Course coordinator
Dr Monique Waite
Course overview
- Study period
- Semester 1, 2025 (17/02/2025 - 14/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
This course introduces students to the range of communication and feeding/mealtime management difficulties that can present in children under five years of age and facilitates the development of skills in information gathering and assessment. Practical activities in assessment, and analysis and interpretation of data are integral to the course.
Online learning and lecture content is supplemented withﾠtutorials, where students learn to apply the different theories of language and speech processing, learning, and cognition to assessment and diagnosis of communication and swallowing difficulties. Through practical activities, students will develop skills in providing person-and family-centred, and culturally responsive care with a diverse range of families. Students will independently engage with online learning resources before the weekly tutorials where they will participate in authentic learning experiences with peers and teaching staff. Tutuorials will consist of independent, small group and large group inquiry-based learning activities.ﾠ
This course will build on the introductory speech pathology, anatomy and linguistics courses taught during first year. A knowledge of typical development of communication and feeding skills, as well as basic linguistic analysis skills will be assumed in the teaching of this course. It will be assumed that students have learnt how to work effectively in teams/groups through participation in first year coursework and assessment.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
ANAT1002, LING1000, LING1005, PSYC1030, SPCH1101, SPCH1102
Restrictions
BSpPath(Hons) students only
Course contact
Lecturer
Dr Monique Waite
Course staff
Guest lecturer
Dr Jeanne Marshall
Ms Anita Condon
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
A detailed course outline is provided on the SPCH2111 Blackboard site withinﾠthe 'Learning resources' content area.
Aims and outcomes
This course aims to develop students' knowledge and skills in assessment of communication and swallowing abilities in young children. It aims to:
- develop students' understanding of the communication and feeding/mealtime management difficulties that can present in children under five years of age and how these difficulties impact on the child and their significant others;
- develop students' skills in planning and applying assessment approaches to investigate the communication and feeding skills and in differential diagnosis of communication and feeding/mealtime difficulties of children within this age range.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Describe communication and feeding/mealtime management difficulties that can present in children up to five years of age and explain how these difficulties impact on the child and their significant others.
(SPA PS Domains/Standards 1.3, 2.5, 2.6, 3.1, 3.2 and 3.3)
LO2.
Apply the principles of person and family centred and culturally responsive practice when conducting assessments with children under five years of age.
(SPA PS Domains/Standards 1.4, 1.5, 1.6, 2.5, 2.6, 3.1 and 3.2)
LO3.
Explain the principles of culturally responsive assessments for children and families from Aboriginal and Torres Strait Islander backgrounds.
(SPA PS Domains/Standards 1.3, 1.4, 1.5, 1.6, 2.2, 2.5, 2.6, 3.1 and 3.2)
LO4.
Plan and apply assessment approaches for investigating the communication and feeding skills in children under five years of age.
(SPA PS Domains/Standards 1.3, 2.5, 2.6 and 3.2)
LO5.
Analyse assessment data and outcomes for communication and feeding/mealtime management skills in children under five years
of age.
(SPA PS Domains/Standards 1.3, 2.2, 2.5, 2.6 and 3.3)
LO6.
Investigate and differentially diagnose communication difficulties and feeding/mealtime management in children under five years of age.
(SPA PS Domains/Standards 1.3, 2.5, 2.6 and 3.3)
LO7.
Apply the different theories of language and speech processing, learning, and cognition to assessment and diagnosis of communication and feeding/eating difficulties in children under five years of age.
(SPA PS Domains/Standards 2.5, 2.6, and 3.3)
LO8.
Provide feedback to families and significant others on the communication and feeding strengths and difficulties of children under five years of age.
(SPA PS Domains/Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 and 3.3)
LO9.
Demonstrate the ability to work effectively in a professional team (SPA PS Domains/Standards 1.4, 2.1, and 2.6).
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection |
Understanding Cultural Safety Reflection
|
10% MUST PASS |
21/03/2025 4:00 pm |
| Presentation, Tutorial/ Problem Set |
In-tutorial Case-based Tasks
|
20% |
11/03/2025 - 20/05/2025
Tasks due in scheduled tutorial. |
| Paper/ Report/ Annotation |
Case-based Assignment
|
40% MUST PASS |
17/04/2025 4:00 pm |
| Examination |
End of Semester Exam
|
30% |
End of Semester Exam Period 7/06/2025 - 21/06/2025 |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Understanding Cultural Safety Reflection
- Hurdle
- Online
- Mode
- Written
- Category
- Reflection
- Weight
- 10% MUST PASS
- Due date
21/03/2025 4:00 pm
Task description
This written reflection is to be completed individually. Following completion of Module 3 of the Cultural Safety in Practice modules, students will critically reflect on whether they would make any changes in their practice based on knowledge and assumptions held before and after the module completion. This assessment piece is MUST PASS.
A full task description will be made available on the SPCH2111 Blackboard site.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
This assessment piece is MUST PASS. therefore a passing mark of at least 55% is required.Submission guidelines
The relection is to be submitted through TurnItIn via Blackboard. Instructions for submitting your assignment through TurnItIn can be found at https://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment/turnitin-assignments/submit-your-turnitin-assignment.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
In-tutorial Case-based Tasks
- Identity Verified
- Team or group-based
- In-person
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation, Tutorial/ Problem Set
- Weight
- 20%
- Due date
11/03/2025 - 20/05/2025
Tasks due in scheduled tutorial.
