96124 Swallowing Disorders
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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): 96115 Evidence-based Practice in Speech Pathology AND 96116 Fundamentals 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 how to assess and manage aspects of swallowing, including eating, drinking, and mealtimes, oral health, and saliva control. They learn the theoretical and practical application of skills for diagnosis, intervention, and development of management plans in infants, children and adults. They learn about normal and disordered swallowing, respiration related to swallowing, co-occurring conditions across the lifespan and the sequalae of dysphagia. Students also learn assessment and treatment principles for adult speech disorders including dysarthria. Students integrate their knowledge of anatomy and neuro-anatomy of related body systems with knowledge gained in this subject through case-based inquiry and practical activities with simulated clients. They also learn how to apply ethical decision-making frameworks in the management of swallowing disorders. This subject gives students an essential introduction to the skills needed in 96126 Speech Pathology Clinical Placement 2, 96130 Speech Pathology Clinical Placement 3, and 96129 Integrated Practice in Speech Pathology.
Subject learning objectives (SLOs)
| 008. | Explain and apply ethical decision-making frameworks in reaching clinical decisions. |
|---|---|
| 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. |
| 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. |
| 036. | Critically appraise the evidence base of interventions and approaches against selected theoretical frameworks. |
| 054. | Explain and enact appropriate infection control practices relevant to speech pathology practice. |
| 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)
- 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)
Contribution to the development of graduate attributes
Swallowing Disorders 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 core areas-of-practice in Speech Pathology – the assessment, treatment and management of swallowing and speech in children and adults.
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.
In this subject, students learn and practice the application of knowledge and skills for the assessment and management of swallowing and speech disorders. Students learn about swallowing across the continuum of care and how to advocate for person-centred care utilising the ICF framework.
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.
In this subject, students learn how to integrate and apply an evidence based framework in the assessment and management of swallowing and speech disorders.
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 learn and practice the principles of management that empower the delivery of person-centred care and how to work within in a multidisciplinary team. Students learn about the role of speech pathology in swallowing and speech disorders within the Australian and global context.
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.
In this subject, students apply principles of cultural awareness and centred care within the management of swallowing and speech disorders to promote participation.
Teaching and learning strategies
Preparation for Learning
Before each class, students are expected to complete learning activities (e.g., reading a journal article or book chapter, reviewing videos) as outlined on the Canvas subject site. Students should use the on-line materials on Canvas to help them to be well organised and prepared for learning in each module. Resources used to prepare for class include any lecture notes, journal article or book chapter readings, multimedia materials, and class discussion points. The ‘before class’ activities enable students to participate in the active learning experiences which include problem-solving and practical ‘hands on’ applications of the learning material.
Active Learning
The lectures 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. Lectures are active in that they involve students engaging with peers and with the lecturer in case-based problem solving (e.g., scoring test items, analysing test results, completing quizzes, and contributing actively in small group and large group class discussions) and role-play situations to practice skills.
Practice-based Learning
Small and large group activities enable students to apply their knowledge to clinical situations. In this subject, students have the opportunity to learn and use clinical skills that are considered ‘fundamental’ to speech pathology and underpin knowledge in a wide range of clinical areas of practice in working with children and adults. Case-based learning is a form of authentic problem-based learning and a key learning strategy used in this subject. Example clinical cases (simulations) are analysed individually and in small groups. In simulations, students develop clinical reasoning skills and practice the application of theoretical knowledge. Students have the opportunity for hands-on learning including demonstration, peer learning and feedback, and repeated practice of skills over time.
Reflective Learning
Reflective practice helps to improve quality in speech pathology services. This subject involves students in critical reflections on their learning, so as 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.
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 expected to participate in individual, pair and small group activities that include group discussions, role-plays and reflections, case studies and workshops. All activities facilitated by teaching staff who provide feedback to guide your learning. Peer feedback is also encouraged.
Feedback
The ability to give and receive constructive feedback is an essential component of peer-based learning. Students have several opportunities for providing and receiving feedback during class, particularly during simulations practicing clinical skills in workshops and assessment tasks. Students also receive feedback from teaching staff 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 are 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: Online Quiz - Normal and Disordered Swallow
| Intent: | Speech pathologists need to understand normal and disordered swallow as this is a key foundation to enable accurate assessment and management of swallowing disorders. This assessment is designed to assess the student’s knowledge of these key concepts. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 014, 015 and 024 This task is aligned with the following course learning outcomes: 1.1 and 1.2 |
| Type: | Quiz/test |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 1 hour |
| Criteria: | See Canvas for the Assessment Criteria. |
Assessment task 2: Swallow Assessment and Management Reporting
| Intent: | This assessment is designed for students to develop an integrated swallowing assessment and management reporting package for a client with dysphagia, relevant to multiple audiences. Students must apply their knowledge of swallowing anatomy, physiology, assessment principles and therapy options to create a detailed management plan. Students must collaborate in a small group for this task. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 008, 014, 015, 024, 028 and 034 This task is aligned with the following course learning outcomes: 1.1 and 1.2 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 40% |
| Length: | 5 pages (APA formatted, 1.15 spacing, Calibri, 11-point font, 1.8 cm margins - this includes citations but excludes a reference list). The five pages include 3 pages for the clinical handover report (2 pages max. for medical file report & 1 page for evidence-based rationales); 1 page for client report; 1 page for referral letter. |
| Criteria: | See Canvas for the Assessment due date, method of submission, and criteria. |
Assessment task 3: OSCE - Objective Structured Clinical Assessment (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. The ability to report on assessment and treatment findings (including clinical management and ethical implications) in relation to swallowing and adult speech function is important within clinical practice of speech pathology. The OSCE involves three stations. One station relates to adult swallowing; one station relates to child swallowing/feeding; and one station relates to adult speech. In order to assess the Swallowing Disorders subject in the OSCE, students will be provided with clinical case scenarios, and have the opportunity to ask and answer questions to demonstrate their knowledge on the assessment of and intervention for swallowing and adult speech. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 008, 011, 014, 015, 024, 028, 034, 036, 054 and 059 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1 and 2.2 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 40 minutes |
| Criteria: | See Canvas for the marking criteria. Failure in this subject’s stations 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
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
Groher M, Crary, M. (2021). Dysphagia Clinical management in Adults and Children (3rd Ed), Elsevier, USA.
Duffy, J. (2020). Motor Speech Disorders: Substrates, Differential Diagnosis, and Management (4th Ed), Mosby, USA.