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Unit outline_

CSCD3075: Neurogenic Language Disorders

Semester 1, 2023 [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 reflect, evaluate, and develop rigorous assessment, intervention, or service level strategies for these populations.

Unit details and rules

Academic unit Communication Sciences
Credit points 6
Prerequisites
? 
BIOS1166
Corequisites
? 
CSCD3100
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
Short answer responses to questions on three cases.
40% Formal exam period
Due date: 05 Jun 2023 at 23:59
N/A
Outcomes assessed: LO4 LO5 LO6 LO7 LO8 LO9
Assignment Aphasia Assessment Plan
Assessment plan for a person with aphasia in inpatient rehabilitation.
20% Week 04
Due date: 17 Mar 2023 at 23:59
2-3 pages
Outcomes assessed: LO2 LO4 LO6 LO8
Assignment group assignment Assessment Report and Feedback Video
Interpret assessment results for professionals, patient, & family; reflect.
40% Week 08
Due date: 21 Apr 2023 at 23:59
3 - 5 pages, two 3-min-max videos
Outcomes assessed: LO1 LO3 LO4 LO6 LO7 LO8
group assignment = group assignment ?

Assessment summary

  • Aphasia assessment plan: Students will develop a 2-3 page assessment plan for a patient with aphasia in an inpatient rehabilitation setting. 
  • Assessment report, video, and reflection: Students will work in pairs to interpret a client's assessment results. They will write-up an assessment report for professionals, and create two videos role-playing giving feedback on the assessment to the client vs a family member. Each student also writes a reflection on their experiences.
  • Case-based assignment: Students are provided information about three cases, each with a different adult-acquired neurogenic communication disorder, and answer a series of short-answer questions. Cases focus on integration of infomation on assessment, diagnosis and intervention in the context of client/family-centred care.

More detailed information for each assessment can be found on Canvas.

Students must complete all tasks to pass this unit of study. Failure to complete all assignments 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).

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.

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 11.59 pm on the day specified 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 at 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.

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 LO2 LO6 LO9
Week 02 Aphasia Assessment 1 Lecture and tutorial (3 hr) LO2 LO3 LO4
Week 03 Aphasia Assessment 2 Lecture and tutorial (3 hr) LO2 LO3 LO4 LO6 LO7 LO9
Week 04 Aphasia Treatment 1 Lecture and tutorial (3 hr) LO4 LO5 LO8
Week 05 Aphasia Treatment 2 Lecture and tutorial (3 hr) LO4 LO5 LO8
Week 06 Aphasia Treatment 3 Lecture and tutorial (3 hr) LO4 LO5 LO7 LO8
Week 07 Focus: Primary Progressive Aphasia (PPA) Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8
Week 08 Introduction to cognitive-communication disorders (CCDs) - Dementia & Right Hemisphere Disorders Lecture and tutorial (3 hr) LO1 LO2 LO4 LO6 LO8
Week 09 Introduction to CCDs - Traumatic Brain Injury (TBI) Lecture and tutorial (3 hr) LO1 LO2 LO4 LO6 LO8
Week 10 Assessment for CCDs 1 Lecture and tutorial (3 hr) LO2 LO3 LO4 LO6 LO8
Week 11 Assessment for CCDs 2 Lecture and tutorial (3 hr) LO2 LO3 LO4 LO6 LO8 LO9
Week 12 Treatment for CCDs 1 Lecture and tutorial (3 hr) LO4 LO5 LO6 LO8 LO9
Week 13 Treatment for CCDs 2 Lecture and tutorial (3 hr) LO4 LO5 LO6 LO8 LO9

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 and characteristics of neurogenic communication needs and their consequences for individuals and communities
  • LO2. Plan safe, quality, evidence-based and person-centred assessments for individuals with neurogenic communication needs in relation to a) Theories of cognitive-linguistic processing and recovery b) Body function, activity and participation, c) Personal, social and environmental factors, and d) Caseload and service delivery
  • LO3. Interpret assessment results for people with possible neurogenic communication needs, provide diagnoses and report recommendations to inform service provision
  • LO4. Acquire, critique, and integrate knowledge from a range of evidence-based sources to identify, assessment measures and intervention approaches for individuals with neurogenetic communication needs and their families and communities
  • LO5. Plan, implement and evaluate speech pathology intervention and /or service responses, provide safe, quality, evidence-based and person-centred treatments to people with neurogenic communication needs
  • LO6. Identify the role of speech pathologists as part of inter-professional collaborations and how to work effectively in the management of individuals with neurogenic communication needs and their families
  • LO7. Effectively communicate assessment and treatment plans, provide rationales and recommendations to individuals with neurogenic communication needs their families, communities, and associated health professionals/community members using tailored and appropriate formats
  • LO8. Reflect on and increase awareness of restrictions imposed on the provision of rehabilitation services to individuals with neurogenic communication needs in relation to service contexts and constraints, and devise plans that seek to overcome those restrictions
  • LO9. Advocate for optimal communication and service provision for individuals and communities with neurogenic communication needs

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
Speech Pathology Australia Professional Standards (2021) - SPA
2.5. Acquire, critique and integrate knowledge from a range of sources
LO2
Speech Pathology Australia Professional Standards (2021) - SPA
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
1.6. 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
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
LO3
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.5. Maintain high standards of communication, information sharing and record keeping
1.7. Advocate for optimal communication and swallowing
2.5. Acquire, critique and integrate knowledge from a range of sources
3.4. Plan speech pathology intervention or service response
LO4
Speech Pathology Australia Professional Standards (2021) - SPA
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
1.6. 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
LO5
Speech Pathology Australia Professional Standards (2021) - SPA
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
2.5. Acquire, critique and integrate knowledge from a range of sources
3.3. Interpret, diagnose and report on assessments
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO6
Speech Pathology Australia Professional Standards (2021) - SPA
1.1. Provide ethical and evidence-based practice
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
1.7. Advocate for optimal communication and swallowing
3.1. Develop shared understanding of speech pathology
LO7
Speech Pathology Australia Professional Standards (2021) - SPA
1.5. Maintain high standards of communication, information sharing and record keeping
1.7. Advocate for optimal communication and swallowing
2.5. Acquire, critique and integrate knowledge from a range of sources
LO8
Speech Pathology Australia Professional Standards (2021) - SPA
1.6. Consider the needs of individuals and communities in clinical decision-making and practice
2.2. Use critical reflection to inform professional development and practice
LO9
Speech Pathology Australia Professional Standards (2021) - SPA
1.7. Advocate for optimal communication and swallowing
Speech Pathology Australia Professional Standards (2021) -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A Provide ethical and evidence-based practice
1.2 A Comply with legislation, standards, policies and protocols
1.3 A Provide safe and quality services
1.4 A Collaborate with individuals, their supports, our colleagues and the community
1.5 A Maintain high standards of communication, information sharing and record keeping
1.6 A Consider the needs of individuals and communities in clinical decision-making and practice
2.2 A Use critical reflection to inform professional development and practice
2.5 A Acquire, critique and integrate knowledge from a range of sources
2.6 A Engage in learning with colleagues, students and the community
3.2 A Assess communication and swallowing needs
3.3 A Interpret, diagnose and report on assessments
3.4 A Plan speech pathology intervention or service response

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. 

Disclaimer

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