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Unit outline_

CSCD1032: Human Communication

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Students will acquire knowledge about typical communication development in English across the lifespan and in cultures relevant to the Australian context. Students will learn about the sequence of normal communication development from prelinguistic communication development through to adult language; the significance of context and function in the development of language; the universality of communication development, and the effect of gender in communication development. This unit of study prepares students to undertake observation of communication and to demonstrate understanding of the theories and facts in the normal acquisition of communication skills and apply this knowledge across the lifespan. Students will also begin accumulating knowledge about professional communication, reciprocal learning, and reflective practice.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
HSBH1003
Corequisites
? 
None
Prohibitions
? 
CSCD2070
Assumed knowledge
? 

CSCD1034

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Anita MY Wong, anitamy.wong@sydney.edu.au
Lecturer(s) Anita MY Wong, anitamy.wong@sydney.edu.au
Tutor(s) Gregory Flannery, gregory.flannery@sydney.edu.au
The census date for this unit availability is 2 September 2024
Type Description Weight Due Length
Online task Quiz
online MCQ quiz taken in class #Early feedback
5% Week 03
Due date: 12 Aug 2024 at 10:00
15 minute
Outcomes assessed: LO1 LO8
Presentation group assignment Health promotion product
Health promotion product and video presentation
25% Week 08
Due date: 20 Sep 2024 at 23:59
Health Promotion Product + Video (3 min)
Outcomes assessed: LO4 LO6 LO7 LO8
Assignment group assignment Language Sample: Analysis & Report
analysis of language sample & interpretation report for parents
40% Week 10
Due date: 11 Oct 2024 at 23:59
Analysis, plus 800 word report
Outcomes assessed: LO3 LO5
Assignment Clinical discussion paper
paragraphs and short answers
30% Week 12
Due date: 25 Oct 2024 at 23:59
no more than 800 words
Outcomes assessed: LO1 LO2 LO8
group assignment = group assignment ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Cultural Competence Modules: Students are required to complete online cultural competence modules 1 and 2 that are accessible on your canvas dashboard. Completion is compulsory. The content is relevent for all assignments and particularly for the health promotion product.

 

 

A1 Quiz: Students complete a 15-minute MCQ online quiz in class on the assigned reading for the quiz and lecture materials covered in week 1 and 2

A2 Health promotion product: Students work in groups of 3 to 4 to a) create a health promotion product (e.g., short video, infographic) for consumers, b) to produce a short video to justify choices for the product and reflect on group work, and c) to reflect on the appropriateness of the product through the lens of the cultural competence modules 1 and 2 and its suitability in relation to other similar resources

A3 Language sampling - analysis and report: Students will work in pairs to take a language sample of a child aged between 3;6 and 4 years 11 months. Students will analyse the language characteristics of the sample, interpret the results and write up a report for parents or professionals.

A4: Clinical Discission paper: Students a) write up a 800-word discussion paper on one of the articles provided on the lived experience of people with speech, language and/or communication disorders, and b) provide short answers on the interpretation of norm-referenced test scores.

 

Detailed information for each assessment can be found on Canvas. 

Note: Students must complete all tasks to pass this unit of study. Failure to complete all assessments will result in a Fail grade, regardless of the cumulative total of marks

