96128 Voice Disorders
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96123 Literature Review in Speech Pathology AND 96121 Stuttering AND 96125 Acquired Communication Disability in Adults AND 96126 Speech Pathology Clinical Practice 2
There are course requisites for this subject. See access conditions.
Description
Students learn about the anatomy and physiology of the voice, how to assess the constructs and characteristics of voice and vocal functions, and to analyse and describe features of voice and its disorders. They develop skills in assessing voice in children and adults and designing interventions for voice, including different voice techniques and ways to facilitate vocal change; as well as considering the environmental, social and psychological impact on a person's voice.
Subject learning objectives (SLOs)
| 014. | Identify and respond to wide variety of environmental factors that impact on speech pathology assessment or intervention and affect communication or swallowing. |
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| 015. | Identify the nature and impact of transitions over the life-course on children’s, adolescents’, and older adults’ communication and swallowing. |
| 016. | Enact the principles and techniques of counselling, motivational interviewing, active listening, and reflective practice in speech pathology. |
| 024. | Integrate and apply knowledge of the relevant known genetic, anatomical, and neuro-anatomical body structures and functions involved in or impacting on cognition, communication, and swallowing; and the interaction of these with other body structures and functions. |
| 025. | Explain the aetiology, incidence and prevalence, risk and protective factors, diagnostic features, prognostic factors, any known genetics, and effects in relation to communication and swallowing disorders. |
| 028. | Determine the client’s communication and/or swallowing diagnosis and communicate the diagnosis as appropriate. |
| 059. | Explain clinical risk and governance involved in managing communication and/or swallowing disorders. |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Practice as entry-level speech pathologists in the assessment, treatment and management of communication and swallowing disorders across the lifespan. (1.1)
- Apply the bio-psycho-social model of health and disability, as reflected in the World Health Organisation's International Classification of Function, Disability and Health; and integrate health and disability systems and concerns into their clinical practice. (1.2)
- Communicate effectively in both face-to-face and online interactions in their professional practice; and present accessible information with clarity to a variety of audiences. (3.2)
Contribution to the development of graduate attributes
Practice ready
Graduates of the Master of Speech Pathology are knowledgeable, practice-ready, entry-level clinicians. They are competent in the assessment, treatment, and management of communication and swallowing disorders across the lifespan as both independent and collaborative practitioners.
In this subject, students learn the core concepts behind voice production and voice disorders and apply this knowledge through practical workshops, equipping them with skills to enable them to effectively assess, treat and manage clients with voice disorders.
Evidence-Based
Graduates of the Master of Speech Pathology are evidence-based practitioners who embrace the continual pursuit of knowledge. They make decisions that are informed by the latest research, practitioner expertise, client values, and the context of the decisions. Graduates use contemporary digital health technologies and are ready to draw upon the evidence base to contribute to the user-centred co-design of technological advances in the field of speech pathology.
This subject will contribute to the student’s competence in making decisions that are informed by the latest research, practitioner expertise, client values, and the context of the decisions.
Professional and collaborative
Graduates of the Master of Speech Pathology have a professional, ethical, and person-centred inclusive approach to practice. They demonstrate effective communication skills with clients, families, and communities in the design and delivery of clinical services. Graduates keep abreast of local and global developments relevant to speech pathology, embrace opportunities for leadership roles, and advocate for the profession in team contexts. They integrate knowledge of health education and disability systems and concerns in national and global communities into their clinical practice.
In this subject, students learn, and practice communication skills required for interviewing and counselling for people with voice disorders, their families, and other health professionals. These skills are fundamental to enable inter-professional and collaborative practice.
Culturally capable
Graduates of the Master of Speech Pathology are culturally capable professionals, who reflect on and explain their own cultural perspectives. They accommodate cultural differences and achieve optimal outcomes through adopting a consultative approach. Graduates seek to engage with Indigenous Australian communities in the design of culturally sensitive and appropriate services, in support of the human right to self-determination. Graduates respect diversity in all people, including people with disability and people of diverse cultural and linguistic background.
In this subject, students learn about their own cultural awareness and ways to improve cultural safety in their approach to clients and service delivery. Students learn how to accommodate a range of diverse cultural perspectives into speech pathology services; to consult properly with Indigenous communities; and to use person-centred and family-centred approaches.
Teaching and learning strategies
Preparation for Learning
Before each class, students will be expected to complete learning activities (e.g., reading a journal article or book chapter, reviewing videos, completing online tasks) as outlined on the Canvas subject site. Students should use the online materials on Canvas to help them to be well organized and prepared for learning in each workshop in each module. Resources used to prepare for the class include any lecture notes, journal articles or book chapter readings, multimedia materials, and class discussion points. The ‘before class’ activities will enable students to participate in the active learning experiences which include problem-solving and practical ‘hands on’ applications of the learning material.
Online workshops
Online workshops provide a key opportunity to engage in clinically based, problem-solving activities to apply theoretical knowledge and learn core skills for the assessment, treatment and management of voice disorders in children and adults. These skills are required in clinical practice. Students learn about the clinical application of technologies in voice assessment and therapy, motivational interviewing and counselling techniques used in voice sessions. Students practice use of technical skills required for acoustic analysis and assessment of voice and voice therapy techniques designed to prepare the student for clinical practice in voice. Individual, pair and small group activities will include group discussions, role-plays and reflections, case studies and workshops. All activities will be facilitated by teaching staff who provide feedback to guide your learning. Peer feedback is also encouraged. The workshops in this subject are designed to enable learning of the key issues arising in voice clinical practice and provide students with knowledge and awareness of areas that are considered advanced practice and beyond the scope of an entry-level clinician. Therefore, the workshops also involve much dialogue and discussion, particularly around risk management and governance in relation to the management of voice disorders in children and adults.
