PGDip - city.ac.uk€¦ · Web viewPgDip/ MSc in Speech and Language Therapy. Programme Handbook Supplement for. PGDip 2. 2010/11 Welcome. October 2010. Dear postgraduate student

School of Community and Health Sciences

DEPARTMENT OF LANGUAGE AND COMMUNICATION SCIENCE

PgDip/ MSc in Speech and Language Therapy

Programme Handbook Supplement for

PGDip 2

2010/11

The University for business and the professions

http://www.city.ac.uk/

Welcome

October 2010

Dear postgraduate student

This handbook supplements the generic Programme Handbook for the PGDip/MSc in Speech and Language Therapy at City University, providing additional information that is specific to your second year. Please make sure that you read carefully both the information in the handbook and in this supplement.

The supplement contains: The Programme Map A programme outline A coursework schedule A teaching, placement and coursework schedule Information for each of your 5 modules (which can also be found at

http://www.city.ac.uk/prism/)

All information in this supplement is correct at the time of going to print in October 2010. Of course changes may need to be made throughout the year and you will be advised of these when they occur. You should regularly check the notice boards on level 2, your City email, and your City Space modules for information and notification of any changes. Please also keep in touch with your year representatives (soon to be chosen by you from you student group) and your year leader (Allen Hirson) to make sure that you have current information at all times.

If you have a concern during the year please contact the lecturer or module leader first if it relates to teaching, or your personal tutor for pastoral matters. If you then wish to speak to another person, please contact Allen ([email protected]).

Julie Hickin Allen HirsonProgramme Director Year LeaderPGDip/MSc Speech and Language TherapyRoom: D222 Room: D209Tel: 020 7040 8354 020 7040 8289Email: [email protected] [email protected]

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mailto:[email protected]



http://www.city.ac.uk/prism/

PGDip/ MSc in Speech and Language Therapy – Programme Map Year 2

CREDITS: SLT = MSc in SLT 240; Postgraduate Diploma in SLT 180; Postgraduate Certificate in LCS (non-clinical exit route) = 60

Postgraduate Diploma/MSc in Speech & Language Therapy: Year two

Year Two(M level)

The second year of the programme explores the nature of cognition, language & communication disabilities in children and adults. The students study 5 modules of between 15 and 30 credits. Students continue to attend weekly clinical placements in a variety of settings culminating in a block placement in the summer period. Learning outcomes reflect what is called an ‘M’ level of study.

90 credits

Autumn term Spring term Summer term1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SLM006: Research & evidence-based practice (1)

SLM007: Hearing & speech sciences

EXAMPERIOD

SLM008: Language sciences

SLM009: Language, cognition & communication disabilities

SLM010: Professional studies Placement Block placement EXAM

2

Second Year Postgraduate Programme

Timetables are organised in conjunction with central University Timetabling. Consequently, the most accurate timetables are likely to be found on City University website shortly before terms begin i.e.

http://www.city.ac.uk/lcs/student/student.htmlFollow the link to timetables, accessed using your City University id and password.

A paper copy of the timetable will be posted on the Learning Resources notice board on the second level of the Social Sciences Building at the start of term.

Reading weeks and other general information is included in the table below.

Year 2010- 11 Start: Reading Week: End:

Autumn Term 27/09/10 Week commencing 1/11/10 10/12/10

Spring Term 10/01/11 Week commencing 14/02/11 25/03/11

Exam Period 18/04/11 13/05/11

Block Placement 16/05/11 24/06/11

Clinical Exam 28/06/11 28/06/11

For information regarding resits and Assessment Boards, please see the postgraduate course handbook.

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http://www.city.ac.uk/lcs/student/student.html

Modules for Post Grad 2

Module Module Title Module Leader

Topics Assessment

SLM006

Research & evidence-based practice

Tim Pring Research MethodsStatistics

Class test;WorksheetsExam

SLM007

Hearing & Speech Sciences

Allen Hirson

Audiology;Practical Phonetics;Acoustic Phonetics

Coursework;

MCT;

Lab Worksheets

Phonetics Viva: Dictation and Oral

SLM008

Language Sciences

Jane Marshall

Language Processing in Adults and Children

Brain and Behaviour

1 data sheets

Exam

Class test

SLM009

Language, Cognition & Communication Disabilities

Celia Harding

Dev language impairmentAcq. language impairmentLearning disabilitiesDeafness & Hearing ImpairmentAutistic spectrum conditionMental health disorders

2 pieces of coursework.

2 seen exams

SLM010

ProfessionalStudies - Intervention

Julie Hickin/Madeline Cruice

Lectures linked to SL009:Underpinnings to practiceAssessment to therapyOnline clinical decision makingTutorialClinical Placement

5 Portfolio Tasks Clinical Placement AssessmentClinical Exam

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Coursework schedule PGDip 2

Module Subject Assessment Type Hand-in Date (week

commencing)

Return Date

SLM006Research & Evidence-Based Practice (1)

Research methods & statistics

1. Class test2. Worksheets3. Examination

1) 24th Jan 112) see course outline

Return dates for coursework is normally 4 weeks (excluding Bank Holidays and periods when the university is closed e.g. Xmas-New Year).