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Assignments are due 11.59pm on the day outlined in Canvas. Submission after this time is deemed late. 5% is deducted from the mark for each day it is late. After 10 days the assignment is not marked. Any student unable to submit by the deadline should apply for Special Consideration. Further information can be found https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Unit introduction; Human communication development Lecture (2 hr) LO1 LO8
Health promotion; Research for information and literature; Prep for A2: health promotion product Tutorial (1 hr) LO4 LO6 LO8
Week 02 Theories of language development and communication across the lifespan Lecture (2 hr) LO1 LO8
Language sampling: Why and how?; Language sampling practice; Prep for A3: language sampling Tutorial (1 hr) LO3 LO6 LO7
Week 03 Speech, language and communication development in infants and toddlers Lecture (2 hr) LO1 LO8
Language sample transcription and MLU count: Prep for A3: transcription and MLU Tutorial (1 hr) LO3
Week 04 Speech and language development in the preschooler years Lecture (2 hr) LO1 LO8
Ebbels & Nichol’s (2023) Grammatical targets for language sample analysis (GT_LSA) framework: an overview and its use in clinical practice Tutorial (1 hr) LO3
Week 05 Speech and language development in school-aged children Lecture (2 hr) LO1 LO8
Practice on GT_LSA Tutorial (1 hr) LO3
Week 06 Speech and language development in adolescents and young adults; Introduction to DLD Lecture (2 hr) LO1 LO8
Practice on GT_LSA Tutorial (1 hr) LO3
Week 07 Speech, language and communication in adults; developmental and acquired disorders Lecture (2 hr) LO1 LO8
Practice on GT_LSA; Prep for A3: LSA Tutorial (1 hr) LO3
Week 08 Causes of speech, language and communication disorders Lecture (2 hr) LO1 LO8
Practice on GT_LSA; interpreting results of LSA Tutorial (1 hr) LO3
Week 10 Literacy and speech-language pathology Lecture (2 hr) LO1 LO8
Interpreting and reporting results of LSA Tutorial (1 hr) LO3 LO5
Week 11 Standardized norm-referenced testing and reviewing research evidence; prep for A4 Lecture (2 hr) LO1 LO2
Interpretation of test scores and basic appraisal of research reports Tutorial (1 hr) LO2 LO7
Week 12 Cultural competence: Why and what; Culturally-responsive practice; Family-centred practice; Child protection, Getting ready for clinic Lecture (2 hr) LO1 LO8
Introduction to LSA using Systematic Analysis of Language Transcripts (SALT) Tutorial (1 hr) LO3 LO5
Week 13 Understanding speech, language and communication development a) at the neurobiological level, b) from a multi-level perspective, and c) using the Bronfenbrenner model Lecture (2 hr) LO1 LO8
Review of learning outcomes and reflection of learning Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8

Attendance and class requirements

You are timetabled 3 hours of class time per week for this unit of study (2 hours lecture; 1 hour tutorial). Your 1 hour tutorial is designed for active learning though participation and application and most of this will not be recorded - you should attend.

In addition, each hour of timetabled class is designed to be followed up with 2 additional hours of independent learning: group work, reading, discussion, practice. Thus, the unit content and learning outcomes are designed to be achievable in 9 hours of work per week of semester.

If you are having any difficulties at any time, please contact Anita for support. 

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Reading list

 

American Speech-Language-Hearing Association. (2021a). Cultural competence check-in: Culturally responsive practice. https://www.asha.org/siteassets/ uploadedfiles/multicultural/culturally-responsive-practice-checklist.pdf.

American Speech-Language-Hearing Association. (2021b). Cultural competence check-in: Self-reflection. https://www.asha.org/siteassets/uploadedfiles/ multicultural/self-reflection-checklist.pdf.

American Speech-Language-Hearing Association (n.d.). Cultural Competence. (Practice Portal). Retrieved from www.asha.org/Practice-Portal/Professional-Issues/Cultural-Competence/.

Bidgood, A. (2016). What comes before words? The beginnings of language development. emagazine, September, 44-46. http://www.lucid.ac.uk/media/1658/emagazine-article-gestures-babble-small.pdf

Easton. C. & McCormack, J. (2015). Sociocultural environments of speech, language and literacy. In In S. McLeod & J. McCormack (eds.) Introduction to Speech, Language and Literacy (pp. 40-80). Oxford University Press.

Hartshone, M. (2011). Speech, Language and Communication in Secondary Aged Pupils. ICan Talk Series: Issue 10, 1-24. https://ican.org.uk/media/1926/ican_talkseries10.pdf

Hulme, C., & Snowling, M. J. (2009). Developmental disorders of language learning and cognition. Wiley-Blackwell.

Lieven, E. (2015). Dog eats man. Nursery World, November, 21-24. http://www.lucid.ac.uk/media/1428/article-1_peter-and-rowland-150615.pdf

Lowry, L. (2012). Fact or Fiction? The top 10 Assumptions about Early Speech and Language Development. Hanen Early Language Program. Retrieved from http://www.hanen.org/Helpful-Info/Articles/Fact-or-Fiction--The-Top-10-Assumptions-about-Earl.aspx

Lubinski, R. (2010). Communicating effectively with elders and their families. The ASHA Leader, March, 1-7. Retrieved from https://leader.pubs.asha.org/doi/10.1044/leader.FTR2.15032010.12

McLeod, S., & McCormack, J. (2015) What are speech, language and literacy? In S. McLeod & J. McCormack (eds.) Introduction to Speech, Language and Literacy (pp. 3-39). Oxford University Press.

National Behaviour Support Service (2011). Speech, Language and Communication Needs in Adolescents.

https://www.nbss.ie/sites/default/files/publications/1._slc_needs_booklet_navy_0.pdf

Paul, R., Norbury, C., & Goose, C. (2018). Language disorders from infancy through adolescence (5th ed.), Elsevier.

