SPEECH 2004 - Clinical Reasoning in Professional Settings
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code SPEECH 2004 Course Clinical Reasoning in Professional Settings Coordinating Unit Speech Pathology Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites SPEECH 2000 Corequisites SPEECH 2005 Restrictions Bachelor of Speech Pathology (Honours) Assessment Examination, various assignments and continuous assessment tasks 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 Course Planner.
Timetable information can be found in the MyUni website for this course. -
Learning Outcomes
Course Learning Outcomes
1 Explain the fundamental principles and practices of assessment and intervention for people with communication difficulties and/or swallowing disorders.⯠2 Analyse, critique and integrate relevant information from a range of sources related to the clinical presentation of people with communication difficulties and/ or swallowing disorders.⯠3 Develop shared understanding of the scope of speech pathology practice, including outcomes of speech pathology services, with individuals, communities, and other professionals⯠4 Analyse and interpret assessment data related to communication difficulties and/or swallowing disorders. 5 Propose appropriate intervention options for people with communication difficulties and/or swallowing disorders.⯠6 Convey information to stakeholders using appropriate communication skills in professional contexts.⯠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, 5, 6 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.
2, 3, 4, 5, 6 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.
6, 7 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.
2, 3, 4, 5, 6, 7 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.
6, 7 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.
2, 3, 4, 5, 6 -
Learning Resources
Required Resources
There are three prescribed books for this course, but these books will be used in other courses throughout their degree. One of the textbooks is a required text for SPEECH 2000.
Paul, R., Norbury, C. & Gosse (Eds.) (2018). Language disorders from infancy through adolescence: Assessment & intervention (5th ed.). St. Louis: Mosby Elsevier.
McLeod, S., & Baker, E. (2017). Children's Speech: An Evidence-Based Approach to Assessment and Intervention (First ed.): Pearson Higher Ed USA.
Groher, M. E., & Crary, M. A. (2020). Dysphagia: Clinical Management in Adults and Children. Elsevier Health Sciences.Online Learning
All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites. -
Learning & Teaching Activities
Learning & Teaching Modes
This course utilises a case guided learning approach, where students will complete a number of cases in three-week blocks. Each week will involve one workshop and one tutorial, and an online lecture plus other integrated online learning activities. Areas of speech pathology covered in this course includes speech and language development, delay and disorder in the paediatric population, as well as language-related changes associated with typical aging and cognitive decline, as well as the impact of structural variations or disorders on communication and swallowing.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Tutorials: 12 x 2 hours = 24 hours
Workshops: 12 x 2 hours = 24 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Workshop Sessions: 2 hours per session = 24 hours
Preparation for Assessment Tasks = 30 hours
Weekly reading: 2 hours per week = 24 hours
Online modules: 2 hours per week = 24 hours
TOTAL = 152 hoursLearning Activities Summary
Areas of speech pathology covered in this course includes speech and language development, delay and disorder in the paediatric population, as well as language-related changes associated with typical aging and cognitive decline, as well as the impact of structural variations or disorders on communication and swallowing. -
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
Detailed information, including due dates, can be found in the MyUni wesbite for this course.Assessment Task Task Type Weighting Learning Outcome Examination Summative 40% 1, 2, 3, 4, 5, 6 Assignment Summative 35% 2, 4, 5, 6 Continuous Assessment Formative & Summative 25% 1, 2, 3, 4, 5, 6, 7 Assessment Detail
Examination (40%)
Viva: Students will analyse, interpret and report on assessment data and propose an intervention plan, including short- and long-term goals.
Assignment (35%)
Report: Students will analyse and write a report based on a speech and/or language sample.
Continuous Assessment (25%)
Group poster or brochure: Students will be required to work in a group of 4-5 to develop a poster or brochure on to provide community education on a given topic. Students will also complete a self-reflection, and a self-and-peer learning rating.
Portfolio: Students will compile evidence on how learning from this course related to the Professional Standards for Speech PathologySubmission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination 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 Access Adelaide.
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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
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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
- Elder Conservatorium of Music Noise Management Plan
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- 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.
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