Unit rationale, description and aim
Speech pathologists engage in practice with individuals, families and communities to address communication and swallowing concerns and promote human flourishing. This unit provides students with foundational knowledge and skills for ethical, evidence-based and empathetic speech pathology practice. The unit will cover communication for professional purposes; clinical reasoning, including models of evidence based practice; assessment and measurement, including purpose and types of assessment, statistics and psychometric properties used in speech pathology measurement; and elements of intervention such as principles of learning in practice. Students will have the opportunity to apply professional knowledge and skills which will provide a foundation to be further consolidated and expanded upon in future speech pathology practice units.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe elements of communication assessment, ana...
Learning Outcome 01
Apply knowledge of statistics and psychometric pro...
Learning Outcome 02
Describe and appraise different forms of evidence...
Learning Outcome 03
Utilise written and spoken communication skills fo...
Learning Outcome 04
Content
Topics will include:
Introduction to evidence-based practice
- Introduction to Evidence Based Practice (EBP) in Speech Pathology
- 5 A’s of EBP – Ask, Acquire, Appraise, Apply, and Assess
- E3BP model for evidence informed practice
- Clinical rationale development
- Introduction to Clinical enquiry approach in Speech Pathology
Professional communication
- Documentation expectations and requirements
- Writing style expectation and requirements
- Reporting speech pathology data
- Interpersonal communication for Speech Pathology practice
- Professional and ethical responsibilities
Elements of Assessment, Measurement & Interpretation
- Introduction to purposes of assessment (e.g., screening, diagnostic, descriptive, observation, measure change over time.)
- Types of assessment
- Standardised / norm referenced
- Criterion referenced
- Screening
- Informal / interview / observation
- Communication sample
- The link between types of assessment, their purpose and their usefulness to examine different elements of the International Classification of Functioning, Disability and Health (ICF)
- Basic statistical concepts for measurement
- central tendency and variability (mean, median, mode, standard deviation)
- normal distribution
- standard scores, scaled scores, percentiles
- Psychometric properties of assessment tools:
- Validity, reliability, sensitivity and specificity
- Communication sample, interaction and case history collection and analysis procedures
- Analysing and interpreting assessment data
- Personal, cultural and environmental considerations for assessment
- Potential applicability of theoretical knowledge and practical skills to clinical situations
Elements of intervention
- Principles for Behavioural treatment approaches
- Mechanisms of change (e.g., repeated exposure and practice; cognitive relay; teach on error)
- Hierarchy & Cueing
- Feedback types
- Speech pathology intervention approaches that target different elements of the ICF framework
- Impairment level approaches
- Activity and participation level approaches
- Personal, cultural and environmental considerations for intervention
- Potential applicability of theoretical knowledge and practical skills to clinical situations
Assessment strategy and rationale
The sequence of assessment allows students to develop and demonstrate their knowledge and skills from acquisition through to the level of sophistication where they can apply knowledge and skills to the analysis and interpretation of practice scenarios.
Non-graded Hurdle: Communication interaction sample and documentation, is designed for students to demonstrate early clinical skills in interpersonal professional communication and collecting a communication sample. The non-graded hurdle, the communication interaction sample and documentation, is designed for students to demonstrate early clinical skills in interpersonal professional communication and collecting a communication sample. The hurdle task will provide the basis for completion of assessment 2. Students must pass the hurdle task to pass the unit. Students will get a second opportunity to complete the hurdle task at a time set by the teaching staff, if they fail this assessment on their first attempt.
Assessment 1: (Quizzes) is designed for students to demonstrate acquisition and early assimilation of theoretical knowledge and provide them with feedback about their learning. The knowledge demonstrated in assessment 1 will provide a foundation for the two subsequent assessments.
Assessment 2: (Communication analysis report) requires students to apply foundational skills in analysing and interpreting communication assessment, with appropriate professional written communication.
Assessment 3: (Evidence-based practice task) requires students critique research to identify best available evidence to support clinical decision-making for a given scenario.
In order to pass this unit students must: Demonstrate achievement of every learning outcome, and obtain a minimum mark of 50% for the unit, and achieve a pass in the ungraded hurdle. Students who fail the ungraded hurdle will be offered one further attempt. The scaffolded assessment strategy in this unit is designed to enable students to demonstrate achievement of every learning outcome.
Overview of assessments
Non-graded Hurdle: Communication interaction sa...
Non-graded Hurdle:
Communication interaction sample and documentation
Student demonstrate skills in collection of a communication sample.
Hurdle
Assessment 1: (Quizzes): Students demonstrate f...
Assessment 1: (Quizzes):
Students demonstrate factual and applied knowledge of evidence-based practice, statistics and measurement, elements of assessment and intervention.
20%
Assessment 2: Communication analysis report: Stu...
Assessment 2: Communication analysis report:
Students demonstrate professional writing skills as well as emerging skills in analysis and interpretation of clinical communication samples
40%
Assessment 3: Evidence-based practice task Stude...
Assessment 3: Evidence-based practice task
Students critique research to identify best available evidence to support clinical decision-making for a given scenario.
40%
In order to pass this unit students must:
Demonstrate achievement of every learning outcome, and
Obtain a minimum mark of 50% for the unit, and
Achieve a pass in the ungraded hurdle.
Students who fail the ungraded hurdle will be offered a further attempt. The scaffolded assessment strategy in this unit is designed to enable students to demonstrate achievement of every learning outcome.
Learning and teaching strategy and rationale
This unit fosters student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university. The unit involves approximately 150 hours of learning.
Students will be introduced to key concepts related to evidence-based practice, assessment and measurement and elements of intervention through online learning and will extend their understanding through facilitated activities and inquiry-based learning activities in real-time classes. Students will also engage in practical experiences with typically developing populations (e.g., older adults or pre-school children). The use of the active learning approach across these learning activities offers students multiple opportunities in which to engage with content and key skills and facilitates development of both self-directed and collaborative learning, while receiving expert support.