Outline

Overview

This unit provides the knowledge and skills necessary to conduct clinical assessment and intervention 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 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	Veronica Park, veronica.park@sydney.edu.au
Lecturer(s)	Veronica Park, veronica.park@sydney.edu.au
Lecturer(s)	Sarah El-Wahsh, sarah.el-wahsh@sydney.edu.au
Tutor(s)	Sarah El-Wahsh, sarah.el-wahsh@sydney.edu.au
Tutor(s)	Veronica Park, veronica.park@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Take-home case-based video assessment Students respond to adult fluency and motor speech cases using video.	45%	Formal exam period Due date: 18 Nov 2024 at 11:59	Take-Home.
Outcomes assessed:
Skills-based evaluation	Pre-school stuttering treatment skills Evaluate treatment procedures and identify key behaviours	5%	Week 04 Due date: 19 Aug 2024 at 11:00	15 mins
Outcomes assessed:
Assignment	Adult stuttering assessment written task Written assessment and interpretation of assessment using provided template	25%	Week 06 Due date: 06 Sep 2024 at 11:59	2-3 pages
Outcomes assessed:
Small test	Short-answer test - Motor Speech Short answer exam responding to AV case materials on assessment & diagnosis	25%	Week 11 Due date: 14 Oct 2024 at 11:00	1 hr 10 min (incl 10 min reading time)
Outcomes assessed:
= 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.

You must complete all assessment tasks to pass the entire unit. Failure to complete any assessment item will result in you being awarded a Fail grade, regardless of your cumulative marks in the unit of study.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021.

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 sydney.edu.au/students/guide-to-grades.

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:

All assessment tasks are compulsory and must be submitted to pass the unit of study. Assignments have a specific due date. Assignments are due 11.59pm on the day outlined in Canvas. The faculty specifies the following penalty for late assignment submissions: • If your assignment is submitted after the due date and time it will be considered a late submission. • For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work • The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. • For work submitted more than ten calendar days after the due date, a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work. • Any student unable to submit by the deadline should apply for Special Consideration. Further information can be found https://www.sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0 You are responsible for ensuring that your assignment is submitted on time via Canvas. This includes planning to submit your assignment sufficiently before the time it is due. In the event that you have technical difficulties at the time of your submission, you MUST email a copy of the assignment to the unit of study coordinator and continue to attempt to upload it. As long as the version you upload is identical to the one you emailed, a penalty will not be applied.

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction Epidemiology Cause of stuttering	Lecture and tutorial (3 hr)
Week 02	Clinical measurement of stuttering Evidence-based treatment of early stuttering	Lecture and tutorial (3 hr)
Week 03	Evidence-based treatment of early stuttering: 2	Lecture and tutorial (3 hr)
Week 04	Evidence-based adult speech treatment	Lecture and tutorial (3 hr)
Week 05	Evidence-based school-age and adolescent speech treatment	Lecture and tutorial (3 hr)
Week 06	Stuttering and anxiety: assessment, measurement, and treatment	Lecture and tutorial (3 hr)
Week 07	Overview of motor speech disorders: types, aetiologies, neural bases, assessment methods, differential diagnosis of dysarthrias	Lecture and tutorial (3 hr)
Week 08	Perceptual and acoustic evaluation of dysarthrias	Lecture and tutorial (3 hr)
Week 09	Perceptual and acoustic evaluation of dysarthrias cont	Lecture and tutorial (3 hr)
Week 11	Treatment of motor speech disorders: principles, design, methods	Lecture and tutorial (3 hr)
Week 12	Treatment of dysarthrias	Lecture and tutorial (3 hr)
Week 13	Treatment of apraxia of speech	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. (2019). Motor Speech Disorders. Substrates, Differential Diagnosis, and Management. (4th Ed) Elsevier. St Louis: Missouri.
Onslow, M (2024). 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. 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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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
	Speech Pathology Australia Professional Standards (2021) - 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		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
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
3.5		Implement and evaluate intervention or service response

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.

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

CSCD5065: Speech 2: Stuttering and Motor Speech

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

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

Support for students

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