SLM007Hearing & Speech Sciences

Acoustic Phonetics, Articulatory Phonetics & Audiology

1. Acoustic Phonetics self-assessment

2. Ac. Phonetics lab reports

3. Ac. Phonetics coursework

4. Audiology MCT5. Audiology lab

reports6. Phonetics VIVA

2) 6th Dec 10

3) 3th Feb 11

4) 23rd Mar 115) 24th Mar 11

6) 19/20th Apr 11

SLM008 Language Sciences

Language Processing

1. Worksheet 11th Nov 10

Brain & Behaviour

2. Class test 9th Mar 11

SLM009 Language, Cognition & Communication Disabilities

Dev. Lang Impairment/ Learning Disabilities

1. Seen exam. Summer.

Acquired language impairment/Hearing Impairment

2. Seen exam. Summer.

Autistic Spectrum Conditions/ SLT in Mental Health

3. Two pieces of coursework

1) 14th Jan 11 (MH)

2) 3rd Mar 11

SLM010Prof Studies

Intervention: Processes & Management

FIVE Portfolio tasks(AGGREGATE must be passed.)

Clinical Placement Assessment

Professional Standards

In house Clinical Exam

1) Tuesday 7th Dec 103X Portfolio Tasks2) Tuesday 22nd Mar 112X Portfolio Tasks

Continuous

Continuous

Tuesday 28th June 11

Aut = Autumn term; Spr = Spring Term; Sum = Summer Term

5

MCT = multiple choice test; VIVA – Viva voce

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PG2 TEACHING, PLACEMENT & COURSEWORK SCHEDULET = Term time, E = Exam Period, R = Revision, V = VacationWeek Number and Date Commencing

PG 2

Autumn Term127th September 201024th October311th October418th October525th October6 READING WEEK1st November78th November

SLM008: Lang Processing worksheet (Thursday)

815th November922nd November1029th November116th December

SLM010 3 Portfolio Tasks (Tues)SLM007 Acoustic Phonetics (Lab Sheets)

Term Ends13th December (V)20th December (V)27th December (V)3rd January 2011 (E)110th January (T/E)

Term 2 startSLM009 Mental Health c/w, (Friday)

217th January (T)

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Spring Term PG 2324th January

SLM006 Class Test

431st January

SLM007 Acoustic Phonetics Coursework (Thurs)

57th February614th February

READING WEEK

721st February828th February

SLM009 Autism c/w, (Thursday).

97th March

SLM008: B&B Class

1014th March1121st March

SLM010 2 Portfolio Tasks (Tues) SLM007 Audiology Lab Books (Thurs)SLM007 Audiology MCT(Wed)

Term Ends28th March (V)4th April (V) 11th April (V)18th April (E) SLM007 Phonetics viva

(Tues and Weds)??

25th April (E) Exams2nd May (E) Exams9th May (E) Exams16th May (T/R/DC) Placement23rd May (T/R/DC) Placement30th May (T/R/DC) Placement

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Summer Term PG 2

6th June (T/R/DC)Placement



27th June (T/R/DC)Clinical Exam(Tuesday)

4th July (T/R/DC)11th July (T/R/DC) PG Exam Board18th July (T/R/DC)25th July (T/R/DC)1st Aug (T/R/DC)8th Aug (T/R/DC)15th Aug (DC) Resit Exams22nd Aug Resit Exams29th Aug Resit Board5th Sept12th Sept19th Sept26th Sept

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SLM006 Research & evidence-based practice (1)

Module Specification

KEY FACTS

Module Code:

Department:School:

UK Credits:

Level:

SLM006

Department of Language and Communication ScienceSchool of Community and Health Sciences

15

Level MECTS:

Research & evidence-based practice (1)Module:

7.5

Summary DescriptionResearch methods to underpin academic and clinical enquiry and to prepare students for MSc conversion option.

OUTLINE

1. To introduce students to a range of research methods. 2. To introduce a range of methods for the statistical analysis of experimental data.

Introduction to research methods; design of experiments; basic parametric and non parametric tests; statistical tests; analysis of variance; correlation and regression; outcome studies; design and analysis of single case studies; use of questionnaires, surveys and interviews; observational and ethnographic studies.

Pre-requisite ModulesSLM001 Speech & Language SciencesSLM002 Bio-medical sciencesSLM003 Developmental studiesSLM004 Speech, communication & swallowing disabilitiesSLM005 Professional studies (A)

Co-requisite ModulesSLM007 Hearing & speech sciencesSLM008 Language sciencesSLM009 Language, cognition & communication disabilitiesSLM010 Professional studies (B)SLM011 Research & evidence-based practice (2)

08 October 2010Page 1 of 3

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What will I be expected to achieve?On successful completion of this module, you will be expected to be able to:Knowledge and Understandingdemonstrate in depth knowledge and understanding of design in simple experimental and non experimental studies

-

demonstrate systematic knowledge and understanding of appropriate methods for the analysis of data

-

demonstrate in-depth knowledge and understanding of validity and reliability issues.

-

Skills

use research methods with critical awareness to analyse a range of information.

-

select and apply appropriate methods for the analysis of data with minimal direction.

-

discuss and evaluate published research with critical awareness.-

evaluate the relevance and significance of data that has been analysed with critical awareness.

-

design simple experimental and non experimental studies.-

develop an idea into a small scale piece of research in preparation for MSc conversion as appropriate.