Active Learning
The online learning activities and workshops in this subject are designed to provide both a theoretical introduction to topic content, evidence about the topic, and practical scenarios for application of the theory and research into practice. Workshops are highly active in that they involve students engaging with peers and with the lecturer in learning and practising practical skills essential for entry-level competency in voice assessment and management. Case-based problem solving (e.g. analyzing test results, completing quizzes, and contributing actively in small group and large group class discussions), role-play and simulated situations provide several opportunities to apply and practice skills.
Practice-based Learning
Small and large group activities enable students to apply their knowledge to simulated clinical situations. In this subject, students attend intensive workshops that will allow hands-on practice of clinical skills essential in effectively working with children and adults with voice disorders. Students will develop clinical reasoning skills and practice the application of theoretical knowledge. Case-based learning is a form of authentic problem-based learning and is a key learning strategy used throughout this subject.
Reflective Learning
Reflective practice helps to improve quality in speech pathology services. From week 1, this subject involves students in critical reflections on their learning, enabling them to identify areas for improvement and ways to build upon understanding and skills. Peer and self-evaluation are key concepts in the use of reflective learning. At regular intervals, students will complete a short online “perceptual evaluation” of a voice recording and then reflect on their performance and plan for improving their perceptual evaluation of voice disorders.
Collaborative Learning
The ability to work well in a team is an essential skill for Speech Pathologists, who frequently engage in team-based service delivery and management with clients, their families, and other service providers. Collaborative teamwork is vital in high-quality healthcare, education, and disability services in the community. In this subject, students will be expected to participate in individual, pair and small group activities that include group discussions, role-plays and reflections, case studies and workshops. All activities will be facilitated by teaching staff who provide feedback to guide learning. Peer feedback is also encouraged.
Feedback
The ability to give and receive constructive feedback is an essential component of peer-based learning. Students will have several opportunities for providing and receiving feedback during class, particularly during simulations practising clinical skills in workshops and assessment tasks. Students will also receive feedback from teaching staff throughout the workshops and on assessment tasks.
Research-Integrated Teaching
Speech pathology is an evidence-based profession, and it is an ethical responsibility of speech pathologists to follow evidence-based practice. Classes in this subject are informed by the best available evidence. Students will be required to engage with the evidence through readings in the literature and discussion of the findings of research as applied in clinical scenarios.
Assessment
Assessment task 1: Anatomy, Physiology and Assessment of Voice Disorders
| Intent: | Speech pathologists must have a good knowledge and understanding of anatomical and physiological elements involved in the production of voice and apply this to inform clinical assessment. This assessment is designed to assess the student’s knowledge of the human anatomy and physiology that underpins voice production. The assessment will include multiple choice and case-based questions to assess how students apply this knowledge to the clinical assessment of voice disorders. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 014, 015, 024 and 025 This task is aligned with the following course learning outcomes: 1.1 and 1.2 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 30 minutes |
| Criteria: | See Canvas for the marking criteria |
Assessment task 2: Perceptual Evaluation of Voice
| Intent: | To be effective voice clinicians, students must accurately perceptually evaluate disordered voices. Students will be trained in perceptual evaluation of voice throughout the subject. This assessment assesses the student’s ability to accurately perceive vocal qualities in a recorded voice sample. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 028 This task is aligned with the following course learning outcomes: 1.1 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | Each exercise takes approximately 5 minutes. |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 3: Management plan and written report
| Intent: | Speech pathologists need to be able to interpret assessment results, create management plans, and report assessment findings to the client and relevant health professionals involved in the client’s care. Thus, this case-based written assignment is designed to assess the student’s ability to (a) interpret assessment and case history data provided on one client, (b) develop appropriate client-centred goals, (c) outline an evidence-based management plan that includes consideration of the factors in the International Classification of Function, Disability and Health (ICF) affecting voice; and (d) communicate the findings of the assessment and management plan in written form. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 014 and 028 This task is aligned with the following course learning outcomes: 1.1 and 1.2 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 40% |
| Length: | Client Management Plan: 2 pages (max) plus Written Report in form of letter: 600 words (+/-10%). Formatting is single-spaced lines; 12pt font; 2cm margins |
| Criteria: | Assessment criteria rubric provided via Canvas. |
Assessment task 4: Viva Exam (This is a must pass exam)
| Intent: | Speech pathologists need to be able to implement treatment and counselling with clients with voice disorders. Speech pathologists use effective interpersonal skills and counselling skills in providing client-centred care. The intent of this assessment is to enable the student to demonstrate their knowledge and competence in implementing a range of voice treatment skills and strategies in children and adults with voice disorders. Both the child component and the adult components are must pass items, as well as the overall assessment being a must pass assessment. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 014, 016, 028 and 059 This task is aligned with the following course learning outcomes: 1.1, 1.2 and 3.2 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 45 minutes |
| Criteria: | See Canvas for the marking criteria. |
Minimum requirements
The minimum requirements to pass the subject are as follow:
- Attendance at a minimum of 85% of classes / online sessions.
- Submission of all subject assessment tasks
- Achievement of at least 50% grade overall across the subject assessment tasks
- There is a must-pass assessment in this subject. Please check assessment descriptions for details.
Required texts
Stemple, J., Nelson, & Klaven (2020). Clinical Voice Pathology (6th Edition), Plural Publishing.
ALSO
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
Baker, J. (2017) Psychosocial Perspectives on the Management of Voice Disorders: Implications for Clients, Options and Strategies for Clinicians. Compton Publishing.
Vertigan, A. E., & Gibson, P. G., (2016) Speech Pathology Management of Chronic Refractory Cough and Related Disorders. Compton Publishing.
References
All reference material will be available via Reading Lists in the Canvas site.