| Effective Term: | 2025/02 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Acquired Language and Speech Impairment 1 |
| Unit ID: | HEASP1015 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (HEASP5015) |
| ASCED: | 061707 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces acquired communication disorders that are associated with the various types of dementia, stroke and traumatic brain injury. Topics may include: aphasia, cognitive-communication impairments, acquired reading and spelling disorders; motor speech disorders, degenerative neurological conditions and bilingual aphasia. The unit will provide students with an understanding of the theoretical constructs and clinical features of acquired communication impairments of adults. This unit will assist student to identify and understand appropriate language and communication assessments and interventions for adults with acquired communication disorders. The unit will also help student identify the impacts on an individual with an acquired communication disorder |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | |  | | | | Intermediate | | | | | | | | Advanced | | | | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Hypothesise how different strokes (location, cause) will affect the language and non-language functions of an individual (drawing on your knowledge of neuroanatomy/ neurophysiology) |
|
| K2. | Provide detailed perceptual, acoustic, kinematic and physiologic descriptions of the communication characteristics of acquired communication disorders |
|
| K3. | Evaluate formal and informal assessment protocols for adults with acquired language and cognitivecommunication disorders |
|
| Skills: |
| S1. | Discuss the impact of the cognitive communication disorders associated with dementia, stroke and traumatic brain injury on the activity, participation and quality of life of a person and their family |
|
| Application of knowledge and skills: |
| A1. | Demonstrate analyse and interpret distinctive features of acquired communication disorders for differential diagnosis |
|
| A2. | Demonstrate how a speech pathologist may alter their own communication style when interacting with someone with an acquired communication disorder |
|
| Unit Content: |
• Characteristics of specific acquired communication disorders Dementia Stroke Traumatic brain injury
• Formal and informal assessment protocols Aphasia Dysarthria Cognitive-communication impairments Acquired reading and spelling disorders degenerative neurological conditions The appraisal and diagnosis of the residual communicative abilities
• Impact of acquired communication disorders on an individual's function, participation and quality of life on caregivers on communication partners
• Role of the National Disability Insurance Scheme (NDIS) |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
|
| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 1 - Yes |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K3 |
Students demonstrate acquisition of knowledge of key theoretical concepts |
Multiple choice question task/s |
10-20% |
|
| 2. |
K2, K3, S1, A1 |
Case study / Analysis |
Case Study Written task |
20-40% |
|
| 3. |
K1, K2, K3, S1, A1, A2 |
Examination of unit content |
Written Examination |
40-60% |
|
|