-

Lectures, interactive learning sets, group participation, exploratory course work assignments.KULectures, group participation, exploratory course work assignments.SSLectures, group participation, exploratory course work assignments.

How will I learn?

Module Teaching Pattern

Teaching Component Type Contact Hours

Self Directed Study Hours

Total Student Learning Hours Hours

Research methods & statistics 40 110Lecture 150

Totals 40 110 150

How will I be assessed?Lectures, interactive learning sets, group participation, exploratory course work assignments.KU


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Worksheets; examSS

What do I have to do to pass?

Assessment Criteria are descriptions of the skills, knowledge or attributes students need to demonstrate in order to complete an assessment successfully and Grade-Related Criteria are descriptions of the skills, knowledge or attributes students need to demonstrate to achieve a certain grade or mark in an assessment. Assessment Criteria and Grade-Related Criteria for module assessments will be made available to students prior to an assessment taking place. More information will be available from the module leader.

How and when will I get feedback on my assessments?

Following an assessment, students will be given their marks and feedback in line with the Assessment Regulations and Policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader.

Module Pass Mark 50In order to pass the module and acquire the associated credit, a student must complete or be exempted from the assessment component(s) and achieve an aggregate Module Mark of 50%.

The Module Mark shall be calculated from the combined mark of Research methods and statistics Exam (2 hour) weighted at 75.0% with a minimum mark of 50% and Research methods and statistics 1: work sheets weighted at 25.0% with a minimum mark of 50%.

Module Assessment

Assessment Component

Assessment Type

Weighting

Minimum Qualifying Mark Pass/Fail

Research methods and statistics 1: work sheets

25 NoCoursework 50

Research methods and statistics Exam (2 hour)

75 NoExam (Unseen) 50

READING LISTBowling, A. (2002). Research Methods in Health. Open University Press. Clegg, F. (1990) Simple Statistics. Cambridge.Denscombe, M. (1998). The Good Research Guide. OU PressHarris, P (1986). Designing and reporting experiments. Open Univ Press. Miller, S. (1990) Experimental Design and statistics.Pring, T. (2004). Research methods in Communication Disorders. Whurr.Robson, C. (2002). Real World Research. Oxford: Blackwell.Rowntree, D. (1991). Statistics without tears: A primer for non-mathematicians. Penguin.


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SLM007 Hearing & speech sciences


KEY FACTS

Module Code:

Department:School:

UK Credits:

Level:

SLM007


15

Level MECTS:

Hearing & speech sciencesModule:

7.5

Summary DescriptionThe establishment of knowledge, understanding and application of the mechanisms and components of hearing and speech at the articulatory, acoustic and audiological levels is essential to education in Speech and Language Therapy.

OUTLINE

1. To teach transcription of speech and the International Phonetic Alphabet (IPA, 1993).2. To provide students with the foundations in acoustics and psychoacoustics of speech for courses in articulatory phonetics, voice and clinical audiology. 3. To describe the physics of sound in general and speech in particular. 4. To provide students with skills in the instrumental analysis of speech / voice and a familiarity with techniques of visual feedback.5. To foster the necessary knowledge, skills and attitudes to prepare students for working with all hearing impaired and hearing disordered clients.

There are 3 main components of this module:Audiology will cover the mechanisms of hearing and epidemiology of deafness. Audiological screening, audiological assessment including pure tone audiometry, speech discrimination testing and tympanometry. The principles and practices of amplification and speech processing. Awareness of special populations at risk of hearing difficulties including those with central auditory processing difficulties, minimum sensorineural hearing impairment, OME prone, E2L and children with speech and language impairments.

Practical phonetics will build on the previous year: the IPA, phonemic and allophonic transcription, parametric diagrams, texts and conventions in transcription.

Acoustic phonetics will cover waves; tuning forks & pendulums. Recording sounds. Pure tones and melodic sounds. Harmonic synthesis; the composition of complex waves. Fundamental frequency/pitch. Periodic and aperiodic waves. Voiced and voiceless speech sounds; prosodic features of speech. Vocal fold vibration; the Bernoulli effect. Speech pressure waveforms and laryngography. Speech fundamental frequency, factors affecting range and use in speech; techniques for measurement. Deaf speech. Voice quality and harmonic structure; phonation types. Intensity/amplitude and loudness; the decibel scale; sound level meters. Audibility thresholds and intelligibility. Noise, signals, signal to noise ratio. Speech in noise; speech intelligibility; the Lombard effect. Bandpass filtering for modelling hearing impairment. Auditory and visual feedback. Integrating

Pre-requisite Modules


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Pre-requisite ModulesSLM001 Speech & Language SciencesSLM002 Bio-medical sciencesSLM003 Developmental studiesSLM004 Speech, communication & swallowing disabilitiesSLM005 Professional studies (A)SLM006 Research & evidence-based practice (1)

Co-requisite ModulesSLM008 Language sciencesSLM010 Professional studies (B)SLM011 Research & evidence-based practice (2)

What will I be expected to achieve?On successful completion of this module, you will be expected to be able to:Knowledge and Understandingdemonstrate a systematic knowledge of the analysis of child speech, both normal and delayed or disordered.

-

demonstrate a working knowledge and understanding of the physics of sound in general and acoustics of speech in particular.

