hcs5aia assessment and intervention a
ASSESSMENT AND INTERVENTION A
HCS5AIA
2019
Credit points: 30
Subject outline
Students will complete 15 weekly clinical cases delivered within a problem-based learning framework. Building on learning from HCS4ACS, the principles of assessment and intervention for clients, with impairments of communication, (speech, language, voice, fluency) and swallowing, and people using mutli-modal communication are applied. Students use assessment information, client observation and principles of evidence-based practice to formulate assessment plans and intervention strategies. Students are required to provide rationales for clinical decision-making and to demonstrate knowledge of the professional role of a speech pathologist in a team. The impact of social and cultural issues on service provision is considered.
SchoolSchool Allied Health,Human Serv & Sport
Credit points30
Subject Co-ordinatorKate Bridgman
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Must be admitted in one of the following courses: HZHSSB, HZHSSP and must have passed the first 2 years of the course (240 credit points); OR Must be admitted in one of the following course codes: HZHCSB, HZHCSP and must have passed the first 2 years of the course (300 credit points); OR Must be admitted in one of the following course codes: HMSP, HMSPB and must have passed HCS4ACS.
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | A guide to clinical assessment and professional report writing in speech-language pathology (1st Edition) | Prescribed | Stein-Rubin, C ., & Fabus, R. 2012 | DELMAR/CENGAGE LEARNING., NEW YORK |
| Readings | Clinical voice disorders (4th Edition) | Prescribed | Aronson, A. & Bless, D. 2009 | NEW YORK: THIEME |
| Readings | Aphasia and related neurogenic communication disorders. | Prescribed | Papathanasiou, I., Coppens, P. and Potagas, C. (2013). | BURLINGTON: JONES & BARTLETT LEARNING. |
| Readings | Understanding voice problems. A physiological perspective for diagnosis and treatment | Prescribed | Colton, R. H., Casper, J. K., & Leonard, R. (2011) | BALTIMORE, MD: LIPPINCOTT WILLIAMS & WILKINS. |
| Readings | Motor speech disorders: Substrates, differential diagnosis and management (3rd Edition) | Prescribed | Duffy, J. R. (2013) | ST LOUIS: ELSEVIER MOSBY. |
| Readings | Dysphagia: Clinical management in adults and children (2nd Edition) | Prescribed | Groher, M.E. & Crary, M.A. (2015) | ST LOUIS: ELSEVIER MOSBY. |
| Readings | The stutterer's survival guide_2 (2nd Edition) | Prescribed | Tunbridge, N. (2010) | AUSTRALIA: NICHOLAS TUNBRIDGE |
| Readings | Articulatory and phonological impairments: a clinical focus (4th Edition) | Prescribed | Bauman-Waengler, J. (2012) | BOSTON: PEARSON/ALLYN AND BACON. |
| Readings | Language disorders from infancy through adolescence: Assessment and intervention (4th Edition) | Prescribed | Paul, R., and Norbury, C (Eds) (2012) | ST LOUIS: ELSEVIER MOSBY. |
| Readings | Clinical Voice Disorders | Prescribed | Aronson, A. E., & Bless, D. M. (2011) | NEW YORK: THIEME. |
| Readings | Augmentative & Alternative Communication: Supporting children & adults with complex communication needs (4th ed.). | Prescribed | Beukelman, D., & Mirenda, P. (2013). | BALTIMORE: PAUL H. BROOKES. |
Graduate capabilities & intended learning outcomes
01. Identify key aspects of group process and participate fully in Problem-Based Learning (PBL) activities to construct one's own learning.
- Activities:
- Problem based learning tutorials twice a week.
02. Explain the possible causes of communication or swallowing impairment, and how these impairments may affect the clients and those close to them in regards to wellbeing, activity and participation.
- Activities:
- Problem based learning tutorials twice a week weekly lectures and skill classes.
03. Use an evidence based practice approach to select and use appropriate speech pathology assessment tools, techniques and methods for clients.
- Activities:
- Problem based learning tutorials twice a week weekly lectures and skill classes.
04. Use an evidence based practice approach to select and use appropriate speech pathology intervention tools, techniques and methods for clients.
- Activities:
- Problem based learning tutorials twice a week weekly lectures and skill classes.
05. Evaluate and report the outcomes of specific speech pathology assessments and interventions for clients.
- Activities:
- Problem based learning tutorials twice a week weekly lectures and skill classes.
