Outline

Overview

Students will acquire knowledge about speech sound disorders and will cover techniques for assessment, analysis and intervention of such disorders through case-based and project based learning activities. Students will learn skills of phonological analysis and will learn to evaluate research evidence for best practice in assessment, diagnosis and intervention of speech sound disorders in children. This unit of study provides students with essential theoretical background to begin Speech Pathology clinical practice units.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD1034 and CSCD1032
Corequisites ?	CSCD2064 or CSCD2065
Prohibitions ?	None
Assumed knowledge ?	Ability to phonetically transcribe Australian English speech.
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Elizabeth Murray, elizabeth.murray@sydney.edu.au
Lecturer(s)	Elizabeth Murray, elizabeth.murray@sydney.edu.au
Tutor(s)	Donna Thomas, donna.thomas@sydney.edu.au
Tutor(s)	Milan Przulj, milan.przulj@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Phonological processes test Online open-book MCQ quiz	10%	- Due date: 31 Mar 2020 at 17:00	35 minutes
Outcomes assessed:
Final exam	Take home final exam Take home case-based exam	30%	Formal exam period	2 hours
Outcomes assessed:
Assignment	Case study assignment Case study - child.	60%	Week 11 Due date: 12 May 2020 at 17:00	Completion of templates provided.
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Phonological processes test: This is a class test focused on the identification and application of phonological processes. A total of 20 marks will be possible. One mark will be deducted for each incorrect answer. A pass mark will be equivalent to 10/20.
Case study assignment: This assignment will be completed in regular meetings with your community group. You will be given case based data for one child with a phonological impairment. You must complete this assessment tasks to pass the entire unit. Failure to complete it will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study.
Final exam: This will be a problem-based exam which will require students to integrate knowledge learned throughout the unit of study to clinical cases. A total of 50 marks will be possible. One mark will be deducted for each incorrect answer. A pass mark will be equivalent to 25/50. You must complete this assessment tasks to pass the entire unit. Failure to complete it 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
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 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:

Tests and exams: you are required to apply for special consideration to have a replacement test or exam on another day. Otherwise you will be given a score of zero for the task. Assignment: 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.

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	Children with speech sound disorders	Lecture (2 hr)
Week 01	Transcription of disordered speech, phonological processes, identifying protective and risk factors of SSD and impact for case.	Tutorial (1 hr)
Week 02	Classification, causes, and co-occurrence	Lecture (2 hr)
Week 02	Transcription of disordered speech, determining features of different SSDs, phonological processes.	Tutorial (1 hr)
Week 03	Children’s speech acquisition	Lecture (2 hr)
Week 03	Differentiating typical from disordered speech.	Tutorial (1 hr)
Week 04	Assessment	Lecture (2 hr)
Week 04	Assessment practical, critiquing published tools and interpreting assessment results.	Tutorial (1 hr)
Week 05	Analysis	Lecture (2 hr)
Week 05	Analysis for a case.	Tutorial (1 hr)
Week 06	1. Analysis; 2. Goal setting	Lecture (2 hr)
Week 06	Goal setting for a case.	Tutorial (1 hr)
Week 07	Intervention principles and plans	Lecture (2 hr)
Week 07	Intervention planning for a case.	Tutorial (1 hr)
Week 08	1. Goal setting; 2. Intervention procedures; 3. Phonological interventions	Lecture (2 hr)
Week 08	Practical on intervention procedures.	Tutorial (1 hr)
Week 09	1. Phonological interventions; 2. Intervention evaluation	Lecture (2 hr)
Week 09	Intervention role-play, clinical data collection and decision making.	Tutorial (1 hr)
Week 10	Phonological interventions	Lecture (2 hr)
Week 10	Intervention role play, how to run a whole speech session.	Tutorial (1 hr)
Week 11	Articulatory and motor speech intervention approaches	Lecture (2 hr)
Week 11	Articulation treatment practice, goal setting and treatment for dysarthria.	Tutorial (1 hr)
Week 12	Articulatory and motor speech intervention approaches	Lecture (2 hr)
Week 12	Intervention for childhood apraxia of speech	Tutorial (1 hr)
Week 13	1. Emergent literacy, phonological processing and phonological awareness: assessment and intervention; 2. Problem-solving slow progress	Lecture (2 hr)
Week 13	Phonological awareness treatment in practice. Revision.	Tutorial (1 hr)

