96125 Acquired Communication Disability in Adults
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96119 Research Design in Speech Pathology AND 96120 Augmentative and Alternative Communication AND 96124 Swallowing Disorders AND 96122 Speech Pathology Clinical Practice 1
There are course requisites for this subject. See access conditions.
Description
Students learn how to assess, analyse, and treat adults with a range of health conditions that result in acquired communication disability, including language and/or cognitive-communication disability. Applying their knowledge of theoretical frameworks, research evidence, and the perspectives of clients and their supporters in case-based inquiry, students learn how to design communication interventions and to involve communication partners in both individual and group therapy. This subject supports students in 96126 Speech Pathology Clinical Placement 2 and also prepares students for 96130 Speech Pathology Clinical Placement 3, and 96129 Integrated Practice in Speech Pathology.
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. |
|---|---|
| 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. |
| 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. |
| 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. |
| 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)
- 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
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 develop practice-ready knowledge and skills specific to the assessment, diagnosis and treatment of acquired communication disorders in adults including apraxia of speech, aphasia and cognitive-communication 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 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 develop knowledge on the ‘state of play’ of the research evidence base for acquired communication disabilities in adults. Students also learn about important sources of evidence for this population (e.g., practice guidelines and databases) and how to apply the evidence considering latest research, practitioner expertise, client values, and the service context. Students develop an understanding of the application of technological innovations to this area of practice.
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.
Students learn about key members of the team working with people with acquired communication disabilities across a variety of service settings. Students work collaboratively to learn how to establish effective communication with these populations and their families and communities. Students integrate local and global knowledge on best practice in provision of services to people with acquired communication disabilities.
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.
Students learn about key issues in provision of inclusive services to Culturally and Linguistically Diverse members the community and Aboriginal and Torres Stright Islander populations who have acquired communication disabilities.
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
Students prepare for learning by completing learning activities before attending face-to-face classes. These activities may include reading recommended materials, watching a video or listening to audio podcasts, completing a quiz, or exploring online materials relating to the subject. Students 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 are 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 acquired communication disorders in adults. You will develop clinical reasoning skills and know how to apply creative and reflective thinking to effectively assess and treat communication, to achieve optimal outcomes for individuals and important people in their lives.
Active Lectures / workshops
Active lectures and workshops briefly introduce topic content each week and guest lecturers are invited to share their professional expertise on particular topic areas at relevant times throughout the session or through video-based mediums. Workshops require students to engage and participate in class through analysis of research, quizzes, class discussion and debate and other active and collaborative learning methods.
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 acquired communication disorders in adults. 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.
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.
Feedback
Students have several opportunities to request and receive feedback from learning and teaching staff in class and online contexts. Lecturers provide feedback in a variety of formats and at various times throughout the subject to enable students to understand how they are progressing with their learning and where to focus their efforts. Students also receive feedback from lecturers specifically relating to assessment tasks. Students also provide peer feedback in learning activities and assessment tasks to enhance their learning at that of their peers.
Content (topics)
Topics are listed in a week-by-week program with specific required and recommended readings and is provided in Canvas. Lecture and practical notes will be posted on Canvas.
Assessment
Assessment task 1: Peer feedback on a draft assessment plan
| Intent: | Speech Pathologists need to be able to identify, gather and synthesise important information to develop assessment plans for people with acquired communication disabilities. Understanding the key considerations for designing an assessment plan is important for achieving an inclusive, personally relevant, and evidence-based assessment process that informs diagnosis, compensatory strategies, and treatment goals. Developing skills in generating and critiquing assessment plans of other students provides the opportunity to gain a wider knowledge of plan options and to demonstrate assessment knowledge through provision of peer feedback. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 007, 019, 024, 028 and 057 This task is aligned with the following course learning outcomes: 1.1 and 1.2 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Peer critque: 650 words in total (150 maximum for the reflection). Draft session plan: The plan should be prepared on the assessment plan template document. The length of the plan must be at least 4 pages and no more than 5 pages of length (excluding reference list), with Calibri 11 font and 1.15 spacing. |
| Criteria: | See Canvas for the marking criteria. |
Assessment task 2: Written assessment: report and script to communicate findings to diverse audiences
| Intent: | Speech pathologists often (a) engage in collaboration and communication through a group task; and (b) analyse client assessment data, provide a diagnosis, and develop brief recommendations for intervention and further assessment, in written reports. In order to communicate findings effectively with relevant parties, speech pathologists also provide a summary of the findings and implications to the client, the family, and the interdisciplinary team. This assessment item is intended to provide students with an opportunity to demonstrate the ability to do these things and to communicate findings to a variety of audiences. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 007, 019, 024, 028, 034, 043, 058 and 059 This task is aligned with the following course learning outcomes: 1.1, 1.2 and 3.2 |
| Type: | Report |
| Groupwork: | Group, individually assessed |
| Weight: | 40% |
| Length: | 8 pages (APA formatted, 1.15 spacing, Calibri, 11 point font 1.8cm Margins) (including citations but excluding reference list). This 8 pages includes a maximum of 5 pages for the comprehensive report and 1 page each for the 3 scripts (half page for script, half page for rationale). Appendices may be included to illustrate points in the body of the assignment where relevant but will not be marked. |
| 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 task requires students to apply their knowledge of assessment, diagnosis and intervention developed throughout the subject to clinical case scenarios for people with acquired communication disabilities. The OSCE of 30-45 minutes involves three stations; one assessing language and speech treatment, one assessing client assessment and /or treatment of cognitive communication disorders after acute onset, and one assessing client assessment and /or treatment of cognitive communication disorders in progressive conditions. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 007, 019, 024, 028, 034, 036, 043, 057, 058 and 059 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: | 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
No specific text is required for this subject. Required readings and any recommended texts/resources and preparatory tasks will be advised through the CANVAS site.
ALSO
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
Murray, L.L. & Clark, H.M. (2015). Neurogenic Disorders of Language & Cognition. Evidence-based clinical practice. Theory Driven Clinical Practice. (2nd Ed). Austin: Pro-Ed.
Duffy, J. (2019). Motor Speech Disorders: substrates, differential diagnosis, and management (4th ed.). Missouri, USA: Elsevier. – NOTE: this text has already been a recommended text for your previous Swallowing and Speech subject.