Unit aim

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.

Unit content

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

Learning outcomes

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

Prescribed texts

Session 1

  • Bauman-Waengler, J, 2014, Articulatory and phonological impairments: A clinical focus, 4th edn, Pearson Education Ltd, Harlow.
  • Crystal, D. , 1992, Profiling linguistic disability, 2nd, Whurr Publishers, London.
  • Paul, R & Norbury, CF, 2012, Language disorders from infancy through adolescence. Listening, speaking, reading, writing and communicating, 4th edn, Elsevier, St Louise, Missouri.
Prescribed texts may change in future study periods.

Teaching and assessment

Gold Coast

Teaching method
Lecture on-site 2 x 1 hour (12 weeks)
Tutorial on-site 2 x 1 hour (12 weeks)
Assessment
Quiz20%
Essay30%
Exam: closed book50%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2017 Commonwealth Supported only. Student contribution band: 2

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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