Extends students’ knowledge and skills in relation to speech, voice and hearing sciences within an ICF framework. In relation to hearing, students increase their knowledge of structures and mechanisms involved in hearing loss and the potential impact on speech, language and other sequela. Students learn about intervention strategies for hearing loss and for central auditory processing disorder [(C)APD]. Students also learn how to conduct an audiological screening evaluation and how, to whom, and when to refer. In relation to voice, students increase their knowledge of mechanisms underlying voice disorders, perceptual characteristics, aetiologies and sequelae. Students will work through the assessment, diagnosis and management of common voice disorders in adults and children.
- Respiration, phonation, articulation, resonance, hearing, feedback, speech perception and auditory processing
- Acoustics in relation to speech sounds, prosody, voice and hearing.
- Symptoms and perceptual characteristics of voice and hearing disorders
- Types of abnormalities of phonation and underlying mechanisms
- Neurogenic speech, voice and hearing disorders.
- Structural, physiological, functional, sensorimotor and psychogenic mechanisms associated with voice and hearing disorders
- Disorders of voice and hearing in relation to the ICF
- Assessment and treatment of voice disorders across the lifespan
- Assessment and treatment of hearing and perceptual disorders in adults and children
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||describe structures and mechanisms involved in speech, voice and hearing and the ramifications of impairments in these areas (CBOS unit 2)||Intellectual rigour|
|2||describe and classify common voice and hearing disorders that occur in adults and children (CBOS unit 1)||Intellectual rigour|
|3||identify and describe appropriate perceptual and instrumental voice assessment methods (CBOS unit 1)||Creativity|
|4||demonstrate competence performing a perceptual voice rating and pure tone audiometric screening (CBOS Unit 1)||Intellectual rigour||Knowledge of a discipline|
|5||differentially diagnose speech, hearing and voice disorders for adults and children based on interpretation and integration of assessment data and other relevant information that is provided (CBOS unit 2)||Intellectual rigour||Creativity||Knowledge of a discipline|
|6||Identify and devise a range of evidence-based interventions for adults and children with voice, hearing and central auditory processing disorders including multi modal and inter-professional interventions (CBOS 3)||Intellectual rigour||Creativity||Knowledge of a discipline|
- Colton, R. H., Casper, J. K., & Leonard, R, 2011, Understanding voice problems: A physiological perspective for diagnosis and treatment, 4th edn, Lippincott Williams & Wilkins, Baltimore, MD. ISBN: 9781609138745.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2017 Commonwealth Supported only. Student contribution band: 2
Please check the international course and fee list to determine the relevant fees.