-

demonstrate a factual and conceptual knowledge base of the IPA and its application.

-

Skills

work effectively with others as member of group and meet obligations to others.

-

analyse both concrete and abstract levels of speech.-

analyse with critical awareness and within the context of the module, basic audiograms, spectograms and phonetic transcriptions.

-

integrate, with critical awareness, learning from discreet components of the module.

-

demonstrate the facility in transcription at different levels.-

work independently and access and use a range of learning resources.-

appraise problems and apply given tools/methods accurately whilst also appreciating their complexity.

-

interpret hearing assessment data with precision and consider rehabilitative options.

-

demonstrate the ability to carry out instrumental analysis of speech/voice using appropriate analysis equipment.

-


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demonstrate a critical appreciation and ability to use appropriate visual feedback equipment.

-

Lectures

Laboratory workshops

Self-directed learning

Interactive phonetics software

How will I learn?





Acoustic phonetics 18 40Lecture 58

Audiology 18 40Lecture 58

Articulatory phonetics 12 22Lecture 34

Totals 48 102 150

How will I be assessed?Coursework Essays, laboratory workshops, short answer/MCT, self-directed computer-based exercises

Phonetics viva







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The Module Mark shall be calculated from the Practical Phonetics VIVA weighted at 40.0% with a minimum mark of 50%, Audiology MCT weighted at 30.0% with a minimum mark of 50% and Acoustic Phonetics Coursework weighted at 30.0% with a minimum mark of 50%.

The following assessment components are marked as pass/fail and not included in the overall calculation: -

- Acoustic Phonetics Lab Report

Module Assessment


Assessment Type

Weighting


Acoustic Phonetics Coursework 30 NoCoursework 50Acoustic Phonetics Lab Report 0 YesLab Report 0Audiology Lab Report 0 YesLab Report 0Audiology MCT 30 NoMCT 50Practical Phonetics VIVA 40 NoVIVA 50

READING LISTBaken, R.J. and Orlikoff R.F (1999) Clinical measurement of speech and voice. San Diego: Singular Publishing Group

Ballantyne, J. et al, 7th Edition, 2009, Deafness. London: Whurr Publishers

Bamford, J. and Saunders, English. (1991). Hearing Impairment and Language Disability. London: Whurr Publishers

Borden, G.J., Harris, K.S. and Raphael, L. (1994). Speech Science Primer: Physiology, Acoustics, and Perception of Speech. London: Williams and Wilkins

Dalebout, S. 2009, The Praeger Guide to Hearing and Hearing Loss : Assessment, Treatment, and Prevention

Durrant, J.D. and Lovrinic JH 1995, Bases of Hearing Science

Fry, D.B. (1976). The Physics of Speech. Cambridge: Cambridge University Press.

Gimson, A.C. (2001) The pronunciation of English. (6th ed. revised Cruttenden, A.) London: Arnold

Katz, J. (Ed) 6th Ed 2009, Handbook of Clinical Audiology

Ladefoged, P. (1993) A course in phonetics. London: Harcourt Brace Jovanovich

Pickett, J.M. (1999) The Acoustics of Speech Communication: Fundamentals, speech perception theory, and technology. Allyn & Bacon

Stephens, D. (2010), Living With Hearing Difficulties

Tate Maltby, M. (2002), Principles of Hearing Aid Audiology. London: Chapman and Hall.


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SLM008 Language sciences


KEY FACTS

Module Code:

Department:School:

UK Credits:

Level:

SLM008


15

Level MECTS:

Language sciencesModule:

7.5

Summary DescriptionTo provide an underpinning for therapeutic investigations and intervention with children and adults with language, cognition & communication disabilities.

OUTLINE

Language processing:1. To familiarise students with single word and sentence processing models. 2. To enable students to apply these models when assessing clients, eg so that they can formulate processing hypotheses from speech and observational data; select appropriate tests to explore their hypotheses; interpret test results in order to arrive at a processing `diagnosis''.3. To familiarise students with memory models, and their relationship to language processing4. To familiarise students with patterns of memory impairment, and how these impact upon language 5. To enable students to use the results of a processing assessment in formulating therapy decisions.

Brain & behaviour:1. To revise the development, structure and blood supply of the central nervous system. 2.To familiarise students with the neural supports for language and other brain - behaviour relationships. 3. To familiarise students with methods of neurological investigation. 4. To familiarise students with disorders of the central nervous system, their presentation, diagnosis, prognosis and clinical management.

Language Processing in Children and Adults Topics covered include: Models of single word processing; Acquired lexical disorders of reading, naming, comprehension and writing; Lexical therapies for people with acquired disorders; Developmental disorders of single word processing; Developmental dyslexia; Models of Semantic, Episodic and Working Memory; Disorders of Episodic and semantic memory; The role of Working Memory in language development; Models of sentence processing; Acquired disorders of sentence processing and therapy for sentence processing impairments; Sentence processing disorders in children - theory and therapy; Bilingualism and aphasia in bilingual speakers.

