Outline

Overview

Students will acquire the knowledge and skills to conduct assessment and provide intervention for clients with speech motor disorders and swallowing needs. Students will describe, conduct, justify and evaluate interventions for these populations. A focus on a case-based curriculum will support students’ integration of theory and practical skills. This unit of study prepares students to conduct appropriate, evidence-based, and client focussed, assessment and intervention for these populations.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	BIOS2062
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	BIOS1163
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Dharshini M, dharshini.m@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Case based management plan Case-based video assignment.	40%	Formal exam period Due date: 11 Nov 2024 at 23:59	15-minute video
Outcomes assessed:
Small continuous assessment	Speech Analysis Speech analysis task (5%), three canvas quizzes using Praat software.	5%	Multiple weeks	30-60 mins
Outcomes assessed:
Supervised test ?	Motor Speech Disorders Mid-Semester Exam Mid-semester exam (45%) Test Duration: 60 minutes	45%	Week 07 Due date: 11 Sep 2024 at 16:30 Closing date: 11 Sep 2024	1 hour
Outcomes assessed:
Small test	VFSS assessment VFSS barrier-task, in class test (pen + paper)	10%	Week 12 Due date: 24 Oct 2024 at 08:00	30 minutes
Outcomes assessed:
= hurdle task ?

Assessment summary

Speech Analysis (5%): In class speech analysis tests for Motor Speech Disorders. These tests will occur across multiple weeks from weeks 1-5.
Mid-semester test (45%): This test will assess students’ understanding of assessment and treatment of motor speech disorders. The assignment will cover the content from lectures and tutorials weeks 1-6. The test will be in Week 7, Wednesday, 4-5.00pm.
Video assignment (10% barrier task): This assignment will assess students’ understanding of instrumental assessment and dysphagia management. The assignment will cover the contents from lectures and tutorials, weeks 7-11.
Case-based video assignment (40%): This assignment will assess students’ understanding of assessment and treatment of dysphagia. The assignment will cover the content from lectures and tutorials, weeks 7-13.

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
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.

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.

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

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to motor speech disorders	Lecture (2 hr)
Week 01	Practice in diagnosis	Tutorial (1 hr)
Week 02	Evaluating motor speech disorders	Lecture (2 hr)
Week 02	Practice in diagnosis	Tutorial (1 hr)
Week 03	Evaluating motor speech disorders	Lecture (2 hr)
Week 03	Practice in diagnosis	Tutorial (1 hr)
Week 04	Treatment - dysarthrias	Lecture (2 hr)
Week 04	Treatment principles and design	Tutorial (1 hr)
Week 05	Treatment - dysarthrias	Lecture (2 hr)
Week 05	Treatment approaches and design	Tutorial (1 hr)
Week 06	Treatment - apraxia of speech	Lecture (2 hr)
Week 06	Treatment approaches and design	Tutorial (1 hr)
Week 07	Introduction to Dysphagia	Lecture (2 hr)
Week 07	Case history	Tutorial (1 hr)
Week 08	Clinical Swallowing Evaluation + Cranial Nerve Exam	Lecture (2 hr)
Week 08	Cranial Nerve Exam	Tutorial (1 hr)
Week 09	Instrumental assessment	Lecture (2 hr)
Week 09	VFSS and FEES	Tutorial (1 hr)
Week 10	Dysphagia Management	Lecture (2 hr)
Week 10	Dysphagia Management	Tutorial (1 hr)
Week 11	Dysphagia Management	Lecture (2 hr)
Week 11	Dysphagia Management	Tutorial (1 hr)
Week 12	Dysphagia Management	Lecture (2 hr)
Week 12	Dysphagia Management	Tutorial (1 hr)
Week 13	Dysphagia Management	Lecture (2 hr)
Week 13	Dysphagia Management	Tutorial (1 hr)

Attendance and class requirements

Attendance: Students are expected to attend all lectures and tutorials for the duration of the semester.

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 eReserve, available on Canvas. Readings will be published on Canvas

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. Describe the anatomy and physiology of normal swallowing in adults.
LO2. Appraise and synthesise critical information from a case history, swallowing evaluation and instrumental swallowing assessment to identify the underlying nature of dysphagia and make reliable diagnoses, and apply the findings to the management of an individual with swallowing needs, considering autonomy, personal preferences, cultural, linguistic, and social backgrounds.
LO3. Analyse and identify appropriate assessments and onward referrals within case-based clinical scenarios.
LO4. Analyse and report observations from a case-based analysis of a video-fluoroscopic swallowing study (VFSS).
LO5. Identify and describe the intervention for an individual with swallowing needs, with reference to compensatory and rehabilitative approaches.
LO6. Use the principles of evidence-based practice, and values and wishes of the individual when providing services to those with swallowing needs and their family.
LO7. Describe the basic neurology of speech motor control and impairment.
LO8. Describe symptomatology of the various dysarthria types and apraxia of speech and identify the non-language and psychosocial implications resulting from neurogenic communication disorders.
LO9. Describe and apply the concepts of the International Classification of Function in relation to neurological communication needs.
LO10. Develop and apply an examination protocol for motor speech disorders, make reliable diagnoses, and develop appropriate intervention tailored to each type of motor speech disorder making modifications necessary to accommodate concomitant disorders such as aphasia or cognitive impairment.
LO11. Demonstrate an awareness and understanding of common medical management procedures including common surgical, pharmaceutical, and prosthetic treatment approaches for individuals with motor speech issues.

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
	Speech Pathology Australia Professional Standards (2021) - 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 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 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 3.3. Interpret, diagnose and report on assessments
	Speech Pathology Australia Professional Standards (2021) - 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 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology
	Speech Pathology Australia Professional Standards (2021) - 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 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 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 3.1. Develop shared understanding of speech pathology 3.2. Assess communication and swallowing needs 3.3. Interpret, diagnose and report on assessments 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 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		Provide ethical and evidence-based practice
1.2		Comply with legislation, standards, policies and protocols
1.3		Provide safe and quality services
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
2.2		Use critical reflection to inform professional development and practice
2.2.a		We use our awareness of our personal and professional abilities and limitations to inform our scope of practice, our professional development needs and our participation in professional supervision and mentoring.
2.5		Acquire, critique and integrate knowledge from a range of sources
2.6		Engage in learning with colleagues, students and the community
3.2		Assess communication and swallowing needs
3.3		Interpret, diagnose and report on assessments
3.4		Plan speech pathology intervention or service response

Responding to student feedback

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

No changes (other than assessment modes) have been made since this unit was last offered.

Additional information

More information can be found on Canvas or will be provided in class

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

CSCD2062: Motor Speech and Dysphagia

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

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

Support for students

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