Outline

Overview

Participants will acquire the knowledge and skills to undertake the clinical management of children and adults who stutter. Participants will learn about clinically relevant theories and research findings pertaining to the management of stuttering, how to select, justify and implement clinical interventions, and demonstrate skills in researching and applying evidence-based practice to stuttering management. Participants will acquire skills in identifying and measuring stuttering and producing a speech restructuring speech pattern. This unit of study prepares students to evaluate research evidence for different assessment and intervention programs in stuttering.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	CSCD2058
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Katrina Gott, katrina.gott@sydney.edu.au

Type	Description	Weight	Due	Length
Skills-based evaluation	Cardiopulmonary resuscitation certificate and meeting Cardiopulmonary resuscitation training and clinic meeting	0%	Formal exam period	30 minute meeting
Outcomes assessed:
Skills-based evaluation	Pre-school treatment skill barrier task Pre-school stuttering treatment skills	0%	Week 04	15 minutes
Outcomes assessed:
Small test	Case-based MCQ and short answer quiz Case-based MCQ and short-answer quiz	30%	Week 06	1hr
Outcomes assessed:
Assignment	Case-based video assignment 1 Demonstration of a portion of an assessment session with an adult client	35%	Week 08	1x 3 min video
Outcomes assessed:
Assignment	Case based video assignment 2 Demonstration of a portion of a treatment session with an adult client	35%	Week 12	1x 3 min video
Outcomes assessed:
= hurdle task ?

Assessment summary

Pre-school treatment skills: Students will be given the opportunity to learn how to identify parent verbal contingencies for stuttering and stutter-free speech. Students are required to identify all five verbal contingencies correctly. Students who do not pass this assessment on the first attempt will be given one opportunity to re-sit the assessment. No further attempts will be offered after this.
Small test: Case-based MCQ and short answer quiz. During this quiz, students will be presented with short cases and a series of questions about each case.
Case-based video assignment 1: Students must receive a score of 50% or higher to pass the assignment. As part of this assessment task, students must demonstrate a portion of an assessment session with an adult client.
Case-based video assignment 2: Students must receive a score of 50% or higher to pass the assignment. As part of this assessment task, students must demonstrate a portion of a treatment session with an adult client, including a demonstration of fluency technique.
Cardiopulmonary resuscitation certificate: Must be completed to proceed to clinical placements. You will also meet with a fourth year Speech Pathology student prior to second year clinical placements.

You must complete all the assessment tasks to pass the entire unit. Failure to complete any assessment item will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study.

Detailed information for each assessment can be found on Canvas.

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

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Fail

0 - 49

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

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:

All assessment tasks are compulsory and must be submitted to pass the unit of study. Assignments have a specific due date. The faculty specifies the following penalty for late assignment submissions: • If your assignment is submitted after the due date and time it will be considered a late submission. • For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work • The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. • For work submitted more than ten calendar days after the due date, a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work. You are responsible for ensuring that your assignment is submitted on time via Canvas. This includes planning to submit your assignment sufficiently before the time it is due. In the event that you have technical difficulties at the time of your submission, you MUST email a copy of the assignment to the unit of study coordinator and continue to attempt to upload it. As long as the version you upload is identical to the one you emailed, a penalty will not be applied.

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.

Learning support

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Defining, describing, diagnosing and controlling stuttering; Epidemiology, genetics, and effects of stuttering	Lecture and tutorial (3 hr)
Week 02	Cause of stuttering; Clinical measurement of stuttering	Lecture and tutorial (3 hr)
Week 03	Evidence-based practice in Speech Pathology; Evidence-based treatment of early stuttering 1	Lecture and tutorial (3 hr)
Week 04	Evidence-based treatment of early stuttering 2	Lecture and tutorial (3 hr)
Week 05	Evidence-based treatment of adult stuttering 1	Lecture and tutorial (3 hr)
Week 06	In-class Quiz	Lecture and tutorial (3 hr)
Week 07	Evidence-based treatment of adult stuttering 2	Lecture and tutorial (3 hr)
Week 08	Evidence-based treatment for adult stuttering 3	Lecture and tutorial (3 hr)
Week 09	Case study: Guest speaker	Lecture and tutorial (3 hr)
Week 10	Evidence-based treatment for school-age stuttering	Lecture and tutorial (3 hr)
Week 11	Evidence-based treatment for adolescent stuttering	Lecture and tutorial (3 hr)
Week 12	Cluttering and Acquired stuttering; Anxiety and stuttering	Lecture and tutorial (3 hr)
Week 13	Revision	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: The course is designed so that attendance at all classes is needed to pass.

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

All readings for this unit can be accessed through the Library and your reading list available on Canvas.

Onslow, M (2020). Stuttering and its treatment: Eleven lectures. https://www.uts.edu.au/sites/default/files/2018-10/Stuttering%20and%20its%20Treatment%20-%20Eleven%20Lectures%20April%202018_0.pdf

Packman, A., Onslow, M., Webber, M., Harrison, E., Arnott, S., Bridgman, K., Carey, B., Sheedy, S., O’Brian, S., MacMillan, V., & Lloyd, W. (2020). The Lidcombe Program treatment guide. Retrieved from: https://www.uts.edu.au/sites/default/files/2020-07/Lidcombe%20Program%20Treatment%20Guide%202020%201.0_1.pdf

O’Brian, S., Carey, B., Lowe, R., Onslow, M., Packman, A., & Cream, A. (2018). The Camperdown Program Stuttering Treatment Guide. Retrieved from
https://www.uts.edu.au/sites/default/files/2018-10/Camperdown%20Program%20Treatment%20Guide%20June%202018.pdf