06. Explain the roles of a speech pathologist and their ethical, social and environmental implications.
- Activities:
- Problem based learning tutorials twice a week weekly lectures and skill classes.
Subject options
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Bendigo, 2019, Week 29-46, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDavid Azul
Class requirements
WorkShopWeek: 29 - 46
Sixteen 2.0 hours workshop per study period on weekdays during the day from week 29 to week 46 and delivered via face-to-face.
LectureWeek: 29 - 46
Sixteen 2.0 hours lecture per study period on weekdays during the day from week 29 to week 46 and delivered via face-to-face.
Problem Based LearningWeek: 29 - 46
Two 2.0 hours problem based learning per week on weekdays during the day from week 29 to week 46 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Treatment technique factsheet - (1500 words equivalent) | 10 | 03, 04 | |
| Formative assessment (1000 words equivalent) | 01, 06 | ||
| Fluency Rating and Treatment Planning - (1000 words equivalent) | Hurdle requirement. To demonstrate professional competency in fluency for accreditation requirements students must pass this assessment and the subject overall. | 10 | 01, 02, 04, 05 |
| Child speech and language treatment assignment - (2000 words equivalent) | Includes oral presentation1000 words and written session plan 1000 words. Hurdle requirement. To demonstrate professional competency in pediatric skills for accreditation requirements students must pass this assessment and the subject overall. | 15 | 02, 04, 05, 06 |
| Multimodal communication assignment - (2000 words equivalent) | Hurdle requirement. To demonstrate professional competency in multimodal communication students must pass this assessment and the subject overall. Includes oral/videorecording 1000 words and treatment explanation 1000 words. | 15 | 02, 04, 06 |
| One 2 hour written examination (2000 words equivalent) | Hurdle requirement. To demonstrate professional competency in speech pathology knowledge for accreditation requirements students must pass the exam and the subject overall. | 50 | 02, 03, 04, 05, 06 |
Melbourne, 2019, Week 29-46, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorKate Bridgman
Class requirements
WorkShopWeek: 35 - 46
One 5.0 hours workshop per study period on weekdays during the day from week 35 to week 46 and delivered via face-to-face.
WorkShopWeek: 29 - 46
Fourteen 2.0 hours workshop per study period on weekdays during the day from week 29 to week 46 and delivered via face-to-face.
"Guest lecturers"
LectureWeek: 29 - 46
Sixteen 2.0 hours lecture per study period on weekdays during the day from week 29 to week 46 and delivered via face-to-face.
Problem Based LearningWeek: 29 - 46
Two 2.0 hours problem based learning per week on weekdays during the day from week 29 to week 46 and delivered via face-to-face.
"For Melbourne students: Students will be put into groups and attend classes at one of Bundoora, Alfred Clinical School or Northern Clinical School"
WorkShopWeek: 29 - 46
Two 2.0 hours workshop per study period on weekdays during the day from week 29 to week 46 and delivered via face-to-face.
"Skills class held on Wednesdays during study period"
WorkShopWeek: 35 - 46
One 5.0 hours workshop per study period on weekdays during the day from week 35 to week 46 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Treatment technique factsheet - (1500 words equivalent) | 10 | 03, 04 | |
| Formative assessment (1000 words equivalent) | 01, 06 | ||
| Fluency Rating and Treatment Planning - (1000 words equivalent) | Hurdle requirement. To demonstrate professional competency in fluency for accreditation requirements students must pass this assessment and the subject overall. | 10 | 01, 02, 04, 05 |
| Child speech and language treatment assignment - (2000 words equivalent) | Includes oral presentation1000 words and written session plan 1000 words. Hurdle requirement. To demonstrate professional competency in pediatric skills for accreditation requirements students must pass this assessment and the subject overall. | 15 | 02, 04, 05, 06 |
| Multimodal communication assignment - (2000 words equivalent) | Hurdle requirement. To demonstrate professional competency in multimodal communication students must pass this assessment and the subject overall. Includes oral/videorecording 1000 words and treatment explanation 1000 words. | 15 | 02, 04, 06 |
| One 2 hour written examination (2000 words equivalent) | Hurdle requirement. To demonstrate professional competency in speech pathology knowledge for accreditation requirements students must pass the exam and the subject overall. | 50 | 02, 03, 04, 05, 06 |