Outline

Overview

This unit provides the knowledge and skills necessary to conduct clinical assessment and management for child and adult clients with the motor speech disorders of stuttering, dysarthria and apraxia of speech. Students will learn to describe, evaluate, conduct and justify interventions for these populations. A focus on case problem solving will be emphasised to achieve integration of theory and practical skills.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5061
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	Anatomy and neurology of the speech system including head, neck, nervous system and speech motor control
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Kirrie Ballard, kirrie.ballard@sydney.edu.au
Lecturer(s)	Geraldine Katz, geraldine.katz@sydney.edu.au
Lecturer(s)	Kirrie Ballard, kirrie.ballard@sydney.edu.au
Tutor(s)	Geraldine Katz, geraldine.katz@sydney.edu.au
Tutor(s)	Kirrie Ballard, kirrie.ballard@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Stuttering case-based video assessment Video and written case study	50%	STUVAC Due date: 15 Nov 2021 at 17:00	6-minute video, 2-3 written pages
Outcomes assessed:
Assignment	Motor speech case-based video assessment	50%	Week 07	3x videos cannot exceed 10 mins total
Outcomes assessed:
Skills-based evaluation	Pre-school stuttering treatment skills Verbal task	0%	Week 10 Due date: 18 Oct 2021 at 11:00	15 minutes
Outcomes assessed:
= hurdle task ?

Assessment summary

Motor-speech video assessment: Students will be provided 3 audio/video cases and asked to answer a series of questions on each case study regarding assessment and management of motor speech disorder.
Pre-school stuttering treatment skills: Students will be shown video clips and asked to identify five parent verbal contingencies for stuttering and stutter-free speech. Students are required to identify all five verbal contingencies correctly.
Stuttering case-based assignment: Using the given information for an adult case, students will produce a video demonstrating a role-play of portions of the first stuttering treatment session with the adult client. For a child case study, students will prepare an assessment and intervention plan for a child referred for concerns about stuttering using a supplied template.

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

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.

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:

The Faculty Resolutions for the Faculty of Health Sciences and Assessment Procedures 2011 set out penalties for late submission of assessment. Refer to 7A of Assessment Procedures 2011 for information on late penalties.

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	Overview of motor speech disorders: types, aetiologies, neural bases, assessment methods, differential diagnosis of dysarthrias	Lecture and tutorial (3 hr)
Week 02	Perceptual and acoustic evaluation of dysarthrias	Lecture and tutorial (3 hr)
Week 03	Perceptual and acoustic evaluation of dysarthrias and apraxia of speech	Lecture and tutorial (3 hr)
Week 04	Treatment of motor speech disorders: principles, design, methods (dysarthria focus)	Lecture and tutorial (3 hr)
Week 05	Treatment of dysarthrias	Lecture and tutorial (3 hr)
Week 06	Treatment of apraxia of speech 1, 5, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17	Lecture and tutorial (3 hr)
Week 07	Introduction Epidemiology Cause of stuttering	Lecture and tutorial (3 hr)
Week 09	Clinical measurement of stuttering Evidence-based treatment of early stuttering	Lecture and tutorial (3 hr)
Week 10	Evidence-based treatment of early stuttering: 2	Lecture and tutorial (3 hr)
Week 11	Evidence-based adult speech treatment	Lecture and tutorial (3 hr)
Week 12	Evidence-based school-age and adolescent speech treatment	Lecture and tutorial (3 hr)
Week 13	Stuttering and anxiety: assessment, measurement, and treatment	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: Students are expected to attend all lectures and tutorials for the duration of the semester. Lectures will be recorded in Echo360 and will be made available to students. Due to the practical character of the tutorials, the tutorials will not be recorded and attendance is strongly recommended, as the tutorials also cover content that will be examined.

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 readings for this unit can be accessed on the Library eReserve link available on Canvas.

Duffy, J. (2013). Motor Speech Disorders. Substrates, Differential Diagnosis, and Management. (3rd Ed) Elsevier. St Louis: Missouri.
Onslow, M (2020). Stuttering and its treatment: Eleven lectures. Readings from the course are assigned for each class.

