hcs5aia assessment and intervention a
ASSESSMENT AND INTERVENTION A
HCS5AIA
2017
Credit points: 30
Subject outline
Students will complete 15 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, 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.
SchoolSchool of Allied Health
Credit points30
Subject Co-ordinatorBernice Mathisen
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 in either HZHSSB or HZHSSP or HZHCSB or HZHCSP courses 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 | A guide to clinical assessment and professional report writing in speech-language pathology (1st Edition) | Prescribed | Stein-Rubin, C ., & Fabus, R. 2012 | DELMAR/CENGAGE LEARNING., NEW YORK |
| Readings | Clinical voice disorders (4th Edition) | Prescribed | Aronson, A. & Bless, D. 2009 | NEW YORK: THIEME |
| Readings | Aphasia and related neurogenic communication disorders. | Prescribed | Papathanasiou, I., Coppens, P. and Potagas, C. (2013). | BURLINGTON: JONES & BARTLETT LEARNING. |
| Readings | Understanding voice problems. A physiological perspective for diagnosis and treatment | Prescribed | Colton, R. H., Casper, J. K., & Leonard, R. (2011) | BALTIMORE, MD: LIPPINCOTT WILLIAMS & WILKINS. |
| Readings | Motor speech disorders: Substrates, differential diagnosis and management (3rd Edition) | Prescribed | Duffy, J. R. (2013) | ST LOUIS: ELSEVIER MOSBY. |
| Readings | Dysphagia: Clinical management in adults and children (2nd Edition) | Prescribed | Groher, M.E. & Crary, M.A. (2015) | ST LOUIS: ELSEVIER MOSBY. |
| Readings | The stutterer's survival guide_2 (2nd Edition) | Prescribed | Tunbridge, N. (2010) | AUSTRALIA: NICHOLAS TUNBRIDGE |
| Readings | Articulatory and phonological impairments: a clinical focus (4th Edition) | Prescribed | Bauman-Waengler, J. (2012) | BOSTON: PEARSON/ALLYN AND BACON. |
| Readings | Language disorders from infancy through adolescence: Assessment and intervention (4th Edition) | Prescribed | Paul, R., and Norbury, C (Eds) (2011) | ST LOUIS: ELSEVIER MOSBY. |
| Readings | Clinical voice disorders | Prescribed | Aronson, A. E., & Bless, D. M. (2009) | NEW YORK: THIEME. |
| Readings | Augmentative & Alternative Communication: Supporting children & adults with complex communication needs (4th ed.). | Prescribed | Beukelman, D., & Mirenda, P. (2013). | BALTIMORE: PAUL H. BROOKES. |
Graduate capabilities & intended learning outcomes
01. Identify key aspects of group process and participate fully in Problem-Based Learning (PBL) activities to construct one's own learning.
- Activities:
- Problem based learning tutorials twice a week.
02. Explain the possible causes of a client's communication or swallowing impairment, and how these impairments may affect the client and those close to them in regards to wellbeing, activity and participation.
- Activities:
- Problem based learning tutorials twice a week weekly lectures and skill classes.
03. Use an evidence based practice approach to select and use a range of appropriate speech pathology assessment tools, techniques and methods for a given client.
- Activities:
- Problem based learning tutorials twice a week weekly lectures and skill classes.
04. Use an evidence based practice approach to select and use a range of appropriate speech pathology intervention tools, techniques and methods for a given client.
- Activities:
- Problem based learning tutorials twice a week weekly lectures and skill classes.
05. Evaluate and report the outcomes of specific speech pathology assessments and interventions for a given client.
- Activities:
- Problem based learning tutorials twice a week weekly lectures and skill classes.
06. Explain the roles of a speech pathologist and their ethical, social and environmental implications.
- Activities:
- Problem based learning tutorials twice a week weekly lectures and skill classes.
Subject options
Select to view your study options…
Bendigo, 2017, Week 29-46, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorBernice Mathisen
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 | % | ILO* |
|---|---|---|---|
| Fluency rating and treatment planning. | Hurdle requirement. Students must pass hurdle requirement in order to pass the subject. | 10 | 01, 02, 04, 05 |
| 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 | 02, 04, 05, 06 |
| 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 | 02, 04, 06 |
| One 1,500-word written assignment-assessment and intervention | 10 | 04, 05 | |
| One 2-hour written examination | Students must pass examination as a hurdle requirement in order to pass the subject. | 50 | 02, 03, 04, 05, 06 |
Melbourne, 2017, Week 29-46, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorKate Bridgman
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"
TutorialWeek: 29 - 46
Two 2.0 hours tutorial per week on weekdays during the day from week 29 to week 46 and delivered via face-to-face.
"PBL sessions held each week during study period"
LectureWeek: 29 - 46
One 2.0 hours lecture per week on weekdays during the day from week 29 to week 46 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Fluency rating and treatment planning. | Hurdle requirement. Students must pass hurdle requirement in order to pass the subject. | 10 | 01, 02, 04, 05 |
| 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 | 02, 04, 05, 06 |
| 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 | 02, 04, 06 |
| One 1,500-word written assignment-assessment and intervention | 10 | 04, 05 | |
| One 2-hour written examination | Students must pass examination as a hurdle requirement in order to pass the subject. | 50 | 02, 03, 04, 05, 06 |