Increases students' knowledge concerning characteristics, aetiology and consequences of adult neurogenic communication disorders. Students develop a theoretical knowledge base pertaining to frameworks for describing aphasia and associated appraisal and intervention strategies. Communication disorders associated with traumatic brain injury and right hemisphere damage are explored. Students also learn about intervention strategies that involve family and inter-professional teams.
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 general characteristics and aetiology of adult neurogenic communication disorders and subtypes of aphasia.||Intellectual rigour||Knowledge of a discipline|
|2||Explain the nature of communication in adults with right hemisphere damage and with traumatic brain injury.||Intellectual rigour||Knowledge of a discipline|
|3||Interpret frameworks for describing aphasia.||Intellectual rigour||Creativity||Knowledge of a discipline|
|4||Describe consequences of neurogenic communication disorders according the ICF framework and the Life Participation Approach to Aphasia framework described by Chapey (2008).||Intellectual rigour||Creativity||Knowledge of a discipline|
|5||Interpret assessment data and compare types of assessments suitable for appraising adult neurogenic communication disorders.||Intellectual rigour||Creativity||Knowledge of a discipline|
|6||Illustrate ways of tailoring intervention for adults with particular communication profiles, alternative service delivery models and strategies that involve family and inter-professional teams.||Intellectual rigour||Creativity||Knowledge of a discipline|
|7||Establish goals for multimodal assessment and intervention and demonstrate ways of implementing such intervention and measuring outcomes for people with language and literacy disorders.||Intellectual rigour||Creativity||Knowledge of a discipline|
- No prescribed texts.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 2
Please check the international course and fee list to determine the relevant fees.