96118 Language Disorders in Children
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96116c Fundamentals in Speech Pathology AND 96117c Speech Sound Disorders in Children AND 96115c Evidence-based Practice in Speech Pathology
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 language development and disorders in infants, pre-schoolers, school-aged children, and adolescents. They focus on the theoretical frameworks and the research evidence base, guiding methods of assessment, analysis, and diagnosis and the design of interventions, in language domains encompassing listening, speaking, reading, and writing. They also learn about the incidence, prevalence, associated conditions, and impacts of language disorders on children's and adolescents' social participation and learning. Students learn through applying knowledge to make clinical decisions in practical activities and simulated cases. This subject provides essential preparation for the clinical practice subjects in the Master of Speech Pathology (C04386).
Subject learning objectives (SLOs)
| 013. | Incorporate the impacts of communication and/or swallowing disorders on function and quality of life, including wellbeing, participation, and social inclusion into client management. |
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| 023. | Identify and accommodate cultural aspects of deafness and hearing impairment in speech pathology practice. |
| 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. |
| 058. | Determine the need for advocacy and advocate for the needs of clients in relation to speech pathology and related services in support of communication and swallowing, and the client’s related activity, participation and inclusion in society. |
| 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
Language Disorders in Childhood is a core knowledge subject in the Master of Speech Pathology program. This subject aims to equip students with the knowledge and skills to work within a core area-of-practice in Speech Pathology – the assessment, treatment and management of language disorders in paediatric populations. It provides an essential foundation for future clinical practice subjects and for qualification as a speech pathologist.
This subject contributes to the development of the following 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.
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.
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.
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.
Teaching and learning strategies
In this subject, students will participate in a range of teaching and learning strategies that are designed to assist them in developing the necessary skills to assess, treat and manage language disorders in children.
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 language 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 Groupwork
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 language 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.
Assessment
Assessment task 1: Online quiz
| Intent: | It is important that students are familiar with key concepts relating to language disorders and typical language acquisition 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 task will allow you to test foundational knowledge and identify areas for further knowledge and skill development. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 013, 028, 058 and 063 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.2 and 3.2 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 15% |
| Length: | 45 minutes |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 2: Assessment Report and Case Conference
| Intent: | This assessment is designed to encourage students to engage in collaboration and communication through a group task, including a written component and short oral presentation. Students are expected to build and consolidate knowledge of language assessment, reporting, planning and treatment by developing and presenting a case report to the class in a case conference. They must then provide a written assessment report and therapy plan that is appropriate to give to the child’s parent or guardian. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 013, 023, 028, 034, 037, 058 and 063 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.2 and 3.2 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 45% |
| Length: | Part 1: 10 minute presentation Part 2: Report 1500 words (+/- 10%) |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 3: 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. This assessment will require students to interpret test results and demonstrate sound clinical reasoning in relating the test results to clinical decisions. This assessment is part of a larger assessment (OSCE) that includes three other subjects (96115 Evidenced-Based Practice in Speech Pathology, 96117 Speech Sound Disorders in Children and 96116 Fundamentals in Speech Pathology). The OSCE involves four stations. Only one of the four stations will be devoted to this subject. Students will be provided with a clinical case scenario. Students will use their knowledge of language development and language disorders to interpret client information. Students must wear their clinical placement uniform for this exam. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 013, 023, 028, 034, 037, 058 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 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
Required texts
Paul, R., Norbury, C., & Gosse, C. (2018). Language Disorders from Infancy through Adolescence: Listening, Speaking, Reading, Writing, and Communicating (5th Ed.). St Louis, MO: Elsevier.
Other:
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
Recommended texts and readings for each module are provided on Canvas.