Outline

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD1032
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Coordinator	Andy Smidt, andy.smidt@sydney.edu.au
Tutor(s)	Aylin Huzmeli, aylin.huzmeli@sydney.edu.au

Type	Description	Weight	Due	Length
Tutorial quiz	Online Quizzes Quiz (adult/child)	30%	Multiple weeks	4
Outcomes assessed:
Presentation	Zoom presentation Oral examination (adult/child)	25%	Week 08	15 minutes
Outcomes assessed:
Presentation	Case study presentation Recorded presentation (adult/child)	20%	Week 13	15 mins
Outcomes assessed:
Assignment	Case report Case study (adult/child)	25%	Week 13	2000
Outcomes assessed:
= group assignment ?

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.

WK	Topic	Learning activity
Week 01	Introduction to disability frameworks and continuum of intentionality	Lecture (2 hr)
Frameworks	Tutorial (1 hr)
Week 02	Assessment Part 1:Informant report tools Potential Communicative Acts	Lecture (1 hr)
Informant report tools	Tutorial (1 hr)
Week 03	Assessment of people with disability 2	Lecture (2 hr)
Observational assessment tools	Tutorial (1 hr)
Week 04	Introduction to AAC	Lecture (2 hr)
In class quiz - intentionality	Tutorial (1 hr)
Week 05	1. Introduction to cases; 2. NDIS plan; 3. Goal planning	Lecture (2 hr)
Introduction to your client	Tutorial (1 hr)
Week 06	Introduction to Autism	Lecture (2 hr)
In class quiz - assessment tools	Tutorial (1 hr)
Week 07	Intervention 1: potential communicative acts and intervention pathways	Lecture (2 hr)
Prepare for vivas	Tutorial (1 hr)
Week 08	Vivas replace classes	Lecture and tutorial (3 hr)
Week 09	Dysphagia and mealtime management	Lecture (2 hr)
In class assessment - dysphagia	Tutorial (1 hr)
Week 10	Intervention 2: KWS	Lecture (2 hr)
KWS	Tutorial (1 hr)
Week 11	Intervention 3: AAC intervention	Lecture (2 hr)
Week 12	Working with parents and carers/training staff	Lecture (2 hr)
Consultation time with lecturer	Tutorial (1 hr)
Week 13	Presentations	Lecture (2 hr)
Presentations continued	Tutorial (1 hr)

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. define the nature and incidence of common intellectual and physical disabilities with reference to the International Classification of Function, Disability and Health (ICF and ICF-CY) model and data published by the Australian Bureau of Statistics
LO2. identify the intentionality of a person’s communication from observations and case interview data
LO3. identify possible barriers to the participation of persons with lifelong disability, including those relating to policy, adopted practices and attitudes, knowledge and skills
LO4. describe current unaided and aided AAC systems including symbols, techniques for message transmission, and strategies for effective use of AAC to support expression and understanding
LO5. define the scope of practice for speech pathologists working with clients with lifelong disability, including multi-modal communication within a team setting and those with dysphagia
LO6. select appropriate assessment tools for persons with a lifelong disability, including those with challenging behaviours and dysphagia
LO7. evaluate the level of evidence for a range of interventions for people with lifelong disabilities, including persons with challenging behaviours and dysphagia
LO8. construct communication goals for persons with lifelong disability that include consideration of role of SLP within multidisciplinary teams
LO9. describe the features of a particular disorder in lay language, including the likely communication implications
LO10. explain key therapy approaches for people with lifelong disabilities and relate these to the ICF, participation model (Beukelman and Mirenda 2013), Communication Needs model (Light 1989) and Communicative Competence in AAC model (Light, Beukelman and Reichle, 2003)
LO11. summarise issues regarding quality of life for people with lifelong disability
LO12. compare features of aided and unaided AAC systems and recommend appropriate systems for people with lifelong disability dependent on their abilities and preferences
LO13. analyse the communication of a person with lifelong disability within the framework of ICF and the participation model
LO14. consider the implications of the person’s communication needs on activity and participation within their everyday environment
LO15. design appropriate AAC systems for persons with lifelong disability with reference to the participation model, and with consideration of funding issues using low tech and high tech tools which are culturally appropriate
LO16. utilise a range of technology in creating resources for a person with lifelong disability
LO17. plan intervention across various environments and train communication partners as needed
LO18. demonstrate awareness of appropriate cultural safety in goals and AAC systems
LO19. demonstrate respect for different values arising from cultural and linguistic diversity, and its impact on service provision for people with lifelong disability
LO20. define the scope of practice for speech pathologists working with clients with lifelong disability, including multi-modal communication within a team setting
LO21. display respect and professionalism with peers and lecturers including guest lecturers who have complex communication needs and their carers
LO22. demonstrate a commitment to lifelong learning
LO23. demonstrate familiarity with professional bodies, organisations and support groups appropriate for people with a range of developmental disabilities
LO24. demonstrate capacity to play a range of roles in teams (e.g. leader, member).

