96120 Augmentative and Alternative Communication
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96116 Fundamentals in Speech Pathology AND 96115 Evidence-based Practice in Speech Pathology AND 96117 Speech Sound Disorders in Children AND 96118 Language Disorders in Children
There are course requisites for this subject. See access conditions.
Description
Students learn the theory, design, and implementation of aided and unaided augmentative and alternative communication (AAC) and multimodal communication in children, adolescents, and adults. Students learn how to assess and analyse children's and adults' communication needs and methods, and to identify barriers to, and facilitators for communication. Using case-based inquiry, they become familiar with a wide range of aided and unaided forms of communication, including low-technology and high-technology systems, and non-AAC interventions, and how to take a collaborative user-centred approach to assessment, intervention, and management. This subject supports the concurrent subject, 96122 Speech Pathology Clinical Placement 1, and prepares students for 96129 Integrated Practice in Speech Pathology and 96130 Speech Pathology Clinical Placement 3.
Subject learning objectives (SLOs)
| 007. | Explain and apply the International Classification of Functioning, Disability, and Health (ICF) in a functional assessment and management of the person’s communication needs. |
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| 011. | Identify the areas of speech pathology that are acknowledged as advanced practice requiring further training and/or workplace credentialing in order to be provided by a speech pathologist. |
| 014. | Identify and respond to wide variety of environmental factors that impact on speech pathology assessment or intervention and affect communication or swallowing. |
| 015. | Identify the nature and impact of transitions over the life-course on children’s, adolescents’, and older adults’ communication and swallowing. |
| 018. | Establish effective communication with clients and facilitate their participation in speech pathology services. |
| 019. | Identify and respond to the primary concerns of clients and their supporters (e.g., family members, significant others, key stakeholders). |
| 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. |
| 036. | Critically appraise the evidence base of interventions and approaches against selected theoretical frameworks. |
| 043. | Design and implement appropriate training for third parties, including allied health assistants, teaching assistants, parents, and others in relation to their role in the client’s treatment or management. |
| 057. | Identify ways to remove barriers and enhance facilitators for improved client access to evidence-based interventions. |
| 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. |
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)
- Reflect on their own knowledge, skills and attributes to identify areas for continuing professional development; and engage in learning activities that enable their further development of skills in contemporary practice. (2.1)
- 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
Augmentative and Alternative Communication includes Multimodal Communication and 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, intervention and management of complex communication needs in people who need or use AAC, and communication disability across populations and across the lifespan 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, intervene in, and manage the needs of people with complex communication needs, who need or use augmentative and alternative communication, and multimodal communication.
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 people with complex communication needs and communication disability and their families and other communication partners.
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 problem-solving clinically focused and team-based activities to apply theoretical knowledge and learn core skills for the assessment, treatment and management of complex communication needs and communication disability across the lifespan. 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 communication assessments, and delivering and adapting interventions for diverse populations. 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: Computer-based Quiz (on campus)
| Intent: | It is important that students are familiar with key concepts relating to Augmentative and Alternative Communication (AAC) and multimodal communication 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 will focus on applying the Participation Model of AAC; and the International Classification of Functioning, Disability, and Health; to case scenarios involving children and adults with complex communication needs and those with communication disability. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 007, 011, 014, 015, 018, 019 and 024 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: | 20% |
| Length: | 40 minutes |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 2: Multimodal Communication Systems Designed for People with Complex Communication Needs
| Intent: | Speech pathologists working with individuals with complex communication needs or communication disability are involved in the design, provision, and/or prescription of multimodal communication systems. These systems include but are not limited to various forms of AAC combined with speech or vocalisations. Speech pathologists must also explain to clients and communication partners how these systems are to be used in a variety of settings. This assessment is designed to encourage students to engage in collaboration and communication through a group task, including a written component and a graphic component. Students are expected to (a) build and consolidate knowledge of communication assessment, reporting, planning and technologies to design a Multimodal Communication System that includes AAC, with a rationale for key design elements; and (b) make a graphic representation that demonstrates their ability to use multimodal methods to explain the system design to the person and their communication partners. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 011, 014, 036, 043, 057 and 058 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 2.2 and 3.2 |
| Type: | Case study |
| Groupwork: | Group, individually assessed |
| Weight: | 40% |
| Length: | 2000 words +-10% |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 3: Objective Structured Clinical Examination (OSCE) (Must Pass)
| 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 assessment results and demonstrate sound clinical reasoning in relating the assessment results to clinical decisions. The OSCE involves two stations. Students will be provided with two clinical case scenarios – one of an adult with acquired communication disability, and one of a child with lifelong communication disability. Students will use their knowledge of multimodal communication and AAC to answer questions about each client’s communication needs and potential interventions at the three stations. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 019, 036, 043, 057 and 058 This task is aligned with the following course learning outcomes: 1.1, 2.2 and 3.2 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 40 minutes |
| 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
- There is a must-pass assessment in this subject. Please check assessment description for details.
Required texts
See required list of readings on Canvas.
Also:
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)