REHA 2020 Optimising Communication for Children
Credit Points 10
Coordinator Eleanor Sugden Opens in new window
Description This unit discusses theoretical and evidence-based intervention approaches that underpin speech pathology practice for children with communication disorders. The unit explores speech pathology management of speech, language, voice and fluency with diverse paediatric cases. Students will have the opportunity to plan intervention goals and develop management plans for individuals, families and communities in a range of contexts. Students will continue to develop core speech pathology practical skills through demonstration, practice and simulation.
School Health Sciences
Student Contribution Band HECS Band 2 10cp
Check your HECS Band contribution amount via the Fees page.
Level Undergraduate Level 2 subject
Pre-requisite(s) REHA 2017
Restrictions Students must be enrolled in the 4763 Bachelor of Speech Pathology or 4764 Bachelor of Speech Pathology (Honours).
Assumed Knowledge
To successfully undertake this subject students are expected to have a sound understanding of the scope of practice and professional activities of a Speech Pathologist. Students should also have foundational knowledge and skills in the assessment and diagnosis of communication disorders in children.
Learning Outcomes
- Distinguish the core features of speech pathology intervention approaches that optimise communication for children with disorders of speech, language, voice and/ or fluency.
- Justify the role of the speech pathologist in prevention, education and advocacy about communication disorders (encompassing speech, language, voice and/or fluency) in children.
- Employ best available evidence to develop and justify collaborative management plans for children with communication disorder (encompassing speech, language, voice and/or fluency).
- Plan and implement evidence-based speech pathology interventions that optimise communication for children with disorders of speech, language, voice and/or fluency at beginner level competency.
- Critically reflect on emerging clinical skills and their influence on the achievement of effective therapeutic outcomes for children.
- Demonstrate cultural proficiency by facilitating safe and respectful communication environments with Aboriginal and Torres Strait Islander peoples.
Subject Content
- Articulatory disorders
- Phonological disorders
- childhood Apraxia of speech
2. Management and measurement of language and literacy disorders in children
- Developmental language Disorder
- language disorders secondary to other conditions
- social communication Disorder
- Dyslexia
3. Management and measurement of voice disorders in children
- Functional voice disorders
- organic voice disorders
4. Management and measurement of stuttering in children
- preschool stuttering
- school Age stuttering
5. Person and family- centred practice and models of care
6. Designing collaborative management plans
7. Working collaboratively in partnership with Aboriginal and Torres Strait Islander peoples
8. Ethical issues in service delivery for children with communication disorders, and their families
9. Innovations in optimising communication with children
Assessment
The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.
| Item | Length | Percent | Threshold | Individual/Group Task |
|---|---|---|---|---|
| Simulations | 3 x simulations of 30 mins each | 30 | N | Individual |
| Case Study | 2,000 words | 35 | N | Individual |
| Viva Voce | 20 Mins | 35 | N | Individual |
Prescribed Texts
- Bowen, C., & Snow, P. (2017). Making sense of interventions for children with developmental disorders: A guide for parents and professionals. J&R Press.
Teaching Periods
2022 Semester 2
Campbelltown
Day
Subject Contact Eleanor Sugden Opens in new window
Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.