PL2CI2-Communication Impairment 2

Module Provider: Clinical Language Sciences
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2016/7

Module Convenor: Mrs Alison Cox

Email: a.cox@reading.ac.uk

Summary module description:

Aims:
The aims of this module are:
-to introduce an evidence based approach to the diagnosis and management of developmental and acquired speech sound disorders in children and adults within the context of the World Health Organisation International Classification Framework and NHS values;
-to introduce an evidence based approach to the diagnosis and management of eating and swallowing disorders in children and adults within the context of the World Health Organisation International Classification Framework and NHS values;
-to learn how to plan and deliver evidence based therapeutic interventions for these client groups taking a holistic based approach to client management;
-to further develop the ability to integrate theoretical knowledge and clinical skills in the holistic management of these client groups at all stages of the clinical reasoning and decision making process.

Assessable learning outcomes:
By the end of the module the student will be able to:
Differentially diagnose developmental and acquired speech sound disorders and give theoretical rationale within an evidence based approach;
Use a range of theoretical approaches in the analysis, interpretation and management of speech sound disorders;
Evaluate the communication potential of a specified client with a developmental or acquired speech disorder;
Identify the process of normal and disordered swallowing (dysphagia);
Describe the process of assessment (instrumental and non-instrumental) in the diagnosis of dysphagia;
Critically evaluate current theories for assessment, diagnosis and management;
Formulate evidence based treatment goals within an holistic management approach.

Additional outcomes:
Students will be able to synthesise and integrate information from previous modules, such as anatomy, physiology, medicine, clinical phonetics and phonology, with specific therapeutic issues. They will be able to discuss professional issues such as clinical audit, the function of a multi-disciplinary team and the evaluation of therapeutic outcomes incorporating clinical and professional standards. The students will develop their IT, report and writing skills using audio-visual and other indicated resources.

Outline content:
The students are introduced to a range of developmental speech disorders of unknown and known aetiology, including disorders of articulation, phonology, features of developmental verbal dyspraxia, disorders of resonance and syndromes/sequences affecting oro-facial development 9including cleft palate); pediatric dysarthria. The module also examines the main motor speech disorders of acquired dysarthria and apraxia of speech. The aetiologies and clinical manifestations of each disorder are described and discussed. The module also considers the neurological and anatomical features of normal swallowing, which are then related to both developmental and acquired disorders of swallowing (dysphagia).

Brief description of teaching and learning methods:
Fourteen hours of lectures on speech sounds disorders in children; twelve hours on acquired motor speech disorders, ten hours of lectures and two hours of practical classes on dysphagia. Lectures will include video presentations and practical activities.

Contact hours:
  Autumn Spring Summer
Lectures 24 12
Practicals classes and workshops 2
Guided independent study 90 72
       
Total hours by term 116.00 84.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Class test administered by School 100

Other information on summative assessment:
30% case based speech sounds disorders (Including disorders of resonance) open book classroom test (paediatric developmental);
30% case based dysphagia open book classroom test (adult acquired)
40% classroom test on motor speech disorders adult acquired).

Formative assessment methods:

Penalties for late submission:

These are applied according to University policy.
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.
  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
    You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

    Length of examination:

    Requirements for a pass:
    A mark of 40% overall.

    Reassessment arrangements:
    Re-assessment by September.

    Additional Costs (specified where applicable):
    1) Required text books:
    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding:
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 21 December 2016

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