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 people with stuttering/motor speech disorders from initial referral to discharge
LO2. assess the stuttering/motor speech of people referred because of concerns about their fluency or their speech intelligibility and naturalness, with reference to anatomy and physiology of normal and disordered processes
LO3. analyse stuttering/speech samples from people with typical and disordered function
LO4. differentially diagnose different types of speech disorders including stuttering, apraxia of speech and different types of dysarthria
LO5. create an intervention plan for managing stuttering/motor speech disorders, using collaborative goal setting and taking into account age, severity, impairment, activity limitation and participation
LO6. describe what stuttering/motor speech disorder is, in addition to the prevalence, impact, potential outcomes, risk and protective factors in lay terms for family, in addition to other health and education professionals
LO7. communicate with people with stuttering/motor speech disorders, through suitable therapeutic activities and appropriate verbal therapeutic dialogue
LO8. think critically and problem solve when prioritising intervention targets and selecting evidence-based intervention approaches suited to individuals with different types of stuttering/motor speech disorders, and varying severities of 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 stuttering/motor speech disorders
LO10. use information technology to locate peer reviewed research evidence and locate clinical and educational/health literacy resources for people with stuttering/motor speech disorders
LO11. develop innovative and engaging clinical activities for people with stuttering/motor speech disorders, sensitive to age, individual areas of interests, specific type of disorder, and client/carer’s preferences
LO12. demonstrate knowledge of the recommended best practices for the provision of culturally competent and safe services to multilingual people with stuttering/motor speech disorders
LO13. describe how to conduct assessment and intervention in a client’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 people with stuttering/motor speech disorders
LO15. describe evidence-based strategies for coaching families of people with stuttering/motor speech disorders, to provide effective support and intervention with their family member
LO16. reflect professional and ethical responsibilities through commitment to within-class tasks
LO17. list professional bodies, organisations, and community activities through which speech-language pathologists can enhance public awareness of stuttering/motor speech disorders, the prevalence and impact of these disorders, and value of speech-language pathologist intervention
LO18. demonstrate 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

Alignment with Competency standards

Outcomes	Competency standards
	Competency-based Occupational Standards for Speech Pathologists - 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 - 1. Assessments 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. 2.2. 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 - 2. Analysis and interpretation 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.
	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.
	Competency-based Occupational Standards for Speech Pathologists - 3. Planning evidence-based speech pathology practices 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.
	Competency-based Occupational Standards for Speech Pathologists - 2.5. Provide feedback on results of interpreted speech pathology assessments to the client and/or significant others and referral sources, and discuss management. 3.3. 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. 7.4. Advocate for self, client and the speech pathology profession.
	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. 4.1. Establish rapport and facilitate participation in speech pathology intervention.
	Competency-based Occupational Standards for Speech Pathologists - 3. Planning evidence-based speech pathology practices 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. 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. 5. Planning, providing and managing speech pathology services 5.5. Consult and coordinate with professional groups and services.
	Competency-based Occupational Standards for Speech Pathologists - 5.6. Adhere to professionally accepted scientific principles in work practices. 5.8. Participate in and collaborate on the evaluation of speech pathology services. 6. Professional and supervisory practice 7. Lifelong learning and reflective practice 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 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 - 7. Lifelong learning and reflective practice 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities. 7.4. Advocate for self, client and the speech pathology profession.
	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. 4. Implementation of speech pathology practice 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. Planning, providing and managing speech pathology services 5.4. Update, acquire and/or develop resources. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 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 - 2.4. 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 - 4.5. Identify the scope and nature of speech pathology practice in a range of community and work place contexts. 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.
	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. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 7. Lifelong learning and reflective practice 7.1. Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
	Competency-based Occupational Standards for Speech Pathologists - 5.5. Consult and coordinate with professional groups and services. 7.4. Advocate for self, client and the speech pathology profession.
	Competency-based Occupational Standards for Speech Pathologists - 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.
4.1		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.
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.
5.6		Adhere to professionally accepted scientific principles in work practices.
7.1		Uphold the Speech Pathology Australia Code of Ethics and work within all the relevant legislation and legal constraints, including medico-legal responsibilities.
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.

Responding to student feedback

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

No changes have been made since this unit was last offered.

Additional information

More information can be found on Canvas.

Student Administration Manual on the Faculty of Health Sciences

Additional costs

There are no additional costs for this unit

Site visit guidelines

There are no site visit guidelines for this unit

Work, health and safety

There are no specific WHS requirements for this unit.

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

CSCD5065: Speech 2: Stuttering and Motor Speech

Semester 2, 2021 [Normal day] - Remote

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect