hcs5aia assessment and intervention a
ASSESSMENT AND INTERVENTION A
HCS5AIA
2014
Credit points: 30
Subject outline
Students will complete 16 weekly clinical cases delivered within a problem-based learning framework. Building on learning from HCS4ACS, the principles of assessment and intervention for clients, with impairments of communication, (speech, language, voice, fluency, and hearing) and swallowing, and people using mutli-modal communication are applied. Students use assessment information, client observation and principles of evidence-based practice to formulate assessment plans and intervention strategies. Students are required to provide rationales for clinical decision-making and to demonstrate knowledge of the professional role of a speech pathologist in a team. The impact of social and cultural issues on service provision is considered.
FacultyFaculty of Health Sciences
Credit points30
Subject Co-ordinatorEmma McLaughlin
Available to Study Abroad StudentsYes
Subject year levelYear Level 5 - Masters
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites Must have passed 1st & 2nd year studies for HZHSSW or HZHSSB or HZHSSP or HZHSSM or HZHSSS students, OR must have passed HCS4ACS for HMSP or HMSPB students.
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Articulatory and phonological impairments: A clinical focus (4th ed.). | Prescribed | Bauman-Waengler, J. (2012). | PEARSON/ALLYN AND BACON, BOSTON |
| Readings | Dysphagia: Clinical management in adults and children. | Prescribed | Groher, M. E., & Crary, M. A. (2010). | ELSEVIER MOSBY, ST LOUIS |
| Readings | Language disorders from infancy through adolescence: Assessment and intervention (4th ed.). | Prescribed | Paul, R. (2011). | ELSEVIER MOSBY, ST LOUIS |
| Readings | Language intervention strategies in adult aphasia (5th ed.). | Prescribed | Chapey, R. (2008). | BALTIMORE, MD: LIPPINCOTT WILLIAMS & WILKINS. |
| Readings | Motor speech disorders: Substrates, differential diagnosis and management (3rd ed.). | Prescribed | Duffy, J. R. (2013). | ELSEVIER MOSBY, ST LOUIS |
| Readings | The stutterer's survival guide. | Prescribed | Tunbridge, N. (2009). | ADDISON-WESLEY, SYDNEY |
| Readings | Understanding voice problems. A physiological perspective for diagnosis and treatment (4th ed.). | Prescribed | 4. Colton, R. H., Casper, J. K., & Leonard, R. (2012). | BALTIMORE: WILLIAMS AND WILKINS. |
| Readings | Clinical voice disorders (4th ed.). | Preliminary | Aronson, A., & Bless, D. (2009). | THIEME, NEW YORK. |
Subject options
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Bendigo, 2014, Week 29-46, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDavid Azul
Class requirements
WorkShop
One 2.0 hours workshop per week on weekdays during the day and delivered via face-to-face.
"Skills class held on Wednesdays during study period"
Tutorial
Two 2.0 hours tutorial per week on weekdays during the day and delivered via face-to-face.
"PBL sessions held each week during study period"
Lecture
One 2.0 hours lecture per week on weekdays during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % |
|---|---|---|
| Fluency rating and treatment planning. | Hurdle requirement. Students must pass hurdle requirement in order to pass the subject | 10 |
| One 1,000-word equivalent - Formative assessment - PBL 1/2 hour. | Hurdle requirement. Students must pass hurdle requirement in order to pass the subject (90% attendance requirement at PBL tutorials). | 0 |
| One 1,000-word equivalent assignment - written report and demonstration of intervention (child | Hurdle requirement. Students must pass hurdle requirement in order to pass the subject | 15 |
| One 1,000-word written and video presentation assignment-report and treatment explanation(MMC) | Hurdle requirement. Students must pass hurdle requirement in order to pass the subject. | 15 |
| One 2,500-word written assignment-assessment and intervention | 10 | |
| One 2-hour written examination | Students must pass examination as a hurdle requirement in order to pass the subject. | 50 |
Melbourne, 2014, Week 29-46, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorEmma McLaughlin
Class requirements
Lecture
One 2.0 hours lecture per week on weekdays during the day and delivered via face-to-face.
Tutorial
Two 2.0 hours tutorial per week on weekdays during the day and delivered via face-to-face.
"PBL sessions held each week during study period"
WorkShop
One 2.0 hours workshop per week on weekdays during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % |
|---|---|---|
| Fluency rating and treatment planning. | Hurdle requirement. Students must pass hurdle requirement in order to pass the subject | 10 |
| One 1,000-word equivalent - Formative assessment - PBL 1/2 hour. | Hurdle requirement. Students must pass hurdle requirement in order to pass the subject (90% attendance requirement at PBL tutorials). | 0 |
| One 1,000-word equivalent assignment - written report and demonstration of intervention (child | Hurdle requirement. Students must pass hurdle requirement in order to pass the subject | 15 |
| One 1,000-word written and video presentation assignment-report and treatment explanation(MMC) | Hurdle requirement. Students must pass hurdle requirement in order to pass the subject. | 15 |
| One 2,500-word written assignment-assessment and intervention | 10 | |
| One 2-hour written examination | Students must pass examination as a hurdle requirement in order to pass the subject. | 50 |