Pine, J. (2015). My mistake. Nursey World, November, 21-24. http://www.lucid.ac.uk/media/1530/article-6_pine-161115.pdf

Raising Children Network (n.d.). Language development: 5-8 years. Retrieved from https://raisingchildren.net.au/school-age/development/language-development/language-5-8-years

Rowland, C. & Peter, M. (2015). Up to speed. Nursery World, June, 18-20.   http://www.lucid.ac.uk/media/1428/article-1_peter-and-rowland-150615.pdf

Stein, T. (2019). Literacy in the early years: What children need to learn and how you can help them learn it. Hanen Early Language Program. Retrieved from http://www.hanen.org/Helpful-Info/Articles/Literacy-in-the-Early-Years--What-Children-Need-to.aspx

Thornton, R. (2015). Syntax. In S. McLeod & J. McCormack (eds.) Introduction to Speech, Language and Literacy (pp. 266-302). Oxford University Press.

Yorkston, K. M., Bourgeois, M. S., & and Baylor, C. R. (2010). Communication and aging.

Physical Medicine and Rehabilitation Clinics of North America, 21(2), 309-319.

Young, H. D., & Bowers, L. M. (2018) Coordination of literacy efforts between literacy professionals and speech-language pathologists: Are we on the same team? Literacy Research and Instruction, 57(4), 285-305.

Westerveld, M. (2011). Sampling and Analysis of Children's Spontaneous Language: From Research to Practice. ACQ, 13(2), 63-67.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. describe developmental milestones for communication development across the lifespan in cultures relevant to Australia including Australia’s First Nations people.
  • LO2. apply population-based statistical information to interpret normal communication behaviour and development (normal curve, standard deviation, percentile rank)
  • LO3. Collect, analyse, and interpret a conversational sample on a typically developing preschool aged child.
  • LO4. demonstrate the ability to present health promotion information to individuals, communities, and peers, and evaluate health promotion resources.
  • LO5. demonstrate the ability to write clear and concise reports for communicating information to individuals, families, and professionals.
  • LO6. use information technology for health promotion tasks (e.g. creating and/or critiquing health information such as blogs, YouTube videos and flyers)
  • LO7. demonstrate advanced syntax, keyword, and subject heading search terms to find appropriate learning resources and demonstrate how to appraise journal articles and information resources with regard to peer- review and content.
  • LO8. discuss cultural and linguistic differences in communication and accommodate personal, cultural, and linguistic difference in professional communication with individuals, families, and communities across cultures relevant to the Australian context.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Speech Pathology Australia Professional Standards (2021) - SPA
2.5. Acquire, critique and integrate knowledge from a range of sources
LO2
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
2.5. Acquire, critique and integrate knowledge from a range of sources
3.3. Interpret, diagnose and report on assessments
LO3
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
3.1. Develop shared understanding of speech pathology
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
LO4
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.7. Advocate for optimal communication and swallowing
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
LO5
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
2.6. Engage in learning with colleagues, students and the community
3.4. Plan speech pathology intervention or service response
LO6
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.2. Comply with legislation, standards, policies and protocols
1.3. Provide safe and quality services
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.7. Advocate for optimal communication and swallowing
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
LO7
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
2.5. Acquire, critique and integrate knowledge from a range of sources
2.6. Engage in learning with colleagues, students and the community
LO8
Speech Pathology Australia Professional Standards (2021) - SPA
1.4. Collaborate with individuals, their supports, our colleagues and the community
2.5. Acquire, critique and integrate knowledge from a range of sources
Speech Pathology Australia Professional Standards (2021) -
Competency code Taught, Practiced or Assessed Competency standard
1.1 T P A Provide ethical and evidence-based practice
1.2 T P A Comply with legislation, standards, policies and protocols
1.4 T P A Collaborate with individuals, their supports, our colleagues and the community
1.5 T P A Maintain high standards of communication, information sharing and record keeping
1.6 T P A Consider the needs of individuals and communities in clinical decision-making and practice
1.7 T P A Advocate for optimal communication and swallowing
2.2 T P A Use critical reflection to inform professional development and practice
2.5 T P A Acquire, critique and integrate knowledge from a range of sources
2.6 T P A Engage in learning with colleagues, students and the community
3.1 T P A Develop shared understanding of speech pathology
3.2 T P A Assess communication and swallowing needs
3.3 T P A Interpret, diagnose and report on assessments
3.6 T P A Support development of the profession

This section outlines changes made to this unit following staff and student reviews.

we will provide details of the tasks in a timely and more organized manner. we will make the lectures more interactive, We will review the content of the lectures and tutorials, and make a more explicit link of content between the lectures and the tutorials. We will take up your recommendation to provide opportunities share students health promotion products in class

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.