Brain and Behaviour Topics covered will include: brain anatomy and the relationship between anatomy and function; imaging methods; causes of brain damage; neurological signs and symptoms and how these relate to aphasic syndromes; head injury, focusing on the impact on language; dementias, focusing on neural

Pre-requisite ModulesSLM001 Speech & Language Sciences


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Pre-requisite ModulesSLM002 Bio-medical sciencesSLM003 Developmental studiesSLM004 Speech, communication & swallowing disabilitiesSLM005 Professional studies (A)

Co-requisite ModulesSLM006 Research & evidence-based practice (1)SLM007 Hearing & speech sciencesSLM009 Language, cognition & communication disabilitiesSLM010 Professional studies (B)SLM011 Research & evidence-based practice (2)

What will I be expected to achieve?On successful completion of this module, you will be expected to be able to:Knowledge and Understandingdemonstrate in-depth knowledge of language processing models in children and adults.

-

demonstrate in-depth knowledge of memory models and their relevance for language processing.

-

demonstrate in-depth knowledge of psycholinguistic therapy approaches.-

demonstrate in-depth knowledge of neural supports for language and other cognitive functions and an ability to understand neurological

-

demonstrate detailed knowledge of specific disorders of the central nervous system including their clinical investigation, presentation and

-

Skills

apply language processing models to acquired and developmental language disorders.

-

analyse different types of data, including language samples, test scores and clinical observations.

-

interpret psycholinguistic assessments and formulate hypotheses for therapeutic intervention.

-

interpret neurological reports and understand the implications for communication.

-

Use psycholinguistic test data in setting goals with clients-

communicate basic neurological information to clients and relatives.-

Values and Attitudes


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draw on research and test evidence in making clinical decisions-

You will be taught in lectures and through linked self-directed learning exercises. Lectures will provide you will the theoretical background and take you through example cases. Tasks in lectures will develop practical skills, such as data and test analysis.

How will I learn?





Language processing in children & adults

38 78Lecture 116

Brain & behaviour 12 22Lecture 34

Totals 50 100 150

How will I be assessed?You will be assessed through a Language Processing worksheet, a Brain and Behaviour Class Test and a Language Processing written examination.


You will be given Assessment and Grade-Related Criteria for module assessments prior to those assessment taking place.

In the language processing assessments you will be required to:

Demonstrate an understanding of the theoretical principles covered in the language processing lectures

Demonstrate evidence of relevant reading and an understanding of the literature

Demonstrate an understanding of different language tests, show that you can interpret data from those tests and generate hypotheses from them

Show an understanding of psycholinguistic therapy approaches and an ability to relate test data to therapy decisions

Demonstrate an ability to integrate psycholinguistic language processing analyses with broader therapeutic considerations, such as clients’ functional needs.

In the Brain and Behaviour assessment you will be required to:

Demonstrate knowledge of the neural supports for language and other cognitive functions

Demonstrate an understanding of basic neurological terminology

Demonstrate an ability to interpret neurological referral information

Demonstrate knowledge of specific conditions and disorders of the nervous system including 08 October 2010Page 3 of 5

21


investigation, presentation, prognosis and management.



Module Pass Mark 50In order to pass the module and acquire the associated credit, a student must pass all assessment component(s) and achieve an aggregate Module Mark of 50%.

The Module Mark shall be calculated from the combined mark of Language processing Exam weighted at 50.0% with a minimum mark of 50% , Language processing Coursework weighted at 30.0% with a minimum mark of 50% and Brain & Behaviour Class Test weighted at 20.0% with a minimum mark of 50%.

Module Assessment


Assessment Type

Weighting


Brain & behaviour Class Test 20 NoCoursework 50Language processing Coursework 30 NoCoursework 50Language processing Exam 50 NoExam (Seen) 50

READING LISTChapey R (2008) Language Intervention Strategies in Aphasia and Related Neurogenic Disorders, Fifth Edition. Lippincott Williams and Wilkins

Chiat S (2000) Understanding Children with Language Problems. Cambridge: Cambridge University Press.

Ellis A and Young A (1996) Human cognitive neuropsychology (2nd edition). Hove: Psychology Press.

Harley T (2008) The psychology of language (third edition). Hove: Psychology Press.

Hillis A (2002) The Handbook of Adult Language Disorders: Integrating Cognitive Neuropsychology, Neurology and Rehabilitation. Hove: Psychology Press.

Gurd J, Kischka U and Marshall, J.C. (2010) Handbook of Clinical Neuropsychology. Second Edition Oxford University Press, UK

Love R J (2000) Neurology for the speech-language pathologist. London: Butterworth-Heinemann

Rapp B (2000) The Handbook of Cognitive Neuropsychology

Stackhouse J and Wells B (1997) Children’s Speech and Literacy Difficulties Book 1: A Psycholinguistic Framework. London: Whurr

Stackhouse J and Wells B (2000) Children’s Speech and Literacy Difficulties Book 2: Identification and 08 October 2010Page 4 of 5

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London: Whurr

Whitworth A, Howard D and Webster J (2005) A cognitive neuropsychological approach to assessment and intervention in aphasia. Hove: Psychology Press


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SLM009 Language, cognition & communication disabilities


KEY FACTS

Module Code:

Department:School:

UK Credits:

Level:

SLM009


15

Level MECTS:

Language, cognition & communication disabilitiesModule:

7.5

Summary DescriptionThis module will provide a comprehensive understanding of language, cognition and communication disorders and will provide an evidence based approach to intervention planning and management.

