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Unit outline_

CSCD3075: Neurogenic Language Disorders

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Students will acquire knowledge about neurogenic language disorders in adults (e.g., aphasia and cognitive communication deficits). Students will learn about the characteristics of acquired and progressive aphasia, social communication deficits in traumatic brain injury (TBI) and critically evaluate and develop rigorous assessment and intervention strategies for these populations.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
BIOS1166
Corequisites
? 
CSCD3077 or CSCD3078 or CSCD3087
Prohibitions
? 
None
Assumed knowledge
? 

BIOS2062 and BACH2142

Available to study abroad and exchange students

No

Teaching staff

Coordinator Kirrie Ballard, kirrie.ballard@sydney.edu.au
Type Description Weight Due Length
Assignment Case-based assignment
Individual case-based assignment short answer format (CBOS: Adult)
40% Formal exam period
Due date: 06 Jun 2022 at 23:59
n/a
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO8 LO9 LO10 LO11 LO13
Assignment Assignment 1
Aphasia Assessment Plan (CBOS: Adult)
20% Week 05
Due date: 25 Mar 2022 at 23:59
3 pages maximum
Outcomes assessed: LO1 LO11 LO8 LO7 LO6 LO4 LO3 LO2
Assignment group assignment Group Assignment 2
Aphasia report with management plan and video feedback (CBOS: Adult)
40% Week 08
Due date: 15 Apr 2022 at 23:59
5 pages maximum 3 minutes max per video
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11 LO12 LO13
group assignment = group assignment ?

Assessment summary

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).

Result name

Mark range

Description

High distinction

85 - 100

A high distinction indicates work of an exceptional standard.

Distinction

75 - 84

A distinction indicates work of a very high standard.

Credit

65 - 74

A credit indicates work of a good standard.

Pass

50 - 64

A pass indicates work of an acceptable standard.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to neurogenic language disorders Lecture and tutorial (3 hr) LO1 LO7 LO13
Week 02 Aphasia Assessment 1 Lecture and tutorial (3 hr) LO2 LO3 LO8
Week 03 Aphasia Assessment 2 Lecture and tutorial (3 hr) LO2 LO3 LO6 LO9 LO11 LO13
Week 04 Aphasia Treatment 1 Lecture and tutorial (3 hr) LO4 LO5 LO7 LO8 LO10
Week 05 Aphasia Treatment 2 Lecture and tutorial (3 hr) LO4 LO5 LO8 LO10
Week 06 Aphasia Treatment 3 Lecture and tutorial (3 hr) LO4 LO5 LO8 LO10 LO11 LO12
Week 07 Focus: Primary Progressive Aphasia Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5
Week 08 Introduction to cognitive-communication disorders Lecture and tutorial (3 hr) LO1 LO13
Week 09 Assessment for cognitive-communication disorders 1 Lecture and tutorial (3 hr) LO2 LO3 LO8
Week 10 Assessment for cognitive-communication disorders 2 Lecture and tutorial (3 hr) LO2 LO3 LO4 LO6 LO8 LO9 LO11 LO13
Week 11 Treatment for cognitive-communication disorders 1 Lecture and tutorial (3 hr) LO4 LO5 LO8 LO10
Week 12 Treatment for cognitive-communication disorders 2 Lecture and tutorial (3 hr) LO4 LO5 LO8 LO10 LO11 LO12
Week 13 Focus: Dementia Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11 LO12 LO13

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

Required textbook (ebook or hard copy):

  • Murray, L.L. & Clark, H.M. (2015). Neurogenic Disorders of Language & Cognition. Evidence‐based clinical practice. Theory Driven Clinical Practice. (2nd Ed). Austin: Pro‐Ed.

 