Learning outcomes

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. assess stuttering using appropriate measures including those for severity, speech naturalness and anxiety
LO2. interpret stuttering assessment results and provide diagnosis and recommendations
LO3. identify and describe stuttering in adults and school aged children with chronic stuttering and pre-school children with early stuttering
LO4. identify and describe the cause, epidemiology, genetics, and the effects of stuttering
LO5. develop and apply a clinical protocol for selecting and implementing a sequence of treatment options for clients who stutter
LO6. evaluate clinical progress toward planned outcomes
LO7. observe, critique and demonstrate five Lidcombe Program parent verbal contingencies to entry level Competency Based Occupational Standards requirements
LO8. observe, critique and demonstrate the Camperdown Program speech restructuring training model to entry level Competency Based Occupational Standards requirements
LO9. critique the evidence base of key therapy approaches for clients who stutter by distinguishing between publications that are basic stuttering research and those that are Phase 1, Phase 2 and Phase 3 clinical trials
LO10. communicate assessment and treatment plans, rationales and recommendations to clients and families
LO11. demonstrate adequate multimedia communication and digital literacy skills in creation of and uploading of speech exemplar
LO12. develop and apply a clinical protocol for video self-modelling as a speech restructuring treatment adjunct
LO13. demonstrate knowledge of the recommended best practices for the provision of culturally competent and safe services to multilingual people with stuttering/motor speech disorders
LO14. describe how to conduct assessment and intervention in a client’s languages (as identified by their family) using culturally and linguistically appropriate tools and evidence-based procedures
LO15. identify and describe social anxiety and the epidemiology of anxiety and related mental health disorders associated with stuttering
LO16. implement a protocol for a clinical psychologist referral for anxiety or other mental health disorder management for a client who stutters
LO17. identify the management of clients who stutter from the documented perspectives of clients who stutter, parents of children who stutter and experienced clinicians who treat stuttering
LO18. list professional bodies, organisations, and community activities through which speech-learning pathologists can enhance public awareness of stuttering/motor speech disorders, the prevalence and impact of these disorders, and value of a speech-learning pathologist intervention
LO19. demonstrate the capacity to play a range of roles within a team including being a leader, and a valuable member of a team.

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client. 1.2. Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client. 1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
	Competency-based Occupational Standards for Speech Pathologists - 2. Analysis and interpretation 2.1. Analyse and interpret speech pathology assessment data. 2.2. Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps. 2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes. 2.4. Report on analysis and interpretation. 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
	Competency-based Occupational Standards for Speech Pathologists - 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
	Competency-based Occupational Standards for Speech Pathologists - 1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client. 1.2. Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
	Competency-based Occupational Standards for Speech Pathologists - 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services
	Competency-based Occupational Standards for Speech Pathologists - 4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary.
	Competency-based Occupational Standards for Speech Pathologists - 1. Assessments 1.3. Administer speech pathology assessment relevant to the communication and/or swallowing condition. 3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition. 4. Implementation of speech pathology practice 4.2. Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
	Competency-based Occupational Standards for Speech Pathologists - 4. Implementation of speech pathology practice 4.2. Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
	Competency-based Occupational Standards for Speech Pathologists - 7. Lifelong learning and reflective practice 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
	Competency-based Occupational Standards for Speech Pathologists - 3.3. Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required. 3.4. Establish goals for intervention in collaboration with the client and significant others.
	Competency-based Occupational Standards for Speech Pathologists - 5.4. Update, acquire and/or develop resources.
	Competency-based Occupational Standards for Speech Pathologists - 4.2. Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3). 4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary.
	Competency-based Occupational Standards for Speech Pathologists - 5. Planning, providing and managing speech pathology services 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 4. Implementation of speech pathology practice
	Competency-based Occupational Standards for Speech Pathologists - 1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client. 1.2. Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
	Competency-based Occupational Standards for Speech Pathologists - 5.5. Consult and coordinate with professional groups and services. 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 4. Implementation of speech pathology practice 5. Planning, providing and managing speech pathology services
	Competency-based Occupational Standards for Speech Pathologists - 4.6. Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.

Competency-based Occupational Standards for Speech Pathologists -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2		Identify the communication and/or swallowing conditions requiring investigation and use the best available scientific and clinical evidence to determine the most suitable assessment procedures in partnership with the client.
2.1		Analyse and interpret speech pathology assessment data.
2.2		Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3		Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4		Report on analysis and interpretation.
2.5		Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1		Use integrated and interpreted information (outlined in Unit 2) relevant to the communication and/or swallowing condition, and/or the service provider’s policies and priorities to plan evidence-based speech pathology practice.
3.2		Seek additional information required to plan evidence-based speech pathology practice.
3.3		Discuss long-term outcomes and collaborate with the client and/or significant others to decide whether or not speech pathology strategies are suitable and/or required.
3.4		Establish goals for intervention in collaboration with the client and significant others.
3.5		Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6		Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7		Document speech pathology intervention plans, goals and outcome measurement.
4.1		Establish rapport and facilitate participation in speech pathology intervention.
4.2		Implement an evidence-based speech pathology intervention according to the information obtained from speech pathology assessment, interpretation and planning (see Units 1, 2, and 3).
7.1		Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.

Responding to student feedback

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

The video assignments have been adapted in response to student feedback. The lecture schedule has been updated to reflect the needs of assignment completion.

Additional information

More information can be found on Canvas

Additional costs

There are no additional costs for this unit

Site visit guidelines

There are no site visit guidelines for this unit

Work, health and safety

There are no specific WHS requirements for this unit

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD1035: Stuttering

Semester 2, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect