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Unit outline_

CSCD5065: Speech 2: Stuttering and Motor Speech

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

This unit provides the knowledge and skills necessary to conduct assessment and intervention for clients across the lifespan with the motor speech disorders of stuttering, dysarthria and apraxia of speech. Students will learn to describe, evaluate, conduct and justify intervention or service responses for communication needs in 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) Katrina Gott, katrina.gott@sydney.edu.au
Kirrie Ballard, kirrie.ballard@sydney.edu.au
Tutor(s) Kirrie Ballard, kirrie.ballard@sydney.edu.au
Katrina Gott, katrina.gott@sydney.edu.au
Type Description Weight Due Length
Assignment hurdle task Take-home case-based video assessment
Students respond to adult fluency and motor speech cases using video.
45% Formal exam period
Due date: 13 Nov 2023 at 23:59
Take-Home.
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Skills-based evaluation hurdle task Pre-school stuttering treatment skills
Evaluate treatment procedures and identify key behaviours
5% Week 04
Due date: 21 Aug 2023 at 11:00
15 mins
Outcomes assessed: LO2
Assignment Adult stuttering assessment written task
Written assessment and interpretation of assessment using provided template
25% Week 06
Due date: 10 Sep 2023 at 23:59
2-3 pages
Outcomes assessed: LO3 LO2
Small test Short-answer test - Motor Speech
Short answer exam responding to AV case materials on assessment & diagnosis
25% Week 11 1 hr 10 min (incl 10 min reading time)
Outcomes assessed: LO1
hurdle task = hurdle task ?

Assessment summary

·         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.

·         Adult stuttering assessment written task: Take home individual assignment. Students are required to respond to adult fluency case materials for assessment, planning and recommendations.

·         Short-answer in-class test: Students respond to audiovisual case materials to assess and diagnose the motor speech disorder for each case.

·         Take-home case-based 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/stuttering. Students submit their responses as videos + written response.

 

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.

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 Epidemiology Cause of stuttering Lecture and tutorial (3 hr) LO3
Week 02 Clinical measurement of stuttering Evidence-based treatment of early stuttering Lecture and tutorial (3 hr) LO1 LO5
Week 03 Evidence-based treatment of early stuttering: 2 Lecture and tutorial (3 hr) LO2 LO4 LO5
Week 04 Evidence-based adult speech treatment Lecture and tutorial (3 hr) LO2 LO5
Week 05 Evidence-based school-age and adolescent speech treatment Lecture and tutorial (3 hr) LO2 LO4 LO5
Week 06 Stuttering and anxiety: assessment, measurement, and treatment Lecture and tutorial (3 hr) LO1 LO2 LO4 LO5
Week 07 Overview of motor speech disorders: types, aetiologies, neural bases, assessment methods, differential diagnosis of dysarthrias Lecture and tutorial (3 hr) LO1 LO3 LO5
Week 08 Perceptual and acoustic evaluation of dysarthrias Lecture and tutorial (3 hr) LO1 LO3 LO5
Week 10 Perceptual and acoustic evaluation of dysarthrias and apraxia of speech Lecture and tutorial (3 hr) LO1 LO3 LO5
Week 11 Treatment of motor speech disorders: principles, design, methods Lecture and tutorial (3 hr) LO2 LO4 LO5
Week 12 Treatment of dysarthrias Lecture and tutorial (3 hr) LO2 LO4 LO5
Week 13 Treatment of apraxia of speech Lecture and tutorial (3 hr) LO2 LO4 LO5

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. (2019). Motor Speech Disorders. Substrates, Differential Diagnosis, and Management. (4th 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 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. assess, analyse and differentially diagnose different types of motor speech disorders including stuttering, cluttering, apraxia of speech and different types of dysarthria, with reference to anatomy and physiology of normal and disordered processes.
  • LO2. design intervention plans for individuals with stuttering/motor speech disorders and their carers, using collaborative goal setting and taking into account personal and social context, age, impairment type and severity, activity limitation, participation and evidence-based guidelines
  • LO3. explain and discuss the nature, impact, and support of stuttering/motor speech disorders in language appropriate for the individual, carers, identified health and education professionals needed for optimal care, and the wider public
  • LO4. determine levels of evidence, including evidence gaps supporting different intervention approaches for individuals with stuttering/motor speech disorders, and how this informs one's speech pathology practice.
  • LO5. demonstrate knowledge of the recommended best practices for the provision of culturally safe and responsive services to individuals with stuttering/motor speech disorders from diverse cultural and linguistic backgrounds

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
1.1. Provide ethical and evidence-based practice
2.5. Acquire, critique and integrate knowledge from a range of sources
3.2. Assess communication and swallowing needs
3.3. Interpret, diagnose and report on assessments
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
1.5. Maintain high standards of communication, information sharing and record keeping
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
3.1. Develop shared understanding of speech pathology
3.4. Plan speech pathology intervention or service response
3.5. Implement and evaluate intervention or service response
LO3
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
1.5. Maintain high standards of communication, information sharing and record keeping
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
2.6. Engage in learning with colleagues, students and the community
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
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
1.5. Maintain high standards of communication, information sharing and record keeping
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
2.6. Engage in learning with colleagues, students and the community
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
1.4. Collaborate with individuals, their supports, our colleagues and the community
1.5. Maintain high standards of communication, information sharing and record keeping
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
2.6. Engage in learning with colleagues, students and the community
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
3.5. Implement and evaluate intervention or service response
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
1.5 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
2.5 A Acquire, critique and integrate knowledge from a range of sources
3.1 A Develop shared understanding of speech pathology
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
3.5 A Implement and evaluate intervention or service response

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

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

More information can be found on Canvas.

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.

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