Attendance and class requirements

Attendance: Students are required to attend all weekly lectures, and your allocated tutorial. You are also expected to contribute to online discussion topics, as directed by the unit coordinator. For your assignment, you are expected to participate in your group at agreed meeting times outside of scheduled lecture times, and that you share the task of completing the assignment.

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 key readings for this unit can be accessed through the Library eReserve, available on Canvas.

Required textbook is available in hard-copy and e-book versions:

McLeod, S., and Baker, E., (2017). Children’s speech: An evidence-based approach to assessment and intervention. Boston, MA: Pearson Education.

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 stages of management when working with children who have a speech sound disorder (SSD), from initial referral to discharge
LO2. assess the speech of children referred because of concerns about their speech intelligibility
LO3. analyse speech samples from children with typical speech acquisition and speech sound disorders
LO4. diagnose different types of speech sound disorders in children including phonological impairment, articulation impairment, inconsistent phonological disorder, childhood apraxia of speech (CAS), and childhood dysarthria
LO5. create an intervention plan for managing speech sound disorder in children
LO6. describe (in writing) what speech sound disorder is, in addition to the prevalence, impact, potential outcomes, risk and protective factors associated with speech sound disorder in lay terms for parents, in addition to other health and education professionals
LO7. demonstrate the ability to communicate with young children with speech sound disorder, through suitable play-based activities and appropriate verbal therapeutic dialogue
LO8. demonstrate the ability to think critically and problem solve when prioritising intervention targets, and selecting evidence-based intervention approaches suited to individual children with different types of speech sound disorder, and varying severities of speech sound disorder
LO9. critically appraise and be discerning in the use of peer reviewed and non-peer reviewed sources of information relevant to the management of speech sound disorder in children
LO10. use information technology to locate peer reviewed research evidence, locate and create clinical resources for children with speech sound disorder, and create public awareness resources about speech sound disorder(e.g., promotional videos, pamphlets, business name/motto/logo)
LO11. create innovative and engaging clinical resources for children with speech sound disorder, suited to individual children’s areas of interests, children’s specific type of speech sound disorder, and children’s parents/carers preferences
LO12. demonstrate knowledge of the recommended best practices for the provision of culturally competent and safe services to multilingual children with speech sound disorder, as outlined in the multilingual children’s speech position paper
LO13. describe how to conduct assessment and intervention in a child’s languages (as identified by their family) using culturally and linguistically appropriate tools and evidence-based procedures
LO14. list the health and education professionals that may be involved in working with children with speech sound disorder
LO15. describe evidence-based strategies for coaching early childhood educators, and the families of children with speech sound disorder, to provide effective intervention to children with speech sound disorder
LO16. reflect professional and ethical responsibilities through commitment to within-class tasks, and the case-study assignment within your community of practice
LO17. list professional bodies, organisations, and community activities through which speech learning pathologists can enhance public awareness of speech sound disorder in children, the prevalence and impact of speech sound disorder, and value of speech learning pathologist intervention for young children
LO18. create a business name and motto that reflects the value of detecting and treating speech sound disorder in young children, so as to positively influence a local community
LO19. demonstrates 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

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.
1.3		Administer speech pathology assessment relevant to the communication and/or swallowing condition.
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.
4.3		Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.4		Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
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.
5.4		Update, acquire and/or develop resources.
5.6		Adhere to professionally accepted scientific principles in work practices.

Responding to student feedback

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

Based on student feedback, this year we have maintained using videos and real-world examples and cases and have dedicated more tutorial time to spend working through templates.

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

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD2068: Speech Sound Disorders

Semester 1, 2020 [Normal day] - Cumberland, 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

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect