This course fosters the development of knowledge and practical skills relevant to the management of communication and swallowing disorders in adulthood within community practice settings, and the provision of gender-affirming communication care.
You'll need to complete the following courses before enrolling in this one:
PHYL2068, SPCH2112
BSpPath(Hons) students only
This course is jointly-taught with:
Students in the Master of Speech Pathology Studies Program undertaking SPCH7122 are also required to gain knowledge and skills in the area of community speech pathology practice in adults with communication and swallowing disorders, and gender-affirming communication needs. As such, SPCH2213 students may attend some jointly taught learning activities with students undertaking SPCH7122.
Please post all questions pertaining to course content and assessment on the SPCH2213 Ed Discussion Board, accessible through the course Blackboard site.
The timetable for this course is available on the UQ Public Timetable.
A detailed course outline is provided on the course Blackboard site within the 'Learning Resources' content area.
This course is a follow-on course from SPCH2112. In this course, students will develop knowledge and skills in community speech pathology practice, specifically in relation to the management of communication and swallowing disorders in adults, and the provision of gender-affirming communication care. Students will apply principles of person- and family-centred care, as well as culturally responsive practice to the management of community clients and gain an understanding of the importance and scope of interprofessional collaboration when working within community health care settings.
Through a range of learning activities, students will gain an understanding of how theories of speech, voice, language processing, and cognition can be applied to the assessment and diagnosis of adults with communication and swallowing disorders, as well as those clients in need of gender-affirming communication care. Students will also gain knowledge in and apply clinical reasoning skills to the development of evidence-based intervention approaches for community clients to achieve communication and swallowing goals and maximise quality of life and psychosocial well-being.
In this course, students independently engage with online learning resources before weekly tutorials with peers and teaching staff. In the tutorials, students will actively participate in independent, small group and large group inquiry-based and practical learning activities. Although this provides students with more flexibility to learn, the associated workload is similar to that of a traditional course.
After successfully completing this course you should be able to:
LO1.
Describe communication and swallowing disorders that can present in adults and explain how these difficulties impact on the adult client and their significant others in community settings. (SPA PS Domains/ Standards 1.6, 1.7, 2.5, 3.2, 3.3)
LO2.
Apply the principles of person- and family-centred and culturally responsive practice to manage communication and swallowing disorders in adults within community settings. (SPA PS Domains/ Standards 1.1, 1.2, 1.3, 1.4, 1.6, 2.2, 2.5, 2.6, 3.2, 3.3, 3.4)
LO3.
Explain the principles of culturally responsive practice to manage communication and swallowing disorders in adults from Aboriginal and Torres Strait Islander backgrounds within community settings. (SPA PS Domains/ Standards 1.4, 1.5, 1.6, 2.2, 3.1)
LO4.
Analyse and interpret assessment data to inform the differential diagnosis and management of communication and swallowing disorders in adults within community settings. (SPA PS Domains/ Standards 2.5, 3.2, 3.3, 3.4)
LO5.
Apply the different theories of speech and language processing, learning, and cognition to assessment and diagnosis of communication and swallowing disorders in adults within community settings. (SPA PS Domains/ Standards 2.2, 2.5, 3.2, 3.3)
LO6.
Explain the role of interprofessional teams in the overall management of communication and swallowing disorders in adults within community settings. (SPA PS Domains/ Standards 1.4, 1.6, 2.2, 2.5, 2.6, 3.4)
LO7.
Describe and demonstrate how to implement evidence-based practice and uphold the Code of Ethics when managing communication and swallowing disorders in adults within community settings. (SPA PS Domains/ Standards 1.1, 1.2, 1.3, 1.4 )
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Examination |
In-semester Exam (Voice and Fluency)
|
45% MUST PASS |
20/09/2024 9:00 am |
| Reflection |
Reflection Task: Voice and Fluency Disorders Management and Knowledge Transfer
|
10% |
27/09/2024 2:00 pm |
| Paper/ Report/ Annotation |
Adult Community Practice Assignment
|
45% MUST PASS |
4/11/2024 1:00 pm |
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.
20/09/2024 9:00 am
This in-semester exam will assess knowledge and skills acquired from UQ Extend and tutorials in relation to the assessment, diagnosis, and management of voice and fluency disorders, and the provision of gender-affirming communication care (Weeks 3-8). This assessment will encompass short answer questions including case-based questions relating to assessment interpretation, differential diagnosis and management options for voice and fluency disorders. Students will also be required to perform an online assessment of stuttering behaviours and vocal features from a video recording during this exam.
| Planning time | 10 minutes |
|---|---|
| Duration | 90 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed Book examination - no written materials permitted |
| Materials | Ruler |
| Exam platform | Paper based |
| 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.
27/09/2024 2:00 pm
Following completion of the voice and fluency management tutorials provided in Weeks 3-8, students will submit a video reflection (4-5 minutes). Students will be required to reflect on clinical skills acquired in Semester 1 and to explain how these skills were transferrable to the management of voice and fluency disorders in Semester 2.
This assessment task is to be submitted via the course eLearning Blackboard site.
Submitting assessment in Blackboard and Turnitin
When assessment is submitted through Blackboard you will receive a confirmation page as a digital receipt.ﾠThis information will also be sent to your student
email account.ﾠPlease ensure you keep this email.
When assessment is submitted through Turnitin you 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/learnuqblackboardhelp/
learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
You may be able to apply for an extension.
The maximum extension allowed is 7 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.
Late submission of assessment items will attract a penalty of 10% of the mark per day late or, for work graded on a 1-7 scale, a deduction of one grade per day
(including weekends and public holidays), unless a formal extension has been organised prior to the due date and time.
Requests for extension of assessment due date must be made online, via your my.UQ portal prior to the submission date and time. Late applications may not be
accepted. The request must also contain documentation satisfactorily supporting the request. If an extension is approved, you will be notified via your my.UQ
portal and the new date for submission provided.
4/11/2024 1:00 pm
This assignment involves two (2) parts, and is to be completed individually:
Part A requires the evaluation of case-based information for a client with communication and swallowing impairments following discharge from an inpatient hospital rehabilitation unit back into the community. The first task is to develop a comprehensive, culturally responsive, and evidence-based management plan to support the client’s transition and ongoing care in the community. Students will be required to: 1) assess and interpret case-based information related to a client with communication and swallowing impairments; 2) develop a culturally responsive management plan that addresses the client’s needs; 3) apply evidence-based practices in the creation of the management plan; 4) demonstrate critical thinking and problem-solving skills in the context of community health care.
Part B requires students to complete a reflection task following attendance at the lived experience community showcase in Week 13. Students are required to provide a written reflection pertaining to the lived-experience of a community client that influenced understanding of challenges faced by individuals with communication disorders or gender-affirming communication care needs. The reflection must demonstrate a clear connection between the chosen client's lived-experience and an evolving approach to speech pathology service provision.
A detailed task description and marking criteria will be made available on the course Blackboard site.
The assessment task is to be submitted via TurnItIn with an SHRS coversheet included.
Submitting assessment in Blackboard and Turnitin
When assessment is submitted through Blackboard you will receive a confirmation page as a digital receipt.ﾠThis information will also be sent to your student
email account.ﾠPlease ensure you keep this email.
When assessment is submitted through Turnitin you 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/learnuqblackboardhelp/
learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
You may be able to apply for an extension.
The maximum extension allowed is 7 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.
Late submission of assessment items will attract a penalty of 10% of the mark per day late or, for work graded on a 1-7 scale, a deduction of one grade per day
(including weekends and public holidays), unless a formal extension has been organised prior to the due date and time.
Requests for extension of assessment due date must be made online, via your my.UQ portal prior to the submission date and time. Late applications may not be
accepted. The request must also contain documentation satisfactorily supporting the request. If an extension is approved, you will be notified via your my.UQ
portal and the new date for submission provided.
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 from all assessment of 0 - 34%. |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: 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: 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: A cumulative percentage from all assessment of 55 - 64% and has passed all of the 'must pass' assessment items as noted in assessment details. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 65 - 74% and has passed all of the 'must pass' assessment items as noted in assessment details. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: 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: 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%.
This course contains MUST PASS assessment items. You must pass these items in order to pass the course overall (i.e., even if your final percentage mark is 55% or higher the individual MUST PASS assessment items must have been passed.
Supplementary assessment is available for this course.
Supplementary assessment is available for all assessment items in 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
The School of Health & Rehabilitation Sciences supports the concept of resubmission or resitting of failed assessment items in specific and defined circumstances. The In-Semester Exam in this course is eligible for consideration of the resit option. After a resit, the maximum result is a pass mark for that assessment component. Students who are granted a resit for an assessment item and do not attend on the scheduled date will not be permitted to reschedule the assessment.
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.
Lecture notes and additional resources are available on the SPCH2213 Blackboard site. Students are encouraged to use the Ed Discussion board on Blackboard. The
forum will be checked once a week on Thursday by the Course Coordinator during the semester. Students are encouraged to respond to each other's queries. In
the interest of equity, there will be no response to individual emails regarding course content or assessment. All student questions regarding course content and assessment
will be addressed in class or on the relevant discussion board.
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 12 |
General contact hours |
Online (UQ Extend) Self-Directed Learning Modules (Self-directed Learning) A series of 12 weekly (Weeks 1-12) online modules will provide information pertaining to the management of communication and swallowing disorders in adulthood within a community practice context. Course content will cover a broad range of topics, including: patient- and family-centred care frameworks, culturally and linguistically diverse communities, community practice approaches to the management of dysphagia, motor speech disorders, aphasia , cognitive-communication, voice and fluency disorders. |
Week 1 (22 Jul - 28 Jul) |
Lecture |
Introductory Lecture (Week 1) The introductory lecture will provide an overview of speech pathology and health care within a community context. Information about the course and associated assessment will also be provided in this lecture. |
Multiple weeks From Week 2 To Week 12 |
Tutorial |
Weekly on Campus Tutorials The tutorials will be conducted from weeks 2-12 of semester and will incorporate inquiry-based learning, practical activities, and small group discussion to further explore community practice approaches to the management of communication and swallowing disorders in adulthood. 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 weekly tutorials by completing the online (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 |
Lived-experience Community Showcase (Week 13) The final lecture in this course will showcase a panel of lived experience experts sharing their personal journeys and experiences of speech pathology community care. Following individual presentations, a panel discussion will take place. This moderated discussion (between students, staff and lived-experience experts) will delve into common themes, varying experiences, and the overall impact of speech pathology care. |
During weekly tutorials throughout the semester, students will build a bank of questions to provide to the panel probing the impact of specific conditions on communication and quality of life, as well as challenges and directions for speech pathology service provision.
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.