Task description
This will be a group-based assessment. In their IBL group, students will complete a series of three tasks, worth a combined total of 20% of the marks for SPCH2111.
1.) Group decision making task 1 (worth 5%): During the scheduled tutorial in week 4, all students will complete a group decision making task based on assessment data from a child with language difficulties and submit this during the tutorial. Half the cohort will then report this back to the class. This will not be recorded.
2.) Group decision making task 2 (worth 5%): During the scheduled tutorial in week 7, all students will complete a group decision making task based on assessment data from a child with speech difficulties and submit this during the tutorial. The half of the cohort who did not present in week 4 will then report this back to the class. This will not be recorded.
3.) Group case presentations (worth 10%): These presentations will occur in either week 10, 11 or 12. Students will work in their IBL tutorial group, to present a case study of a child with either voice difficulties (week 10), fluency difficulties (week 11) or feeding difficulties (week 12). Students will be provide with case information and assessment data for the case two weeks prior to their presentation. Students will be required to submit a PowerPoint presentation with notes via Blackboard prior to the tutorial. Group presentations will be recorded.
Full task descriptions will be uploaded to the SPCH2111 Blackboard site. This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
For part 3 (group presentations), students will be required to submit a PowerPoint presentation with notes via Blackboard prior to the tutorial. One (1) submission per group of students only is required.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland
*This assessment item is a group assessment. If a student is unable to attend a tutorial due to medical or other valid reasons, the group is expected to complete the task collectively during the tutorial and receive a group mark. The student who was absent should anticipate a similar individual task and is required to submit an extension request via My Requests before the tutorial, and also email the course coordinator - Dr. Monique Waite (m.waite@uq.edu.au) in advance to arrange for the assessment to be completed individually at a later date.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Case-based Assignment
- Hurdle
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% MUST PASS
- Due date
17/04/2025 4:00 pm
Task description
This assignment is to be completed individually. Students will be provided with case history, observation, and assessment data from the initial assessment of a child presenting with language and speech difficulties. Students will be required to analyse and interpret this information in order to provide an assessment summary outlining the child's strengths and weaknesses. Students will then compile a plan outlining their next steps in assessing this child, demonstrating their clinical reasoning, and supported by literature and other presenting evidence. Finally, students will write a script for providing feedback of assessment results and the plan for the next step in assessment to the child's caregiver.
This assignment is to be submitted via Turnitin. A full task description will be made available on the SPCH2111 Blackboard site. This assessment piece is MUST PASS.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Hurdle requirements
This assessment piece is MUST PASS. therefore a passing mark of at least 55% is required.Submission guidelines
The case-based assignment is to be submitted through TurnItIn via Blackboard. Instructions for submitting your assignment through TurnItIn can be found at https://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment/turnitin-assignments/submit-your-turnitin-assignment.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extensions can be requested for this assessment item. Please apply for an extension request via my.UQ > my.UQ Dashboard > my. Requests and provide evidence of circumstance, as soon as it becomes evident that an extension is needed, but no later than the assessment item submission date. Further information regarding what constitutes an acceptable reason for an extension is listed on the my.UQ website: Applying for an extension - my.UQ - University of Queensland
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
End of Semester Exam
- Identity Verified
- In-person
- Online
- Mode
- Written
- Category
- Examination
- Weight
- 30%
- Due date
End of Semester Exam Period
7/06/2025 - 21/06/2025
- Other conditions
- Time limited.
Task description
This exam will be delivered in Inspera Assessment and will be completed on your personal laptop on campus.
The examination will be presented in a case-based and short-answer question format. This examination will require integration of knowledge to respond to questions relating to a number of clinical cases. This exam will integrate knowledge gained from UQ Extend and tutorial content covered across the whole semester. Further information, including details of the format of the exam, and permitted materials will be provided on the SPCH2111 blackboard site in the second half of semester.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Exam platform | Inspera |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Deferred exams can be requested for this assessment item. Please apply for a deferred exam if there are exceptional or unavoidable circumstances, or as a one-off discretionary request. Deferred exam requests should be submitted as soon as possible, and no later than five calendar days after the date of the original exam. Further details, including how to apply, can be found at - Deferring an exam. Please also email the Course Coordinator to advise of the deferred exam request.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage fromﾠall assessment ofﾠ0 - 34%. |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage fromﾠall assessment of 35 -ﾠ44%. |
| 3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A cumulative percentage from allﾠassessment of 45 - 54%. A grade of 3 will be awarded to a student who achieves a final mark of 55% or higher but who does not passﾠthe 'must pass' assessment items. |
| 4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A cumulative percentage from allﾠassessment of 55 -ﾠ64%ﾠandﾠhas passedﾠthe 'must pass' assessment items.ﾠ |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A cumulative percentage from allﾠassessment ofﾠ65 -ﾠ74% andﾠhas passed the 'must pass' assessment items.ﾠ |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A cumulative percentage from allﾠassessment ofﾠ75 -ﾠ84% andﾠhas passed the 'must pass' assessment items.ﾠ |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A cumulative percentage from allﾠassessment ofﾠ85 -ﾠ100% andﾠhas passed the 'must pass' assessment items.ﾠ |
Additional course grading information
Final marks falling between whole percentages will be rounded to the nearest whole percentage. Tie-breaking will be conducted using the round half up method whereby half-way values are always rounded up, meaning, for example, that 89.5% and above will be rounded to 90% and 89.49% and below will be rounded down to 89%.
