Students
SPH 804 – Disorders of Voice and Fluency
2016 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Part B Disorders of Fluency
Elisabeth Harrison
Part A Voice disorders & laryngectomy
Claire Layfield
Scott Barnes
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MSpchLngPath
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit will be divided into firstly voice disorders and laryngectomy, and secondly disorders of fluency. The voice disorder component will focus on the characteristics, epidemiology and etiology of functional and organic voice disorders and laryngeal cancer. The fluency disorders component will cover theories of etiology and definition/description, models of intervention, and current best practice for management of stuttering and other fluency disorders.
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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:
- • Integrate knowledge of linguistics, psychology, neuroanatomy, and psychology with current theories regarding the nature and cause of voice disorders, larygnectomy, and stuttering
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Develop creative intervention plans that apply best evidence of treatment efficacy, taking account of individuals’ personal characteristics, social situations, and personal preferences
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| B. Take home assessment | 15% | Week 6 |
| B. In class test | 5% | Week 9 |
| B. Case based assessment | 30% | Week 13 |
| A. Case based assessment | 20% | Week 7 |
| A. Case based assessment | 30% | Week 13 |
B. Take home assessment
Due: Week 6
Weighting: 15%
.
On successful completion you will be able to:
- • Integrate knowledge of linguistics, psychology, neuroanatomy, and psychology with current theories regarding the nature and cause of voice disorders, larygnectomy, and stuttering
B. In class test
Due: Week 9
Weighting: 5%
.
On successful completion you will be able to:
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
B. Case based assessment
Due: Week 13
Weighting: 30%
.
On successful completion you will be able to:
- • Integrate knowledge of linguistics, psychology, neuroanatomy, and psychology with current theories regarding the nature and cause of voice disorders, larygnectomy, and stuttering
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Develop creative intervention plans that apply best evidence of treatment efficacy, taking account of individuals’ personal characteristics, social situations, and personal preferences
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
A. Case based assessment
Due: Week 7
Weighting: 20%
.
On successful completion you will be able to:
- • Integrate knowledge of linguistics, psychology, neuroanatomy, and psychology with current theories regarding the nature and cause of voice disorders, larygnectomy, and stuttering
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Develop creative intervention plans that apply best evidence of treatment efficacy, taking account of individuals’ personal characteristics, social situations, and personal preferences
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
A. Case based assessment
Due: Week 13
Weighting: 30%
.
On successful completion you will be able to:
- • Integrate knowledge of linguistics, psychology, neuroanatomy, and psychology with current theories regarding the nature and cause of voice disorders, larygnectomy, and stuttering
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Develop creative intervention plans that apply best evidence of treatment efficacy, taking account of individuals’ personal characteristics, social situations, and personal preferences
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
Delivery and Resources
Classes for SPH804 will be delivered over the regular 13 week session. Lectures will include 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
- • Integrate knowledge of linguistics, psychology, neuroanatomy, and psychology with current theories regarding the nature and cause of voice disorders, larygnectomy, and stuttering
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Develop creative intervention plans that apply best evidence of treatment efficacy, taking account of individuals’ personal characteristics, social situations, and personal preferences
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
Assessment tasks
- B. Take home assessment
- B. In class test
- B. Case based assessment
- A. Case based assessment
- A. Case based assessment
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
- • Integrate knowledge of linguistics, psychology, neuroanatomy, and psychology with current theories regarding the nature and cause of voice disorders, larygnectomy, and stuttering
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Develop creative intervention plans that apply best evidence of treatment efficacy, taking account of individuals’ personal characteristics, social situations, and personal preferences
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
Assessment tasks
- B. Take home assessment
- B. In class test
- B. Case based assessment
- A. Case based assessment
- A. Case based assessment
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
- • Integrate knowledge of linguistics, psychology, neuroanatomy, and psychology with current theories regarding the nature and cause of voice disorders, larygnectomy, and stuttering
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Develop creative intervention plans that apply best evidence of treatment efficacy, taking account of individuals’ personal characteristics, social situations, and personal preferences
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
Assessment tasks
- B. Take home assessment
- B. In class test
- B. Case based assessment
- A. Case based assessment
- A. Case based assessment
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
- • Integrate knowledge of linguistics, psychology, neuroanatomy, and psychology with current theories regarding the nature and cause of voice disorders, larygnectomy, and stuttering
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Develop creative intervention plans that apply best evidence of treatment efficacy, taking account of individuals’ personal characteristics, social situations, and personal preferences
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
Assessment tasks
- B. Take home assessment
- B. In class test
- B. Case based assessment
- A. Case based assessment
- A. Case based assessment
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
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Develop creative intervention plans that apply best evidence of treatment efficacy, taking account of individuals’ personal characteristics, social situations, and personal preferences
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
Assessment tasks
- B. Take home assessment
- B. Case based assessment
- A. Case based assessment
- A. Case based assessment
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
- • Integrate knowledge of linguistics, psychology, neuroanatomy, and psychology with current theories regarding the nature and cause of voice disorders, larygnectomy, and stuttering
- • Accurately identify the features of the range of clinical voice and fluency disorders, including their typical and less common characteristics as they occur across the lifespan
- • Develop creative intervention plans that apply best evidence of treatment efficacy, taking account of individuals’ personal characteristics, social situations, and personal preferences
- • Determine and demonstrate appropriate methods for evaluating short and long term outcomes of intervention for disorders of voice and fluency
- • Demonstrate mastery of standard therapy skills and techniques used with children, adolescents, and adults
Assessment tasks
- B. Take home assessment
- B. Case based assessment
- A. Case based assessment
- A. Case based assessment