This course introduces students to the planning and implementation of evidence-based interventions for communication and feeding/mealtime management difficulties that can present in children under five years of age. In this course, students undertake practical activities that foster the development and demonstration of critical reflection, clinical reasoning and knowledge of the role of other professions in the holistic management of communication disorders and feeding difficulties in children under five years of age.
You'll need to complete the following courses before enrolling in this one:
PHYL2068, SPCH2111, SPCH2113
BSpPath(Hons) students only
This course is jointly-taught with:
Students in the Master of Speech Pathology Studies Program undertaking SPCH7121 are also required to gain foundational skills and knowledge in this area of speech pathology practice. As such, SPCH2212 students may need to attend some learning activities and participate in collaborative discussions with students undertaking SPCH7121.
As the course coordinator, I am available to meet with students in person or via videoconferencing throughout the semester. Please email to arrange an appointment.
The timetable for this course is available on the UQ Public Timetable.
A detailed outline is provided on the course Blackboard site within the 'Learning Resources' content area.
This course is a follow-on course from SPCH2111. In this course, students will develop skills in collaborative goal setting and the planning and implementation of evidence-based interventions for communication and/or feeding/mealtime difficulties experienced by children under five years of age. Online self-directed learning activities are supplemented by tutorials in which students will engage in peer-to-peer learning activities to gain experience in critical reflection and clinical reasoning and the ethical provision of person and family-centred services to children under five years of age from diverse backgrounds. Through active engagement in authentic learning opportunities, students will develop an understanding of the role of interprofessional teams in the overall management of communication and feeding/mealtime management difficulties in young children.
This course offers students a flipped approach to learning. Students engage in online learning resources before weekly tutorials where they then participate in authentic learning experiences with peers and teaching staff. In the tutorials, students engage in peer-to-peer learning through active participation in independent, small group and large group inquiry-based learning activities. This provides students with more flexibility to learn, but the associated workload is similar to that of a traditional course.
After successfully completing this course you should be able to:
LO1.
Collaborate with families and significant others to develop communication and/or feeding goals for children under five years of age (Speech Pathology Australia Professional Standards, Domains/Standards 1.4, 1.6, 1.7, 2.5, 3.1and 3.4)
LO2.
Plan and implement an evidence-based intervention for communication and/or feeding difficulties experienced by children under five years of age. (SPA PS Domains/Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.5, 2.6, 3.1, 3.4, and 3.5)
LO3.
Demonstrate critical reflection and clinical reasoning in providing person- and family-centred services to children under five years of age and their significant others. (SPA PS Domains/Standards 1.4, 1.6, 2.2, 2.5, 3.3, and 3.5)
LO4.
Describe how to uphold the Code of Ethics when managing children under five years of age with communication and/or feeding difficulties and their families. (SPA PS Domains/Standards 1.1, 1.2, 1.3, and 1.5).
LO5.
Develop a culturally responsive intervention plan for children under five years of age who are from an Aboriginal and Torres Strait Islander background and their families. (SPA PS Domains/Standards 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.5, 2.6, 3.1, 3.3 and 3.4)
LO6.
Describe the role of interprofessional teams in the overall management of communication and feeding difficulties in children under five years of age. (SPA PS Domains/Standards 1.4, 1.7, 2.6, and 3.4).
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation |
Case-based assessment
|
40% MUST PASS |
11/10/2024 1:00 pm
A detailed task description and marking criteria will be made available on the course Blackboard site. |
| Presentation |
Intervention video assessment
|
20% |
25/10/2024 1:00 pm
A detailed task description and marking criteria will be made available on the course Blackboard site. |
| Portfolio |
Early Intervention Portfolio
|
10% |
2/08/2024 - 18/10/2024
Assessment items will be due at the end of tutorial activities in Weeks 2, 5, 8, 10, 12. The final grade will be made up of the 3 activities in which a student performed the best (for a total possible 10%; each tutorial task worth a maximum of 3.3%). Each member of the group will receive an individual mark on the completion of each activity. |
| Examination |
End-of-semester exam (Inspera)
|
30% |
End of Semester Exam Period 2/11/2024 - 16/11/2024 |
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.
11/10/2024 1:00 pm
A detailed task description and marking criteria will be made available on the course Blackboard site.
This is an authentic assessment that allows you to bring together the theory from week 1 to week 8 and to integrate and apply it to a case. You will be provided with case information and case data for a young child (0-5 years) presenting with communication difficulties. You will be required to (a) identify goals that are a priority for this case; (b) develop a holistic intervention plan; (c) create an individualised session plan; and (d) provide a rationale for the intervention and session plans for the case, with a focus on evidence-based practice, person and family-centred care approaches and alignment with the Professional Standards for speech pathologists in Australia (2020).
The assessment task is to be submitted via the course elearning Blackboard site.
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
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.
25/10/2024 1:00 pm
A detailed task description and marking criteria will be made available on the course Blackboard site.
This is an authentic assessment that allows you to demonstrate person- and family-centred practice in the context of an intervention session for a young child with communication difficulties. Students will be provided with case information on a young child with fluency difficulties. Individually, each student will write a session plan for the child and family to work on relevant target goals. Then, each student will create a five (5) minute video that summarises the progress of the intervention through clinical reasoning and demonstrates the implementation of a family-centred and evidence-based intervention approach relevant to the child’s difficulties.