IMPORTANT NOTE: This course contains ‘must pass’ assessment items, as follows: Understanding Cultural Safety Reflection; Case-based Assignment. You must pass these items to pass this course overall. Even if your final percentage mark is 55% or higher, the individual ‘must pass’ assessment items must have been passed to pass the course.
Supplementary assessment
Supplementary assessment is available for this course.
A supplementary assessment is designed to give you a second chance at achieving a passing grade for a course, should you receive a final course grade of 3 (or N subject to the Supplementary Assessment Procedures). It isn't a repeat of an exam, or a specific assignment – it's designed to test the learning outcomes for the entire course, or specific learning outcomes tailored to you.
Supplementary assessment can take any form (e.g. oral, written, examination etc.), and the highest grade you can receive is a 4 (or P). Supplementary assessment isn't available for every course and is only granted in accordance with the Supplementary Assessment Procedures.
Additional assessment information
Resubmission/resitﾠof assessment items
The School of Health & Rehabilitation Sciences supports the concept of resubmission or resitting of failed assessment items in specific and defined circumstances. In this course, the Understanding Cultural Safety Reflection and Case-based Assignment are eligible for consideration of a resubmission option if the assessment item was submitted on time.ﾠ
After resubmission, the maximum result is a pass mark for that assessment component. Students who are granted a resubmission for an assessment item and do not submit by the scheduled date will not be granted an extension.
Submitting assessment in Blackboard and Turnitin
When assessment is submitted throughﾠBlackboardﾠyou will receive a confirmation page as a digital receipt.ﾠThis information will also be sent to your student e-mail account.ﾠPlease ensure you keep this email.
When assessment is submitted throughﾠTurnitinﾠyou will receive a confirmation page displaying “Submission Complete!” and can then proceed to download your digital receiptﾠfrom yourﾠAssignment inbox.ﾠIt is suggested that you save a copy of the receipt for your personal records.
Instructions on how to submit assignments through Blackboard and Turnitin are available at: https://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
Use of Generative AI in Assessments
Assessment tasks in this course evaluate students' abilities, skills, and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
A range of learning resources will be linked from the SPCH2111 UQ Extend Site. Other lecture and tutorial notesﾠwill be posted on the SPCH2111 Blackboard site in the 'Learning Resources' folder.
Students are encouraged to use the SPCH2111 Ed Discussion Board linked through the Blackboard site. This forum will be checked at least once a week by the Course Coordinator and students are encouraged to respond to each others' queries. All student questions regarding assessment will be addressed in class or on the relevant discussion board.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 3 |
Not Timetabled |
Cultural Safety in Practice Students are required to complete Module 3 of the Faculty of Health and Behavioural Sciences Cultural Safety in Practice modules, Cultural Safety in Health and Community Services. This module shifts the emphasis from knowledge and attitudes to behaviours that directly impact health provider skills and practices. It provides a more detailed exploration of cultural safety with a focus on self-awareness, self-reflection, and recognition of cultural differences. Through case studies and practical advice, Module 3 encourages students to critically reflect on their own experiences and practice using a cultural safety continuum reflection tool. |
Multiple weeks From Week 1 To Week 13 |
Not Timetabled |
Online Self-Directed Learning Modules These interactive, self-paced modules will describe the communication and feeding/mealtime management difficulties that can present in children up to five years of age and will cover key theoretical and practical aspects of the asessment of young children's communication and feeding skills. Students are required to complete online learning activities prior to attendance and participation in the weekly tutorials. |
Lecture |
Foundation Lectures Two lectures will be held in weeks 1 and 13. The first lecture will provide students with understanding of important concepts and principles of early intervention for children with communication and/or feeding difficulties and their families. The final lecture will provide a summary and revision of content covered throughout the course as well as preparation for assessment. Both lectures will be delivered on campus. It is highly recommended that students view both lectures. Lecture recordings will be made available. |
|
Multiple weeks From Week 2 To Week 12 |
Tutorial |
Weekly On-Campus Tutorials The tutorials will incorporate inquiry based learning and small group discussions to further explore the investigation and assessment of young children's communication and swallowing skills. They will also include practical activities based on assessment, analysis, differential diagnosis, and reporting of children's communication and feeding skills. Tutorials have been designed for experiential learning, therefore students are expected to attend and participate in all tutorials. It is essential that students prepare for weekly tutorials by completing the online self-directed learning modules and associated preparation activities and bringing this information to their tutorial ready to share. As students will be working in small groups during tutorials, they will not be recorded. |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: