REHA 3047 Speech Pathologists Working with Adults, Families and Communities

Credit Points 10

Coordinator Belinda Kenny Opens in new window

Description The unit adopts a problem based learning approach towards speech pathology management of communication, hearing and mealtimes through collaboration with individual adults, families and communities. Students will synthesise their knowledge and skills in adult speech, language, voice, fluency and swallowing and multimodal communication in speech pathology practice to manage complex cases. They will engage with problem based learning experiences that require integration of theoretical and evidence based intervention approaches with collaborative person and family and centred practice. Students will critically evaluate of models of service delivery in response to community needs.

School Health Sciences

Student Contribution Band HECS Band 2 10cp

Check your HECS Band contribution amount via the Fees page.

Level Undergraduate Level 3 subject

Pre-requisite(s) REHA 2019

Co-requisite(s) REHA 3049

Restrictions Students must be enrolled in the 4763 Bachelor of Speech Pathology or 4764 Bachelor of Speech Pathology (Honours)

Learning Outcomes

On successful completion of this subject, students should be able to:
  1. Analyse the clinical utility and effectiveness of individual, targeted and universal assessment and intervention strategies in Speech Pathology Practice
  2. Plan and implement an assessment of communication and swallowing for an adult client at developing level competency
  3. Integrate, analyse and interpret assessment information to diagnose the nature and severity of a communication and/or swallowing/mealtime disorder
  4. Formulate and rationalise intervention plans to address disorders of communication and/or swallowing /mealtimes in adult clients using best available evidence, sound clinical reasoning and cultural responsiveness
  5. Implement and evaluate outcomes of speech pathology intervention for disorders of communication and/or swallowing /mealtime with adult clients at developing level competency
  6. Create professional, clinical resources to plan and provide quality Speech Pathology services to adult clients, their families and communities

Subject Content

Working with adults in diverse professional contexts, including private practice, hospitals, not for profit organisations, rural settings
1. Exploring person centred and family centred practice with complex cases
Evidence based models of service delivery applied to caseload management with adults.
2. Problem-based based clinical reasoning in response to complex speech pathology practice settings including rural and remote settings, aged care facilities, workplaces, group homes and palliative care
3. Collaborating with communication partners, interdisciplinary professionals, therapy aides and volunteers to optimise individual?fs communication and mealtime experiences.
4. Facilitating transitions between health care services and the community; access and resource issues
5. Working with adults and families for whom English is an additional language or


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
Portfolio 5 PBL cases and 3 individualised resources (completed during class) S/U Y Individual
Critical Review 2000 words 40 N Individual
Simulation 1 hour 40 Y Individual
Reflection Problem- Based Learning 500 words 20 N Individual

Prescribed Texts

  • Groher, M., & Crary, M. A. (2016). Dysphagia: Clinical management in adults and children (2nd ed.). St. Louis, Missouri: Elsevier.
  • Murray, L.L. & Clark, H.M. (2015). Neurogenic disorders of language and cognition. Evidence- based clinical practice. Theory driven clinical practice. (2nd ed.). Austin:Pro-Ed.

Teaching Periods

2022 Semester 2



Subject Contact Belinda Kenny 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.

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