Provides detailed information about children's speech, language and literacy, corresponding disorders and associated impacts. Students learn about protocols for conducting speech pathology appraisals and about principles and processes involved in planning and conducting tailored intervention and measuring communication outcomes for children (toddlers to teenagers). Information is also provided on service delivery models and clinical research.
Topic 1: Paediatric speech, language and literacy disorders in relation to The International Classification of Functioning, Disability and Health; Children and Youth version [ICF-CY]
Topic 2: Speech profiles of children with various underlying conditions
Topic 3: Language profiles of children with various underlying conditions
Topic 4: Relationships between speech, language (expressive or receptive) and literacy problems and factors that impact on communication coherence, cohesion or intelligibility
Topic 5: Assessing paediatric speech and language using standardised tests
Topic 6: Assessing paediatric speech and language using sampling, transcription, analysis and interpretation
Topic 7: Processes in appraisal and diagnosis of paediatric language and literacy disorders
Topic 8: Principles of intervention, planning and measurement for child speech disorders
Topic 9: Principles of intervention, planning and measurement for child language disorders
Topic 10: Service delivery models, counselling and behaviour modification
Topic 11: Clinical report writing skills
Topic 12: Principles of multimodal intervention
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||differentiate children's communication difficulties in relation to form, content and use and according to the The International Classification of Functioning, Disability and Health; Children and Youth version [ICF-CY] framework||Knowledge of a discipline|
|2||describe typical speech profiles of children with congenital cleft palate, hearing loss, cognitive-linguistic difficulties and motor coordination problems and communication profiles expected of children with conditions such as Autism Spectrum Disorder, Down Syndrome and others||Knowledge of a discipline|
|3||describe the relationship between speech, language (expressive or receptive) and literacy difficulties and demonstrate the manner in which morpho-syntactic, semantic, pragmatic, discourse and speech aspects can impact on coherence, cohesion or intelligibility of children's verbal or written communication||Creativity||Knowledge of a discipline|
|4||describe and demonstrate principles and procedures involved in paediatric speech, language and literacy assessment, analysis and diagnosis||Knowledge of a discipline|
|5||explain and demonstrate principles of intervention, planning and measurement, evidence based practice, culturally sensitive practice and alternative service delivery models for children with speech, language or literacy problems||Knowledge of a discipline|
|6||demonstrate clinical report writing, reflection and group work skills||Intellectual rigour||Communication and social skills|
|7||describe principles of multimodal assessment and intervention||Intellectual rigour||Creativity||Knowledge of a discipline||Communication and social skills|
- Bauman-Waengler, J, 2014, Articulatory and phonological impairments: A clinical focus, 4th edn, Pearson Education Ltd, Harlow.
- Paul, R & Norbury, CF, 2012, Language disorders from infancy through adolescence. Listening, speaking, reading, writing and communicating, 4th edn, Elsevier, St Louise, Missouri.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2015 Commonwealth Supported only. Student contribution band: 2
Please check the international course and fee list to determine the relevant fees.