SPTH2902 Professional Studies & Communication Sciences 2A: Communication Development & Disorders: School Age to Adolescence

2016

4.5

8 x 2-hour lectures per semester
12 x 2-hour tutorials per semester

1 SPTH2901 - Professional Studies & Communication Sciences 1A (Communication Development & Disorders: Birth to Pre-School)
2 Admission into BSPP-Bachelor of Speech Pathology
Must Satisfy: (1 and 2)

SPTH2904 - Clinical Skills and Practice 2A (Communication Developement and Disorders: School Age to Adolescence)

Foundation knowledge of linguistics, phonetics, psychology, anatomy & physiology, research methods from first year topics, and SPTH2901 Professional Studies and Communication Sciences 1A (Communication Development and Disorders A).

While the first and final years of the Bachelor of Speech Pathology will remain largely unchanged the C2R2 process has prompted a long-awaited revision to the way the second and third year “professional studies” components of the course will be delivered.

Assignments; Examinations (50%), Tests

This topic provides students with the theoretical knowledge to understand the communication development of children through the early schooling to adolescent period. In particular, relationships are explored between the ongoing development of oral language and phonological abilities with the development of literate language (including reading, writing and spelling) and higher level thinking and discourse. Evidence-based speech pathology research and practice are reviewed as to how children and adolescents at risk for delayed or disordered communication can be identified and appropriate management approaches implemented and evaluated. A particular emphasis is placed on inter-professional work within the school and other appropriate settings.

This topic focuses on oral and written communication development/disorders in children from the commencement of school through to adolescence.

The aims of this topic are:

• To expose students to empirical data and theoretical issues involved in communication development (including literacy) and disorders in children from 5 years to adolescence in both Australian and international contexts.

• To explore the impact of communication disorders on academic, personal and social development at school and beyond.

• To facilitate in students a client, family and school-centred approach to working with families and other professionals

• To develop phonological awareness analysis and interpretation skills.

• To develop basic school-age oral, written and narrative sampling, analysis and interpretation skills

• To extend the basic principles of the clinical process as the foundation of professional practice: information gathering, diagnostic decision making, management planning, implementation and evaluation to this age group.

• To foster assessment "literacy" in relation to both formal and informal forms of communication assessment.

• To develop in students an evidence-based approach to evaluating approaches to service delivery a

On completion of this topic students will be able to:

• Demonstrate basic knowledge and the application of that knowledgeto the development of school age and adolescent communication, both oral and written.

• Identify the interconnections made by theories of communication development as well as theories of child and adult learning to the assessment and management of communication delay/disorders.

• Independently sample, analyse and interpret oral and written communication, informally and formally.

• Identify the impact of communication delay/disorder in relation to issues of academic achievement, social and personal development and future work participation.

• Evaluate the evidence for strategies to encourage oral and written language development.

• Critically evaluate contemporary models of service delivery, especially in relation to the needs of specific groups.

• Administer, analyse and interpret standardised and informal assessments.

• Practice research literacy skills applying to professional reasoning and work practice.

• Demonstrate appropriate independent and collaborative diagnostic decision making in terms.
• Demonstrate effective communication skills through appropriate oral and written professional reporting.