OUTLINE

1. To introduce the range of difficulties affecting the development and process of language, cognition and communication. There will be specific attention to terminology, definitions of disorders, aetiologies & presentation, client profiles and assessment & management options.2. To provide students with a broad overview of developmental language disorders: aetiology, presentation, assessment & management options. 3. To provide a comprehensive review of approaches to understanding, investigating and addressing the impairment and disability caused by acquired language impairment and the application and evaluation of therapeutic interventions. 4. To provide a comprehensive review of learning disabilities: aetiology, classifications and associated difficulties (sensory and motor impairments, problem behaviour, mental health problems); typical patterns of communication, presenting difficulties and their assessment and management.5. To provide a comprehensive review of the different types / degrees of hearing impairment and to explore the psychological, cultural and communication issues associated with prelingually and postlingually deaf clients across the age range; to consider assessment and management options and the role of the Speech and Language Therapist working with deaf clients within a multidisciplinary team. 6. To provide an overview of relevant adult psychiatric disorders: their presentation, case history, classifications and associated difficulties. 7. To provide a comprehensive review of difficulties within the autistic spectrum , typical patterns of communication, presenting difficulties and their assessment and management.

You will be taught the following clinical subjects:

Developmental Language Impairment

Acquired Language Impairment

Learning Disabilities

Deafness & Hearing Impairment

Autistic Spectrum Conditions,(including Aspergers syndrome)

Mental Health disorders and their impact on language and communication


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Pre-requisite ModulesSL1001 Hearing & speech sciences (1)SL1006 Professional studies (1)SLM001 Speech & Language SciencesSLM002 Bio-medical sciencesSLM003 Developmental studiesSLM004 Speech, communication & swallowing disabilitiesSLM005 Professional studies (A)

Co-requisite ModulesSLM006 Research & evidence-based practice (1)SLM007 Hearing & speech sciencesSLM008 Language sciencesSLM010 Professional studies (B)SLM011 Research & evidence-based practice (2)

What will I be expected to achieve?On successful completion of this module, you will be expected to be able to:Knowledge and Understandingdemonstrate a detailed knowledge of the range of difficulties affecting the development and process of language, cognition & communication, with specific reference to developmental & acquired language impairment, learning disabilities, deafness & hearing impairment, autistic spectrum conditions and mental health problems.

-

demonstrate a detailed knowledge of the aetiologies, presentation, differential diagnosis of language, cognition & communication disabilities for people with a range of communication disorders.

-

demonstrate a detailed knowledge and understanding of the implications for communication development, functioning & the impact of disorders

-

demonstrate a detailed knowledge of the range of assessment methods as appropriate to the clinical presentation.

-

demonstrate a detailed knowledge of the intervention and management options for the different language, cognition & communication disabilities likely to experienced on caseloads.

-

Skills

interact effectively within a group, contributing ideas, receiving information, modifying responses and collaborating with others to

-

analyse date with minimum guidance using the recommended frameworks and methods with critical awareness.

-


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identify and describe the critical features in the clinical presentation of language, cognition and communication disabilities within the framework

-

select appropriate techniques of evaluation and treatment.-

analyse and interpret data arising from language, cognition and communication disabilities, using a range of information.

-

evaluate your own strengths and contributions, challenge received opinion and develop your own criteria and judgement based on theory, clincal experience and good practice.

-

identify key elements of problems and choose appropriate methods for their resolution with critical awareness and in a considered manner.

-

identify key areas of a problem and choose appropriate methods of intervention.

-

think critically for each task.-

identify assessment tools as appropriate to the client's presentation with increasing autonomy within the framework of good practice.

-

manage your own self-directed learning using recommended resources.-

present information in a variety of formats appropriate to the stated goal and target audience.

-

take into consideration the wider social and lifestyle implications in the assessment and management of language, cognition and communication

-


demonstrate awareness of the wider social and environmental implications for people who have language, cognition & communication

-

demonstrate awareness of of issues of safe practice and the minimum standards laid down by the professional body the RCSLT.

-

You will receive your teaching through the following ways:Lectures,student directed activities, self directed learning tasks, video demonstrations and large group discussion.

How will I learn?





Deafness & hearing impairment 10 39Lecture 49

Mental health in adults 8 39Lecture 46

Learning disabilities 12 39Lecture 51

Developmental language impairment

14 40Lecture 54


26






Acquired language impairment 14 40Lecture 54

Autistic spectrum conditions 8 39Lecture 46

Totals 66 236 300

How will I be assessed?You will be assessed by producing coursework and by participating in two written examinations.

Your coursework assessments are:

1. Mental health group coursework.2. Autism group coursework.

Your examinations are seen papers. These are shown on City Space 5 weeks before the examination.The papers are as follows;

1. SLM009 / 1 Developmental language impairment and learning disabilities.

2. SLM009 / 2 Acquired language impairment and hearing impairment.


You will be able to read the Assessment Criteria and Grade-Related Criteria with the coursework information on City Space.You can also ask for clarification from the module


Following an assessment, you will be given your mark with some written feedback from the marker.


The Module Mark shall be calculated from the SLM009(2) ALI & HI Exam weighted at 30.0% with a minimum mark of 50%, SLM009(1) LD & DLI Exam weighted at 30.0% with a minimum mark of 50%, LCCD Autism Coursework weighted at 20.0% with a minimum mark of 50% and LCCD Mental Health Coursework weighted at 20.0% with a minimum mark of 50%.


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Module Assessment


Assessment Type

Weighting


LCCD Autism Coursework 20 NoCoursework 50LCCD Mental Health Coursework 20 NoCoursework 50SLM009(1) LD & DLI Exam 30 NoExam (Seen) 50SLM009(2) ALI & HI Exam 30 NoExam (Seen) 50

READING LISTAcquired Language Impairment:1.Chapey, R. (2001). Language intervention strategies in aphasia and related neurogenic communication disorders. 4th edition, Baltimore: Lippincott, Williams & Wilkins. 2.Pound, C., Parr, S., Lindsay, J., & Woolf, C. (2000). Beyond aphasia: Therapy for living with communication disability. Bicester: Speechmark.3.McDonald, S., Togher, L., & Code, C. (Eds.) (1999). Communication disorders following traumatic brain injury. Hove: Psychology Press.

Learning Disability:1.Abudarham S & Hurd A (2002) Management of Communication Needs in People with Learning Disability. London: Whurr.2.Fawcus M(Ed) (1995) Children with Learning Disabilities. A Collaborative Approach to their Education and Management. London: Whurr. 3.Rondal, J. and Edwards, S. (1997). Language in mental retardation. London: Whurr.4.Van der Gaag, A. & Dormandy, K. (1993). Communication and adults with learning disabilities. London: Whurr Publishers.

Autistic Spectrum Condition and Disorders:1.Jordan R. (1999) Autistic Spectrum Disorders. David Fulton2.McKenzie H (2008) Teaching the child with ASD: Using learning preferences and strengths. Jessica Kingsley Publishers.

Mental Health:1.France, J. & Kramer, S. (2001). Communication and mental illness. London: Jessica Kingsley.2.Bryan K. and Maxim, J. (1996) Communication disability and the psychiatry of old age. London: Whurr.3.Bryan K & Maxim J eds. (2006) Language and Communication in the Dementias; John Wiley.Marshall M (Ed)(2005) Perspectives on Rehabilitation and Dementia. Jessica Kingsley.

Developmental Language Impairment:1.Bishop DVM (1997) Uncommon Understanding: Development and Disorders of Language Comprehension East Sussex: psychology Press2.Bishop DVM, Leonard LB, (2000) Speech and language Impairments in Children: causes, characteristics, intervention and outcome East Sussex: Psychology Press.3.Law J, Parkinson A, Tamnhe R, (2000) Communication difficulties in childhood Oxford: Radcliffe Press. 4.Leonard L, (1997) Specific Language Impairment Cambridge Mass: MIT Press.

Deafness & Hearing Impairment:1.Alpiner JG & McCarthy PA (2002) 3nd ed. Rehabilitative Audiology: Children and Adults. Williams & Wilkins. 2.Graham J and Martin M (Eds) (2001) Ballantyne''''''''''''''''s Deafness 6th Edition London: Whurr.


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5.Moseley MJ & Bally, SJ (1996) (eds) Communication Therapy: an Integrated Approach to Aural Rehabilitation. Gallaudet University Press, Washington D.C.6.Spencer PE & Marschark M (2005) Advances in the Spoken Language Development of Deaf and Hard of Hearing Children. Oxford University Press.


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SLM010 Professional studies (B)


KEY FACTS

Module Code:

Department:School:

UK Credits:

Level:

SLM010


30

Level MECTS:

Professional studies (B)Module:

15.0

Summary DescriptionTo enable you to understand the conceptual frameworks and the enactment processes of intervention, to support your clinical decision-making on clinical placement. To enable you to construct and administrate intervention activities and identify and use associated therapeutic skills.To give you the necessary knowledge and understanding of the broader clinical and professional context in preparation for entering the profession.

OUTLINE

The overall aim of the module is to explore the processes of intervention using examples from a range of client groups and presenting conditions, and help you to understand and use of a conceptual framework to plan and carry out intervention activities. This will include considering the online clinical decision-making process you will use in assessment and therapy activities, exploring mechanisms for change, and the influence of identity and psychological state on the intervention process.

You will be provided with clinical placement practice with a minimum in a range of 210 to 300 hours, that meet the requirements of the HPC and RCSLT.

The module will develop:1. Your understanding of the effects of augmentative & alternative communication strategies on intervention processes.

2. Your awareness of issues to do with lingual and cultural diversity & the implications for service provision.

3. Your understanding of intervention practice across different contexts, including educational, health, residential and social settings.

4. Your skills and understanding of the communication that takes place with, or about, a person with language, cognition & communication disabilities. You will be able to carry this out in a professional way using a variety of formats as appropriate.

5.Your understanding of and ability to carry out a range of basic counselling and problem solving skills pertaining to the emotional needs of clients.

6. Your understanding of, and skills pertaining to, caseload management, including prioritisation, waiting list management, quality assurance.

7. Your understanding of the role and use of supervision and support networks in the work place, the professional and legal context and associated ethical issues.Both Intervention lectures and clinical tutorials focus on the processes of constructing intervention, and carrying out

21 September 2010Page 1 of 5

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therapy. You will learn:how to plan therapy on the basis of assessment; goal setting; the process of clinical decision making; how to work with culturally diverse populations, and with and through other professionals; counselling skills; how to manage challenging behaviour.

