PLMCI3R-Communication Impairment 3

Module Provider: Clinical Language Sciences
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites: PLMCI2R Communication Impairment 2 and PLMCP2 Clinical Practice 2 and PLMRD Research and Dissertation
Modules excluded:
Current from: 2019/0

Module Convenor: Dr Arpita Bose

Email: a.bose@reading.ac.uk

Type of module:

Summary module description:

This module presents students with the evidence-base needed to assess, diagnose and manage disorders of speech, language, swallowing and cognitive disorders in adults.  The main disorders associated with speech, language, swallowing and cognition in adults are covered. Students will learn how to apply and critically evaluate the evidence-base to adult with speech, language and communication using case-based materials.


Aims:

The module aims to provide students with knowledge and understanding of the evidence-base relating to disorders of speech, swallowing, language and cognitive disorders in adults. This module will enable the students to identify an individualised assessment and management approach for an adult based on critical evaluation of the evidence base.


Assessable learning outcomes:

By the end of this module, it is expected that the student will be able to:




  • Explain with critical insight the core features of speech, voice, language, cognitive and swallowing disorders in adults;

  • Synthesise knowledge of phonetics, linguistics, psychology, medical sciences to assess speech, language, communication and swallowing disorders in adults;

  • Critically evaluate the evidence-base for management of speech, voice, language , cognitive and swallowing disorders in adults;

  • Evaluate and show originality in solving clinical problems relating to assessment, differential diagnosis and treatment of speech, language, communication and swallowing disorders in adults, applying the relevant evidence-base;

  • Apply in an original way a critical holistic, client-centered approach to assessment, differential diagnosis and treatment.


Additional outcomes:
The module aims to assist students in developing critical analytical skills and to synthesise information from a variety of sources. The module also aims to develop academic and professional writing skills. Students will be encouraged to develop their oral communication skills in the group context and to work collaboratively as group members.

Outline content:

The evidence-base relevant to assessment, differential diagnosis and treatment of acquired speech, language and cognitive impairments in aphasia, dementia, traumatic brain injury; fluency disorders, voice disorders, head and neck cancer, adult with learning disabilities, dysphagia and motor speech disorders in adults will be covered.


Brief description of teaching and learning methods:

Lectures, case-based learning, online resources, and student led seminars/presentations.


Contact hours:
  Autumn Spring Summer
Lectures 32 32
Seminars 8 8
Guided independent study: 110 110
       
Total hours by term 150 150 0
       
Total hours for module 300

Summative Assessment Methods:
Method Percentage
Written assignment including essay 50
Class test administered by School 50

Summative assessment- Examinations:
Class test: 1.5 hours

Summative assessment- Coursework and in-class tests:

The course will be assessed by a Class Test administered by School (50%) and Coursework (50%).



In Class-test - 2 hours (covering the content of Autumn term)




  • Student will get marks on their individual questions.

  • We would provide the mean, sd, range for each question for each cohort and class mean, range and sd.

  • Provide the model answer with details on why some aspects of the question were not answered properly. This would be uploaded after student have got their marks.



On assignment (case-based course work linking theory to practise - covering the content of Spring term)




  • On the coursework students receive detailed inline comments, feedback against marking criteria and feed-forward on areas to focus on to improve performance.


Formative assessment methods:

On Class-test




  • Through BB and in lecture slides, we provide therapy cases and task was to work out the solutions.

  • In lectures, the lecturers worked through some of these cases

  • We have uploaded the university marking guidelines on the BB side. After every lecture, we recap the main points and say if you have a question on X, what would constitute a distinction, merit and pass category.

  • In the revision session,we provide sample pass tests and discussed the answers again distinguishing what constitutes distinction, merit and pass.

  • For revision,we provide a document on tips to do well in the exam and it provides general tips as to answer all aspects of the questions. 


Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:

A mark of 50% overall


Reassessment arrangements:
Re-examination in August/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: 11 March 2020

THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.

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