SPEECH 3000 - Speech Pathology Assessment and Management A
North Terrace Campus - Semester 1 - 2024
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General Course Information
Course Details
Course Code SPEECH 3000 Course Speech Pathology Assessment and Management A Coordinating Unit Speech Pathology Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Up to 6 hours per week Available for Study Abroad and Exchange N Prerequisites SPEECH 2003 and SPEECH 2004 and SPEECH 2006 Corequisites SPEECH 3001 Restrictions Bachelor of Speech Pathology (Honours) Assessment Examination, assignments, continuous assessment tasks and required clinical competencies Course Staff
Course Coordinator: Dr Abirami (Abi) Thirumanickam
Course Coordinator: Dr Abi Thirumanickam
Phone: +61 8 8313 2316
Email: abi.thirumanickam@adelaide.edu.au
Location: Level 4, Engineering & Maths Sciences BuildingCourse Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1 Critically review the complex relationship between the biological, psychosocial, cultural and environmental factors that impact communication across the lifespan, and apply it in the clinical reasoning process.    2 Critically analyse and apply speech pathology assessment data to intervention planning for individuals with communication disorder or difficulties. 3 Construct person-centred sessional, short term and long-term goals for individuals with communication disorders or difficulties. 4 Select and apply appropriate speech pathology intervention for clients, using best practice guidelines.  5 Present speech pathology assessment data, intervention plans, and outcomes for person-centred practice in audience appropriate formats.  6 Appraise how learning in this course relates and contributes to the Speech Pathology Professional Standards University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 3, 4 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 3, 4 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
1, 2, 3, 4, 5, 6 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1, 2, 3, 4, 5, 6 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1, 2, 3, 4, 5, 6 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Recommended Resources
Colton, RH, Casper, JK, & Leonard, R. (2011). Understanding Voice Problems: A Physiological Perspective for Diagnosis and Treatment (4th ed). Lippincot, Williams & Wilkins.Online Learning
MyUni (Canvas) and Pebblepad will be used as the main online learning platforms.
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Learning & Teaching Activities
Learning & Teaching Modes
This course utilises a case guided learning approach, where students will explore 6 speech pathology practice area in a 2-week block. Each week will involve a case-based learning tutorial, lectures, online integrated pre-workshop activities, and a practical workshop. Areas of speech pathology covered in this course includes paediatric fluency, paediatric speech, paediatric language, paediatric voice, neurogenic adult speech and language, and adult swallowing.Workload
No information currently available.
Learning Activities Summary
This course will utilise a case guided learning approach, where students will complete cases broadly in the management of speech development and disorders, language development and disorders, voice disorders and fluency, in paediatric and adult populations. This six-unit course will be delivered via weekly workshop and practical classes, while three tutorial classes will be held per fortnight. -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Learning Outcome Continuous Assessment Summative
(hurdle requirement)45% 1,2,3,4,5,6 Assignment Summative
(hurdle requirement)20% 2,3,4 Oral Exam/Viva Summative
(hurdle requirement)35% 1,2,3,4,5 Assessment Related Requirements
Hurdle Requirements: Students must pass all assessments in this course
Pre-requisite rules: Students must have passed the following courses:
- Speech Production and Aural Rehabilitation
- Clinical Reasoning in Professional Settings
- Linguistics for Speech Pathology B
Assessment Detail
Continuous Assessment  
 Data Analysis and Intervention Plan: Paediatric Fluency
1500-word written assignment. Students will formulate an assessment plan and develop potential intervention goals based on a provided case history.  
Practical Assessment: Paediatric Fluency
Students will complete a practical assessment demonstrating assessment, data analysis and intervention planning for a provided case.  
Portfolio
Students will map their learning in this course to the Speech Pathology Australia’s Professional Standards.  
 
Assignment
Paediatric voice education project
Students will be required to deliver education (ie. indirect service delivery) to support teachers working with a student with a voice disorder. From case-based information students will discuss and explain the voice assessment results, provide education to the teacher regarding voice production and vocal management strategies, demonstrate vocal hygiene and voice management techniques, as well as discuss goals for the child.
Oral Exam/Viva
Students will complete an oral viva related to practice with a paediatric language case, assessed against entry level criteria for speech pathology practice.Submission
The continuous assessment and assignment will be submitted and marked online – either through MyUni or Pebblepad. The oral exam/viva will be a face-to-face, in real time assessment.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
GS8 (Coursework Grade Scheme) Grade Description CN Continuing FNS Fail No Submission NFE No Formal Examination F Fail NGP Non Graded Pass P Pass C Credit D Distinction HD High Distinction RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The ³ÉÈË´óƬ is committed to regular reviews of the courses and programs it offers to students. The ³ÉÈË´óƬ therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
