able to:
- apply and synthesise knowledge of normal language development (normative research and theoretical perspectives) to language impairments in school-aged children
- recognise and analyse the manifestations of specific language impairment in school-aged children and adolescents, with particular emphasis on pragmatic impairment
- recognise and analyse the relationship between language, communication, culture, and cognition
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
Assessment 1(b)
Due: Week 6
Weighting: 20%
Students will be provided with a case description of a person with aphasia who speaks more than one language. Students will critically discuss the impact of bi- and multilingualism on clinical assessment practices for acquired language and communication disorders, and develop an assessment plan suitable for the case provided.
On successful completion you will be able to:
- recognise and analyse language and communication problems resulting from damage to areas of the brain outside the classical language areas, including the frontal lobes and the right hemisphere
- recognise and analyse the relationship between language, communication, culture, and cognition
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
Assessment 2(a)
Due: Week 14
Weighting: 30%
Case studies of language-impaired school-aged children will be provided. Students will be required to answer questions that relate to assessment and intervention, including explanation of clinical reasoning. This assessment task is a barrier assessment. Students must pass this assessment to complete the requirements for SPH802.
On successful completion you will be able to:
- apply and synthesise knowledge of normal language development (normative research and theoretical perspectives) to language impairments in school-aged children
- recognise and analyse the manifestations of specific language impairment in school-aged children and adolescents, with particular emphasis on pragmatic impairment
- recognise and analyse the relationship between language, communication, culture, and cognition
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
- recognise and evaluate other professionals’ roles in assessment and treatment for acquired, school-aged, and adolescent language and communication disorders
Assessment 2(b)
Due: Week 13
Weighting: 30%
Students will be provided with a case description of a person with traumatic brain injury. The case description will include information concerning the client’s brain injury, the nature of their communication disorder, and social history. Students will critically evaluate the case information, and develop an intervention plan suitable for the case provided. The intervention plan will involve development of intervention goals, selection of intervention procedures, and selection of outcome measures. This assessment task is a barrier assessment. Students must pass this assessment to complete the requirements for SPH802.
On successful completion you will be able to:
- recognise and analyse language and communication problems resulting from damage to areas of the brain outside the classical language areas, including the frontal lobes and the right hemisphere
- recognise and analyse the relationship between language, communication, culture, and cognition
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
- recognise and evaluate other professionals’ roles in assessment and treatment for acquired, school-aged, and adolescent language and communication disorders
Delivery and Resources
Classes for SPH802 will be delivered over the regular 13 week semester. Lecturers will include a variety of expert researchers and clinicians working across the populations under study.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- recognise and analyse language and communication problems resulting from damage to areas of the brain outside the classical language areas, including the frontal lobes and the right hemisphere
- apply and synthesise knowledge of normal language development (normative research and theoretical perspectives) to language impairments in school-aged children
- recognise and analyse the manifestations of specific language impairment in school-aged children and adolescents, with particular emphasis on pragmatic impairment
- recognise and analyse the relationship between language, communication, culture, and cognition
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
- recognise and evaluate other professionals’ roles in assessment and treatment for acquired, school-aged, and adolescent language and communication disorders
Assessment tasks
- Assessment 1(a)
- Assessment 1(b)
- Assessment 2(a)
- Assessment 2(b)
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- recognise and analyse language and communication problems resulting from damage to areas of the brain outside the classical language areas, including the frontal lobes and the right hemisphere
- apply and synthesise knowledge of normal language development (normative research and theoretical perspectives) to language impairments in school-aged children
- recognise and analyse the manifestations of specific language impairment in school-aged children and adolescents, with particular emphasis on pragmatic impairment
- recognise and analyse the relationship between language, communication, culture, and cognition
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
- recognise and evaluate other professionals’ roles in assessment and treatment for acquired, school-aged, and adolescent language and communication disorders
Assessment tasks
- Assessment 1(a)
- Assessment 1(b)
- Assessment 2(a)
- Assessment 2(b)
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- recognise and analyse language and communication problems resulting from damage to areas of the brain outside the classical language areas, including the frontal lobes and the right hemisphere
- apply and synthesise knowledge of normal language development (normative research and theoretical perspectives) to language impairments in school-aged children
- recognise and analyse the manifestations of specific language impairment in school-aged children and adolescents, with particular emphasis on pragmatic impairment
- recognise and analyse the relationship between language, communication, culture, and cognition
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
- recognise and evaluate other professionals’ roles in assessment and treatment for acquired, school-aged, and adolescent language and communication disorders
Assessment tasks
- Assessment 1(a)
- Assessment 1(b)
- Assessment 2(a)
- Assessment 2(b)
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
- recognise and evaluate other professionals’ roles in assessment and treatment for acquired, school-aged, and adolescent language and communication disorders
Assessment tasks
- Assessment 1(a)
- Assessment 1(b)
- Assessment 2(a)
- Assessment 2(b)
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
- recognise and evaluate other professionals’ roles in assessment and treatment for acquired, school-aged, and adolescent language and communication disorders
Assessment tasks
- Assessment 1(a)
- Assessment 1(b)
- Assessment 2(a)
- Assessment 2(b)
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- recognise and analyse the relationship between language, communication, culture, and cognition
- select, analyse, and interpret a variety of clinical assessment procedures relevant for acquired, school-aged, and adolescent language and communication disorders
- apply theoretically-motivated, evidenced-based management principles to acquired, school-aged, and adolescent language and communication disorders
- apply a social, collaborative, client-centred model of assessment and treatment to acquired, school-aged, and adolescent language and communication disorders
- recognise and evaluate other professionals’ roles in assessment and treatment for acquired, school-aged, and adolescent language and communication disorders
Assessment tasks
- Assessment 1(a)
- Assessment 1(b)
- Assessment 2(a)
- Assessment 2(b)