96117 Speech Sound Disorders in Children
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96116c Fundamentals in Speech Pathology AND 96115c Evidence-based Practice in Speech Pathology AND 96118c Language Disorders in Children
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
Students learn about speech sound disorders in pre-schoolers, school-aged children, and adolescents, and how these impact on intelligibility and literacy and consequently participation in education, social activities, and future employment. They learn methods of assessment, analysis, and intervention, along with critical appraisal of the evidence applied in practical activities and simulated cases. They integrate knowledge on the theoretical frameworks of typical and atypical speech development with research on speech sound disorders. They develop skills in assessing phonological awareness and how it contributes to literacy acquisition. This subject provides essential preparation for the clinical practice subjects in the Master of Speech Pathology (C04386).
Subject learning objectives (SLOs)
| 023. | Identify and accommodate cultural aspects of deafness and hearing impairment in speech pathology practice. |
|---|---|
| 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. |
| 028. | Determine the client’s communication and/or swallowing diagnosis and communicate the diagnosis as appropriate. |
| 034. | Develop a clinical plan for a sequence of intervention options and expected outcomes. |
| 037. | Explain the evidence base for the client’s recommended approach or intervention. |
| 063. | Conduct and interpret common statistical operations on data in speech pathology research and standardised tests. |
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)
- Apply the design elements of research; analyse and synthesise literature; identify gaps in the literature; and be able to contribute to new research in the field of speech pathology. (2.2)
- 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
This subject contributes to the development of the following graduate attributes:
1. 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.
This subject will contribute to graduate’s competence in the assessment, treatment, and management of children with speech sound disorders.
2. 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 graduate’s competence in making decisions that are informed by the latest research, practitioner expertise, client values, and the context of the decisions.
3. 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 will apply professional and person-centred approaches to clinical practice in relation to children’s speech sound disorders.
4. Culturally capable
Graduates of the Master of Speech Pathology are culturally capable professionals, who are able to 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.
This subject will contribute to graduate’s competence in accommodating cultural differences in order to achieve optimal outcomes through adopting a consultative approach.
Teaching and learning strategies
Preparation for Learning
Preparation for learning means that you will do learning activities before attending face-to-face classes. To prepare for your learning in this subject you will need to complete the learning activities before attending class. These ‘before class’ activities include reading recommended materials, watching videos, and exploring online materials including websites and social media publications (e.g., blogs) relating to the subject. You will take part in discussions online and answer questions online that relate to the readings and class activities. Activities before class, during class, and after class will be outlined on the Canvas site for the subject.
Case-based Learning
Case-based learning is a form of problem-based learning and is a key learning strategy in this subject. Authentic and de-identified clinical cases are analysed individually and in small groups to learn about assessment, treatment and management of speech sound disorders in childhood. You will develop clinical reasoning skills and know how to apply creative and reflective thinking to effectively assess and treat language, to achieve optimal outcomes for children and their families.
Collaborative Learning
It is essential that speech pathology students develop collaborative team skills, as these are required in clinical practice. Collaborative activities include small and large group discussion and simulation (e.g., role play). Students reflect on their own participation in collaborative and simulated learning activities and give professional and constructive feedback to their peers on collaboration.
Masterclasses
Masterclasses provide a key opportunity to engage in hands-on activities to apply theoretical knowledge and learn core skills for the assessment, treatment and management of speech sound disorders in children. These skills are required in clinical practice and will form a foundation for further learning throughout the speech pathology course. In these classes, you will learn about choosing, delivering, scoring and interpreting assessments, and delivering and adapting interventions for different children. 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.
Online Language Screening Task
An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete an online language screening task, OPELA (information available at https://www.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students). If you receive a Basic or Intermediate grade for OPELA, you must attend additional Language Development Tutorials in order to pass the subject. These tutorials are designed to support you to develop your language and communication skills. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Assessment
Assessment task 1: Online quiz
| Intent: | It is important that students are familiar with key concepts relating to speech sounds disorders from the outset of this subject, so that they have a basis on which to build their understanding of assessment and intervention theories and protocols. This assessment tests the student’s foundational knowledge and identifies gaps in knowledge to guide future learning. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 023 and 024 This task is aligned with the following course learning outcomes: 1.1 and 1.2 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 45 minutes |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 2: Transcription and analysis task
| Intent: | Transcription and analysis of spoken language is a fundamental skill of speech pathologists. This assessment task allows students to practise assessment transcription and analysis of children’s speech. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 024, 028, 037 and 063 This task is aligned with the following course learning outcomes: 1.1, 2.2 and 3.2 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Part 1: 50 words for transcription Part 2: 50 words for analysis |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 3: Observation placement attendance
| Intent: | The purpose of this assessment is to provide students with exposure to industry in order to prepare them for active participation in clinical placements throughout the remainder of their program. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 023, 024, 028, 034, 037 and 063 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.2 and 3.2 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 1 day |
| Criteria: | Students must attend the one-day Observation Placement. Students must upload the Reflective Statement and signed Record of Attendance to pass this subject. Marking criteria will be available on Canvas. This is a hurdle requirement for the subject. Students who fail to attend 100% of the Observation Placement and upload the reflection and signed Record of Attendance will fail this subject. Additional information about attendance at the placement and the template for the Reflective Statement will be provided on Canvas. |
Assessment task 4: Objective structured clinical examination (OSCE)
| Intent: | Speech pathologists need to apply their knowledge in the context of a holistic appreciation of the client’s presenting problem(s) and area(s) for assessment and intervention. Assessment of children’s speech sound disorders is informed by gathering and analysing information from a variety of sources, including parent interviews and assessment tools to inform clinical decisions. This assessment is part of a larger assessment (OSCE) that includes three other subjects (96115 Evidenced-Based Practice in Speech Pathology, 96116 Fundamentals in Speech Pathology and 96118 Language Disorders in Children). The OSCE involves four stations. Only one of the four stations will be devoted to this subject. In order to assess Speech Sound Disorders in Children in the OSCE, students will be provided with a clinical case scenario, and have the opportunity to ask and answer questions to demonstrate their knowledge on the assessment of children’s speech and intervention for speech sound disorders. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 023, 024, 028, 034, 037 and 063 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.2 and 3.2 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 15 minutes per station |
| Criteria: | See Canvas for the OSCE task structure and marking criteria. Failure in this subject’s station in the OSCE does not affect performance in the other subjects’ stations in the OSCE. |
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
It is a requirement of this subject that all students complete OPELA. Students who received a Basic or Intermediate grade in the OPELA are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Required texts
McLeod, S. & Baker, E. (2017) Children's Speech: An Evidence-based Approach to Assessment and Intervention. Boston, MA: Pearson.
Other:
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)