You will develop your case presentation skills and your understanding of clinical management issues.

Your clinical placements will take place once a week during the Autumn and Spring, and you will attend a block placement in the Summer (minimum within a range of 210 to 300 hours)focusing on professional communication skills, clinical practice and the diagnostic process. You will work on refining and developing your emerging clinical skills in all areas.

Pre-requisite ModulesSLM001 Speech & Language SciencesSLM002 Bio-medical sciencesSLM003 Developmental studiesSLM004 Speech, communication & swallowing disabilitiesSLM005 Professional studies (A)

Co-requisite ModulesSLM006 Research & evidence-based practice (1)SLM007 Hearing & speech sciencesSLM008 Language sciencesSLM009 Language, cognition & communication disabilitiesSLM011 Research & evidence-based practice (2)

What will I be expected to achieve?On successful completion of this module, you will be expected to be able to:Knowledge and Understandingdemonstrate a systematic knowledge of a conceptual framework of intervention, and an appreciation of areas of difference and commonality across the range of client groups.

-

demonstrate an in-depth knowledge of the intervention processes and associated therapeutic skills in relation to diagnosis, assessment and therapy; of augmentative and alternative communication strategies and

-

demonstrate an in-depth knowledge of issues associated with multi-lingualism and diverse cultures, and of psychosocial issues affecting client presentation and response to intervention.

-

demonstrate an in-depth knowledge of the professional context for SLT and issues to do with consent, ethics and the legal context.

-

Skills


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demonstrate technical expertise in decision-making in the construction and delivery of intervention, and in the collection and interpretation of information about an individual using a variety of sources and data

-

manage information from a variety of sources, develop appropriate strategies for addressing issues as they arise, and respond to the managerial context as appropriate.

-

select, use and evaluate the effects of therapeutic skills within the therapist-client interaction with critical awareness.

-

communicate effectively using a variety of styles and media as appropriate to clinical context and situational factors.

-

demonstrate sensitivity and respect to people from multi-lingual and diverse cultural backgrounds with critical awareness and work through

-

evaluate your own clinical skills, identifying strengths, difficulties and needs, give and receive critical feedback, and use a variety of resources to address your needs, including using supervision and suggesting goals for continuing professional development

-


demonstrate awareness of the wider identity, lifestyle and social implications of having a language, cognition & communication disability.

-

demonstrate awareness of issues of safe practice and minimum standards of clinical practice laid down by the professional body - RCSLT.

-

demonstrate sensitivity to issues of human diversity, including culture, ethnicity and disability, and act appropriately.

-

demonstrate respect for clients and be aware of confidentiality and empowerment issues regarding clinical practice.

-

demonstrate awareness of the therapist's role, duty of care, clinical governance, the scope of practice and continuing professional

-

Clinical placement. Clinical tutorials.Individual record of appraisal & development.KULectures, group discussion and workshop activities on approaches to intervention.Clinical tutorials - small group discussion and problem solving. Clinical placement - clinic-based supervision; video visit.

SSClinical placementClinical tutorialsIndividual record of clinical skills developmentTRClinical placementClinical tutorialsIndividual record of appraisal and developmentVAClinical tutorials, clinical placement, individual supervision, Individual record of appraisal & development.

How will I learn?


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Clinical tutorials for discussion of placement & intervention issues

46 108Tutorial 154

Intervention processes & clinical management

38 108Lecture 146

Totals 84 216 300

How will I be assessed?Clinical Portfolio Tasks (x5)Clinical Placement Assessment (continuous)Professional Standards (Continuous across Clinical Placements, Intervention Lectures and Clinical Tutorials)In House Clinical Exam (Video observation of client followed by written exam)






33



5 portfolio tasks to be completed. Marks for the 5 portfolio tasks to be aggregated, to maintain a weighting of 40.

If an aggregate pass mark across the tasks is not achieved, the student will be required to resubmit all failed tasks. Each resubmitted task is marked and the uncapped mark is used to recalculate the aggregate. The aggregate is then capped at 50% unless the Extenuating Circumstances Board recommends otherwise.

The Module Mark shall be calculated from the In-house practical examination weighted at 30.0% with a minimum mark of 50%, Clinical placement assessment weighted at 30.0% with a minimum mark of 50%, and a Portfolio assessment weighted at 40.0% with a minimum mark of 50%.

The following assessment components are marked as pass/fail and not included in the overall calculation: -

- Professional Standards

Module Assessment


Assessment Type

Weighting


Clinical placement - ongoing clinical practice

30 NoPlacement 50Clinical placement - practical examination

30 NoVIVA 50Clinical portfolio 40 NoPortfolio/Log Book 50Professional Standards 0 YesPlacement 0

READING LISTBunning K. 2004 Speech and Language Therapy Intervention. Frameworks and Processes. Whurr, LondonClinical Guidelines (2005) Royal College of Speech and Language Therapists, London.Communicating Quality 3 (2003) Royal College of Speech and Language Therapists, London.


Documents

PGDip - city.ac.uk€¦ · Web viewPgDip/ MSc in Speech and Language Therapy. Programme Handbook Supplement for. PGDip 2. 2010/11 Welcome. October 2010. Dear postgraduate student