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
	Competency-based Occupational Standards for Speech Pathologists - 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. 1.4. Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities. 2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
	Competency-based Occupational Standards for Speech Pathologists - 1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of 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. 2.3. 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 - 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. 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 - 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. 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 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).
	Competency-based Occupational Standards for Speech Pathologists - 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
	Competency-based Occupational Standards for Speech Pathologists - 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. 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.
	Competency-based Occupational Standards for Speech Pathologists - 3.5. Select an evidence-based speech pathology approach or intervention in collaboration with the client and significant others. 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).
	Competency-based Occupational Standards for Speech Pathologists - 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.
	Competency-based Occupational Standards for Speech Pathologists - 2.1. Analyse and interpret speech pathology assessment data. 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.
	Competency-based Occupational Standards for Speech Pathologists - 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. 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).
	Competency-based Occupational Standards for Speech Pathologists - 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. 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.
	Competency-based Occupational Standards for Speech Pathologists - 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 - 1.1. Investigate and document the client’s communication and/or swallowing condition and explore the primary concerns of 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. 2.1. Analyse and interpret speech pathology assessment data. 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 - 2.3. Determine the basis for or diagnosis of the communication and/or swallowing condition and determine the possible outcomes. 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. 3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition. 4.1. Establish rapport and facilitate participation in speech pathology intervention.
	Competency-based Occupational Standards for Speech Pathologists - 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. 3.4. 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. 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. 5.4. Update, acquire and/or develop resources.
	Competency-based Occupational Standards for Speech Pathologists - 5.4. Update, acquire and/or develop resources. 5.5. Consult and coordinate with professional groups and services. 5.6. Adhere to professionally accepted scientific principles in work practices.
	Competency-based Occupational Standards for Speech Pathologists - 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. 4.6. 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 - 5.5. Consult and coordinate with professional groups and services. 5.6. Adhere to professionally accepted scientific principles in work practices. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
	Competency-based Occupational Standards for Speech Pathologists - 3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition. 4.1. Establish rapport and facilitate participation in speech pathology intervention. 4.3. Undertake continuing evaluation of speech pathology intervention and modify as necessary. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
	Competency-based Occupational Standards for Speech Pathologists - 3.6. Define roles and responsibilities for the management of the client’s swallowing and/ or communication condition. 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
	Competency-based Occupational Standards for Speech Pathologists - 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. 5.1. Respond to service provider’s policies. 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.
	Competency-based Occupational Standards for Speech Pathologists - 7.2. Participate in professional development and continually reflect on practice. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
	Competency-based Occupational Standards for Speech Pathologists - 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts. 5.5. Consult and coordinate with professional groups and services. 7.3. Demonstrate an awareness of formal and informal networks for professional development and support.
	Competency-based Occupational Standards for Speech Pathologists - 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. 6.1. Develop, contribute to, and maintain professional and team based relationships in practice contexts.

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.
1.4		Undertake assessment within the ethical guidelines of the profession and all relevant legislation and legal constraints, including medico-legal responsibilities.
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.
4.2		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).
4.5		Identify the scope and nature of speech pathology practice in a range of community and work place contexts.
5.4		Update, acquire and/or develop resources.
7.3		Demonstrate an awareness of formal and informal networks for professional development and support.
7.4		Advocate for self, client and the speech pathology profession.

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