Outline

Overview

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. Students will learn relevant theories and knowledge regarding the development of communication including phonetics, phonology, semantics, syntax, pragmatics, and non-verbal communication and gain an introduction into literacy 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 ?	None
Corequisites ?	None
Prohibitions ?	CSCD1032
Assumed knowledge ?	CSCD1034 Linguistics and Phonetics or equivalent
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Mei Yin Anita Wong, anitamy.wong@sydney.edu.au
Lecturer(s)	Mei Yin Anita Wong, anitamy.wong@sydney.edu.au
Tutor(s)	Gregory Flannery, gregory.flannery@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Cultural competence modules 1 and 2 completion of two online modules and a 250 word reflection	10%	Week 04 Due date: 25 Aug 2023 at 23:59	30 minutes each
Outcomes assessed:
Assignment	Language Sample: Transcription & MLU count Transcription of language sample and Mean Length of Utterance calculation	5%	Week 05 Due date: 01 Sep 2023 at 23:59	50 child utterances
Outcomes assessed:
Presentation	Health promotion product Health promotion product and video presentation	20%	Week 06 Due date: 08 Sep 2023 at 23:59	Health Promotion Product + Video (3 min)
Outcomes assessed:
Assignment	Language Sample: Analysis & Report Analysis, interpretation, and reporting of Ebbels & Nichol's (2023) results	40%	Week 10 Due date: 13 Oct 2023 at 23:59	Analysis plus 2-3 page report
Outcomes assessed:
Assignment	Clinical Discussion Paper short answers and paragraphs	25%	Week 12 Due date: 27 Oct 2023 at 23:59	a two page report
Outcomes assessed:
= group assignment ?

Assessment summary

Cultural Competence Modules: Students are required to complete online cultural competence modules 1 and 2, and submit a 250 word reflection on what you have learned from the modules
Health promotion product: Students will work in groups of 3 to 4 students and create a health information product on any topics, except stuttering, for consumers. Students will present the product via a short video.
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 using Ebbels & Nichol's (2023) GT_LSA, interpret the results and write up a report for parents or professionals. This assessment has two components 1) transcription & MLU, and 3) analysis and report
Clinical Discission paper: Students will submit a 2-page paper where they are required to justify their responses on some hypothetical scenarios based on developmental milestones and to provide short answers to questions in relation to the interpretation of normative data

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 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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Unit introduction; Human communication development	Lecture (2 hr)
Week 01	Human promotion; Research for information and literature	Tutorial (1 hr)
Week 02	Theories of language development and communication across the lifespan	Lecture (2 hr)
Week 02	Language sampling: Why and how? Language sampling practice	Tutorial (1 hr)
Week 03	Speech, language and communication development in infants and toddlers	Lecture (2 hr)
Week 03	Language sample transcription and MLU count	Tutorial (1 hr)
Week 04	Speech and language development in the preschooler years	Lecture (2 hr)
Week 04	Ebbels & Nichol’s (2023) Grammatical targets for language sample analysis (GT_LSA) framework: an overview and its use in clinical practice AW	Tutorial (1 hr)
Week 05	Speech and language development in school-aged children	Lecture (2 hr)
Week 05	Practice on GT_LSA	Tutorial (1 hr)
Week 06	Speech and language development in adolescents and young adults; Introduction to Developmental Language Disorder (DLD)	Lecture (2 hr)
Week 06	Practice on GT_LSA	Tutorial (1 hr)
Week 07	Speech, language and communication in adults	Lecture (2 hr)
Week 07	Practice on GT_LSA	Tutorial (1 hr)
Week 08	Causes of speech, language and communication disorders	Lecture (2 hr)
Week 08	Practice on GT_LSA; interpreting results of LSA	Tutorial (1 hr)
Week 10	Literacy and speech-language pathology	Lecture (2 hr)
Week 10	Interpreting and reporting results of LSA	Tutorial (1 hr)
Week 11	Standardized norm-referenced testing and appraising research evidence	Lecture (2 hr)
Week 11	Interpretation of test scores and basic appraisal of research reports	Tutorial (1 hr)
Week 12	Cultural competence: Why and what; Culturally-responsive practice; Family-centred practice; Child protection, Getting ready for clinic	Lecture (2 hr)
Week 12	Introduction to LSA using Systematic Analysis of Language Transcripts (SALT)	Tutorial (1 hr)
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)
Week 13	Review of learning outcomes and reflection of learning	Tutorial (1 hr)

Attendance and class requirements

Attendance: Lectures: Monday 9am-11am, weeks 1-13. Tutorials: Monday afternoon. All classes, particularly the tutorials, will assist with the assignment work.

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

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.

Outcomes
Graduate qualities

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
Learning outcomes

Responding to student feedback

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

redeveloped the assessment a little so there was one individual task

Additional information

Student Administration Manual on the Faculty of Health Sciences

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

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD2070: Human Communication Development

Semester 2, 2023 [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

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

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect