Students

SPHL828 – Speech Pathology Intervention 1

2017 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Claire Layfield
Elisabeth Harrison
Christine Taylor
Credit points Credit points
4
Prerequisites Prerequisites
Admission to MSpchLngPath
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
In this unit students will gain advanced knowledge of a range of theoretically and empirically informed intervention principles, and their application across the range of speech pathology practice. Students will focus on applying these principles differentially to interventions for dysphagia, fluency disorders, and voice disorders in children and adults.

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:

  • Analyse and evaluate the implications of current knowledge about correlational learning, motor learning, and behaviour modification for speech pathology practice, particularly interventions targeting body functions and structures
  • Apply theoretically motivated and evidence based principles to planning speech pathology interventions for people with dysphagia, fluency disorders, and voice disorders.
  • Align principles and practices informed by correlational learning, motor learning, and behaviour modification with client-centred care, focusing on the psychosocial implications of dysphagia, fluency disorders, and voice disorders.
  • Identify and evaluate ethical speech pathology practice for people with dysphagia, fluency disorders, and voice disorders, focusing on client-centred care.

Assessment Tasks

Name Weighting Hurdle Due
SPHL828.1 50% Yes Week 8 Tuesday 2/5/17
SPHL828.2 50% Yes Week 14

SPHL828.1

Due: Week 8 Tuesday 2/5/17
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

Students will be provided with case information and, potentially, audio and video relating to a person who stutters. They will be also be provided with a clinical scenario, and asked to develop plans relating to speech pathology intervention for this person. The assessment task will require them to integrate and synthesise case information, case data, theory, research evidence, and routine speech pathology practices in order to formulate this plan.


On successful completion you will be able to:
  • Analyse and evaluate the implications of current knowledge about correlational learning, motor learning, and behaviour modification for speech pathology practice, particularly interventions targeting body functions and structures
  • Apply theoretically motivated and evidence based principles to planning speech pathology interventions for people with dysphagia, fluency disorders, and voice disorders.
  • Align principles and practices informed by correlational learning, motor learning, and behaviour modification with client-centred care, focusing on the psychosocial implications of dysphagia, fluency disorders, and voice disorders.
  • Identify and evaluate ethical speech pathology practice for people with dysphagia, fluency disorders, and voice disorders, focusing on client-centred care.

SPHL828.2

Due: Week 14
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

Students will be provided with case information and, potentially, audio and video relating to people who have dysphagia and voice disorders. They will be also be provided with clinical scenarios, and asked to develop plans relating to speech pathology intervention for these people. The assessment task will require them to integrate and synthesise case information, case data, theory, research evidence, and routine speech pathology practices in order to formulate plans.


On successful completion you will be able to:
  • Analyse and evaluate the implications of current knowledge about correlational learning, motor learning, and behaviour modification for speech pathology practice, particularly interventions targeting body functions and structures
  • Apply theoretically motivated and evidence based principles to planning speech pathology interventions for people with dysphagia, fluency disorders, and voice disorders.
  • Align principles and practices informed by correlational learning, motor learning, and behaviour modification with client-centred care, focusing on the psychosocial implications of dysphagia, fluency disorders, and voice disorders.
  • Identify and evaluate ethical speech pathology practice for people with dysphagia, fluency disorders, and voice disorders, focusing on client-centred care.

Delivery and Resources

This course will be delivered in a blended learning format where students will be expected to engage with learning materials prior to attending and participating in weekly classes and then complete learning activities following class.

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

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.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 (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

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

  • Analyse and evaluate the implications of current knowledge about correlational learning, motor learning, and behaviour modification for speech pathology practice, particularly interventions targeting body functions and structures
  • Apply theoretically motivated and evidence based principles to planning speech pathology interventions for people with dysphagia, fluency disorders, and voice disorders.
  • Align principles and practices informed by correlational learning, motor learning, and behaviour modification with client-centred care, focusing on the psychosocial implications of dysphagia, fluency disorders, and voice disorders.
  • Identify and evaluate ethical speech pathology practice for people with dysphagia, fluency disorders, and voice disorders, focusing on client-centred care.

Assessment tasks

  • SPHL828.1
  • SPHL828.2

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

  • Analyse and evaluate the implications of current knowledge about correlational learning, motor learning, and behaviour modification for speech pathology practice, particularly interventions targeting body functions and structures
  • Apply theoretically motivated and evidence based principles to planning speech pathology interventions for people with dysphagia, fluency disorders, and voice disorders.
  • Align principles and practices informed by correlational learning, motor learning, and behaviour modification with client-centred care, focusing on the psychosocial implications of dysphagia, fluency disorders, and voice disorders.
  • Identify and evaluate ethical speech pathology practice for people with dysphagia, fluency disorders, and voice disorders, focusing on client-centred care.

Assessment tasks

  • SPHL828.1
  • SPHL828.2

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

  • Analyse and evaluate the implications of current knowledge about correlational learning, motor learning, and behaviour modification for speech pathology practice, particularly interventions targeting body functions and structures
  • Apply theoretically motivated and evidence based principles to planning speech pathology interventions for people with dysphagia, fluency disorders, and voice disorders.
  • Align principles and practices informed by correlational learning, motor learning, and behaviour modification with client-centred care, focusing on the psychosocial implications of dysphagia, fluency disorders, and voice disorders.
  • Identify and evaluate ethical speech pathology practice for people with dysphagia, fluency disorders, and voice disorders, focusing on client-centred care.

Assessment tasks

  • SPHL828.1
  • SPHL828.2

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

  • Analyse and evaluate the implications of current knowledge about correlational learning, motor learning, and behaviour modification for speech pathology practice, particularly interventions targeting body functions and structures
  • Apply theoretically motivated and evidence based principles to planning speech pathology interventions for people with dysphagia, fluency disorders, and voice disorders.
  • Align principles and practices informed by correlational learning, motor learning, and behaviour modification with client-centred care, focusing on the psychosocial implications of dysphagia, fluency disorders, and voice disorders.
  • Identify and evaluate ethical speech pathology practice for people with dysphagia, fluency disorders, and voice disorders, focusing on client-centred care.

Assessment tasks

  • SPHL828.1
  • SPHL828.2

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

  • Analyse and evaluate the implications of current knowledge about correlational learning, motor learning, and behaviour modification for speech pathology practice, particularly interventions targeting body functions and structures
  • Apply theoretically motivated and evidence based principles to planning speech pathology interventions for people with dysphagia, fluency disorders, and voice disorders.
  • Align principles and practices informed by correlational learning, motor learning, and behaviour modification with client-centred care, focusing on the psychosocial implications of dysphagia, fluency disorders, and voice disorders.
  • Identify and evaluate ethical speech pathology practice for people with dysphagia, fluency disorders, and voice disorders, focusing on client-centred care.

Assessment tasks

  • SPHL828.1
  • SPHL828.2

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

  • Analyse and evaluate the implications of current knowledge about correlational learning, motor learning, and behaviour modification for speech pathology practice, particularly interventions targeting body functions and structures
  • Apply theoretically motivated and evidence based principles to planning speech pathology interventions for people with dysphagia, fluency disorders, and voice disorders.
  • Align principles and practices informed by correlational learning, motor learning, and behaviour modification with client-centred care, focusing on the psychosocial implications of dysphagia, fluency disorders, and voice disorders.
  • Identify and evaluate ethical speech pathology practice for people with dysphagia, fluency disorders, and voice disorders, focusing on client-centred care.

Assessment tasks

  • SPHL828.1
  • SPHL828.2