Students

SPTH8835 – Voice and Fluency Disorders

2021 – Session 2, Weekday attendance, North Ryde

Session 2 Learning and Teaching Update

The decision has been made to conduct study online for the remainder of Session 2 for all units WITHOUT mandatory on-campus learning activities. Exams for Session 2 will also be online where possible to do so.

This is due to the extension of the lockdown orders and to provide certainty around arrangements for the remainder of Session 2. We hope to return to campus beyond Session 2 as soon as it is safe and appropriate to do so.

Some classes/teaching activities cannot be moved online and must be taught on campus. You should already know if you are in one of these classes/teaching activities and your unit convenor will provide you with more information via iLearn. If you want to confirm, see the list of units with mandatory on-campus classes/teaching activities.

Visit the MQ COVID-19 information page for more detail.

General Information

Download as PDF
Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Claire Layfield
Available by appointment.
Unit Convenor
Elisabeth Harrison
Available by appointment.
Credit points Credit points
10
Prerequisites Prerequisites
Admission to MSpchLngPath
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

In this unit, students will gain a thorough understanding of the nature and aetiology of disorders of voice, and fluency, in adults and children. Speech pathology assessment practices, including the use of instrumental and perceptual measures, identification of typical and unusual characteristics, and analysis and interpretation of results will be critically explored. Speech pathology interventions for these disorders, and the research evidence supporting them, will also be critically explored.

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:

  • ULO1: Analyse and evaluate accounts of the aetiology of voice and fluency disorders, focusing on their implications for diagnosis.
  • ULO2: Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation.
  • ULO3: Select and justify appropriate, evidence-based speech pathology assessment and intervention for voice and fluency disorders.
  • ULO4: Utilise a social, collaborative, client-centred model of assessment and intervention for people with voice or fluency disorders.
  • ULO5: Critically appraise the research evidence supporting speech pathology assessment and intervention for people experiencing voice and fluency disorders, and employ it appropriately to promote client-centred care.

General Assessment Information

Word limits

Assessment submissions with excessive word counts will receive a penalty commensurate with the amount the submission has exceeded the word limit stated in the assessment description. Excessive word counts will result in the following penalties:

  • From 11 to 20% over the word limit = reduction by one grading band.
  • More than 20% over the word limit = reduction by at least two grading bands, with further penalties applied at the discretion of the unit convenor.

For example: Word limit = 2000 words; Submission word count = 2240, i.e., 12% over the limit, and therefore a penalty is applied as follows:

  • Initial grade = D
  • Penalty = reduction of one grading band
  • Final grade = C 

Penalty for late submission

Late submission of assessments will result in the following penalties:

  • 1 day late = reduction by no more than one grading band, at the discretion of the unit convenor
  • 2 days late = reduction by no more than two grading bands, at the discretion of the unit convenor
  • 3 or more days late = reduction by at least two grading bands, with further reductions at the discretion of the unit convenor

For example: A submission is two days late, and therefore a penalty is applied as follows:

  • Initial grade = HD
  • Maximum penalty = reduction of two grading bands
  • Final grade = C 

Assessment Tasks

Name Weighting Hurdle Due
Case based assessment - voice disorder 50% Yes 14 September (mid-session break)
Case based assessment - fluency disorder 50% Yes Week 15

Case based assessment - voice disorder

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 38 hours
Due: 14 September (mid-session break)
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

 

In this assessment task, students will be provided with case information relating to people who have voice disorders. They will also be provided with clinical scenarios, and asked to develop plans relating to speech pathology assessment and intervention for these people. The assessment task will require students 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 accounts of the aetiology of voice and fluency disorders, focusing on their implications for diagnosis.
  • Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation.
  • Select and justify appropriate, evidence-based speech pathology assessment and intervention for voice and fluency disorders.
  • Utilise a social, collaborative, client-centred model of assessment and intervention for people with voice or fluency disorders.
  • Critically appraise the research evidence supporting speech pathology assessment and intervention for people experiencing voice and fluency disorders, and employ it appropriately to promote client-centred care.

Case based assessment - fluency disorder

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 39 hours
Due: Week 15
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

 

In this assessment task, students will be provided with case information relating to people who have fluency disorders. They will also be provided with clinical scenarios, and asked to develop plans relating to speech pathology assessment and intervention for these people. The assessment task will require students 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 accounts of the aetiology of voice and fluency disorders, focusing on their implications for diagnosis.
  • Identify, analyse, and describe signs of voice and fluency disorders, and their implications for communication, health, and social participation.
  • Select and justify appropriate, evidence-based speech pathology assessment and intervention for voice and fluency disorders.
  • Utilise a social, collaborative, client-centred model of assessment and intervention for people with voice or fluency disorders.
  • Critically appraise the research evidence supporting speech pathology assessment and intervention for people experiencing voice and fluency disorders, and employ it appropriately to promote client-centred care.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

NOTE: The standard delivery of this unit has been affected by the current Public Health Orders and associated restrictions implemented by the NSW Government, and the response of the University to these circumstances. As a consequence, the delivery of this unit may be altered during Session 2 should these circumstances change. If on-campus learning activities are undertaken during Session 2, they will be delivered in accordance with a COVID Safe plan.

Students will participate in 3 hour lectorial classes blending teacher-fronted delivery with small group activities. Students will be expected to engage with learning materials before attending and participating in weekly classes, and then to complete learning activities following class. All scheduled learning activities will occur over the standard 13 weeks of the session.

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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 help you improve your marks and take control of your study.

The Library provides online and face to face support to help you find and use relevant information resources. 

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

If you are a Global MBA student contact globalmba.support@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.