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 causes, characteristics and consequences of neurogenic language impairments and their consequences (depth of disciplinary expertise)
  • LO2. apply knowledge from learning outcomes 1, 3-9 to develop wholistic, person-centred assessment and treatment plans for people with neurogenic language impairments with consideration to: 1. Theories of language processing and recovery 2. Body function, activity and participation 3. Personal, social and environmental factors 4. Caseload and service delivery context 5. Evidence-based practice (critical thinking and problem-solving; cultural competence)
  • LO3. interpret assessment results for people with possible neurogenic language impairment and provide diagnoses and recommendations for further assessment and treatment (depth of disciplinary expertise; critical thinking and problem-solving)
  • LO4. identify, explain and critique key assessment and treatment approaches and tools that may be utilised with this population (depth of disciplinary expertise; critical thinking and problem-solving; information and digital literacy)
  • LO5. apply this knowledge from learning outcomes 1 and 2 to develop wholistic, person-centred treatment plans and activities for people with neurogenic language impairments (depth of disciplinary expertise; critical thinking and problem solving; cultural competence)
  • LO6. identify the role of speech pathologists and interdisciplinary professionals in the management of clients with neurogenic communication disorders and based on case data, apply this knowledge to determine appropriate client referrals and collaborators (interdisciplinary effectiveness; integrated professional, ethical, and personal identity)
  • LO7. operate ethically as a team member for learning activities and assessment tasks (interdisciplinary effectiveness; integrated professional, ethical, and personal identity)
  • LO8. identify and critique key assessment and treatment approaches and tools that may be applied to this population (critical thinking and problem solving)
  • LO9. critically interpret assessment results for people with possible neurogenic language impairment and provide diagnoses and recommendations for further assessment and treatment (critical thinking and problem solving)
  • LO10. identify and critically apply evidence based practice and implementation resources to support a best practice approach of rehabilitation for people with neurogenic language impairments (information and digital literacy)
  • LO11. effectively communicate assessment and treatment plans, provide rationales and recommendations to clients, families their families, associated health professionals and/or community members using tailored and appropriate formats (oral and written communication)
  • LO12. increase awareness of the restrictions imposed on the provision of rehabilitation services to clients with neurogenic language impairments by the nature of the service contexts and constraints, and devise plans that seek to overcome those restrictions (inventiveness)
  • LO13. advocate/present an argument for service provision for people with neurogenic language impairments utilising knowledge from learning outcomes 1-8 (influence)

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
Competency-based Occupational Standards for Speech Pathologists - SPA
1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
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.
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.
LO2
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
LO3
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
LO4
Competency-based Occupational Standards for Speech Pathologists - SPA
3.2. Seek additional information required to plan evidence-based speech pathology practice.
3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
4.1. Establish rapport and facilitate participation in speech pathology intervention.
5.4. Update, acquire and/or develop resources.
LO5
Competency-based Occupational Standards for Speech Pathologists - SPA
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).
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.
4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
5.8. Participate in and collaborate on the evaluation of speech pathology services.
LO6
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
5.5. Consult and coordinate with professional groups and services.
6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
LO7
Competency-based Occupational Standards for Speech Pathologists - SPA
5.2. Use and maintain an efficient information management system.
5.3. Manage own provision of speech pathology services and workload.
6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
LO8
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
5.4. Update, acquire and/or develop resources.
LO9
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
5.6. Adhere to professionally accepted scientific principles in work practices.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
3.7. Document speech pathology intervention plans, goals and outcome measurement.
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.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
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.
Competency-based Occupational Standards for Speech Pathologists - SPA
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.
7.4. Advocate for self, client and the speech pathology profession.
Competency-based Occupational Standards for Speech Pathologists -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of the client.
1.2 A 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 A Administer speech pathology assessment relevant to the communication and/or swallowing condition.
1.4 A Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
2.1 A Analyse and interpret speech pathology assessment data.
2.2 A Identify gaps in information required to understand the client’s communication and swallowing issues and seek information to fill those gaps.
2.3 A Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes.
2.4 A Report on analysis and interpretation.
2.5 A Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management.
3.1 A 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 A Seek additional information required to plan evidence-based speech pathology practice.
3.3 A 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 A Establish goals for intervention in collaboration with the client and significant others.
3.5 A Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others.
3.6 A Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition.
3.7 A Document speech pathology intervention plans, goals and outcome measurement.
4.1 A Establish rapport and facilitate participation in speech pathology intervention.
4.2 A 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 A Undertake continuing evaluation of speech pathology intervention and modify as necessary.
4.4 A Document progress and changes in the speech pathology intervention, including outcomes, decisions and discharge plans.
4.5 A Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
4.6 A Undertake preventative, educational and/or promotional projects or programs on speech pathology and other related topics as part of a team with other professionals.
5.1 A Respond to service provider’s policies.
5.2 A Use and maintain an efficient information management system.
5.3 A Manage own provision of speech pathology services and workload.
5.4 A Update, acquire and/or develop resources.
5.5 A Consult and coordinate with professional groups and services.
5.6 A Adhere to professionally accepted scientific principles in work practices.
6.1 A Develop, contribute to, and maintain professional and team based relationships in practice contexts.
6.2 A Demonstrate an understanding of the principles and practices of supervision applied to allied health/teaching assistants and in parent/caregiver education programs.
7.1 A Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
7.2 A Participate in professional development and continually reflect on practice.
7.4 A Advocate for self, client and the speech pathology profession.

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

The case-based assignment due date was adjusted to the start of the formal exam period.

More detailed information on the lecture content and assessment can be found on the CANVAS site. 

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