The assessment task is to be submitted via the course elearning Blackboard site.
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
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.
2/08/2024 - 18/10/2024
Assessment items will be due at the end of tutorial activities in Weeks 2, 5, 8, 10, 12. The final grade will be made up of the 3 activities in which a student performed the best (for a total possible 10%; each tutorial task worth a maximum of 3.3%). Each member of the group will receive an individual mark on the completion of each activity.
This is a group activity where you will be required to participate and engage throughout the tutorial. This assessment task will assist you in developing the critical thinking skills needed to successfully demonstrate holistic early speech pathology intervention across diverse settings and contexts. In their IBL groups, students will complete a series of case-based activities that will take the form of an Early Intervention Portfolio. This Portfolio will include five (5) activities completed during tutorials that are essential in the provision of holistic early speech pathology services to diverse children and families. The final grade will be made up of the three (3) activities in which a students/group performed the best (for a total possible 10%; each tutorial task is worth a maximum of 3.3%).
Topics:
The assessment task is to be submitted via the course elearning Blackboard site.
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.
Other information:
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 Period
2/11/2024 - 16/11/2024
This exam will be delivered in Inspera Assessment and will be completed on your personal laptop on campus.
This examination provides the opportunity to reflect on and synthesise the knowledge and skills developed across the whole semester and apply this knowledge to authentic cases. Integration of knowledge and skills includes content gained from UQ Extend, tutorials and workshops and other relevant learning activities in the course. Further information, including details of the format of the exam, and permitted materials will be provided on the SPCH2212 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.
| 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 |
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.
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: Absence of evidence of achievement of course learning outcomes: A cumulative percentage from all assessment of 0 - 34%. |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Minimal evidence of achievement of course learning outcomes: A cumulative percentage from all assessment of 35 - 44%. |
| 3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrated evidence of developing achievement of course learning outcomes: A cumulative percentage from all assessment 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 pass the ‘must pass’ assessment items. |
| 4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrated evidence of functional achievement of course learning outcomes: A cumulative percentage from all assessment of 55 - 64% and has passed all of the 'must pass' assessment items as noted below. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrated evidence of proficient achievement of course learning outcomes: A cumulative percentage from all assessment of 65 - 74% and has passed all of the 'must pass' assessment items as noted below. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrated evidence of advanced achievement of course learning outcomes: A cumulative percentage from all assessment of 75 - 84% and has passed all of the 'must pass' assessment items as noted below. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrated evidence of exceptional achievement of course learning outcomes: A cumulative percentage from all assessment of 85 - 100% and has passed all of the 'must pass' assessment items as noted below. |
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%.
Supplementary assessment is available for this course.
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.
Resubmission/Resit of assessment items
In this course, the Case-Based Assessment is eligible for consideration of the resit option if the assessment item was completed on time. After resit, the maximum result is a pass mark for that assessment component.
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.
Find the required and recommended resources for this course on the UQ Library website.
If we've listed something under further requirement, you'll need to provide your own.
| Item | Description | Further Requirement |
|---|---|---|
| The Lidcombe Program Treatment Guide (2024). | https://www.lidcombeprogram.org/helpful-resources/helpful-downloads | |
| McCauley, R., Fey, M. & Gillam, R. (2017). Treatment of language disorders in children (2nd ed.). Baltimore, Md.: Brookes Pub. | ||
| McLeod, S. & Baker, E. (2017). Children's Speech: An Evidence-Based Approach to Assessment and Intervention. Boston: Pearson. | ||
| Paul, R., Norbury, C., & Gosse, C. (2018). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (Fifth edition). Elsevier. |
| Item | Description | Further Requirement |
|---|---|---|
| Groher, Michael E, & Crary, Michael A. (2020). Dysphagia: Clinical Management in Adults and Children (3rd. ed.) Elsevier. |
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 13 |
General contact hours |
Online self-directed learning modules (self-directed learning) A series of 13 weekly (Weeks 1-13) online modules will provide information on the holistic management of communication and feeding/mealtime difficulties in children under five years of age. The self-directed learning module content will cover a broad range of topics, including family-centred care and cultural capability frameworks, goal-setting, prevention and promotion of communication difficulties in young children, neurodiversity and neurodivergence, and the management of predominant difficulties observed in children under five years of age (e.g., language, literacy, speech, voice, fluency, and feeding). |
Week 1 (22 Jul - 28 Jul) |
Lecture |
Introductory lecture The introductory lecture (week 1) will provide an overview of speech pathology management of communication and feeding/mealtime difficulties in young children. |
Multiple weeks From Week 2 To Week 12 |
Tutorial |
Weekly on campus tutorials Tutorials will be conducted from weeks 2-12 of semester and will incorporate inquiry-based learning and small group discussion to further explore early speech pathology approaches to the management of communication and feeding/mealtime difficulties in children under five years of age. Tutorials have been designed for experiential learning and therefore, students are expected to attend and participate in all tutorials. It is essential that students prepare for tutorials by completing the online self-paced (UQ Extend) learning modules and associated preparation activities. As students will be working in small groups during this learning activity, tutorials will not be recorded. |
Week 13 (21 Oct - 27 Oct) |
Lecture |
Final lecture The final lecture (Week 13) will review the course as a whole and discuss end of semester assessment. |
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:
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.