School: Medical and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Treatment Principles
  • Unit Code

    SPE2106
  • Year

    2016
  • Enrolment Period

    1
  • Version

    2
  • Credit Points

    15
  • Full Year Unit

    N
  • Mode of Delivery

    On Campus

Description

This unit introduces students to the principles underlying intervention in speech pathology across the different domains of the World Health Organisation (WHO)International Classification of Functioning, Disability and Health framework (ICF). It considers treatment at the level of impairment, activity/participation and environment, including approaches to management of psychosocial issues encountered by individuals with communication and swallowing disorders and their families. Collaborative goal-setting and client/family-centred frameworks will be a focus and students will explore different modes of treatment delivery, including through groups, teams and interprofessionally,in a variety of social and geographical settings.

Non Standard Timetable Requirements

Laboratories, lectures

Prerequisite Rule

Students must pass 2 units from SPE2104, SPE2105

Co-Requisite Rule

Must be enrolled in course version K71, Y02

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse treatment principles underlying a particular speech pathology treatment.
  2. Design treatment hierarchies based on complexity of stimuli and expected responses.
  3. Discuss the way(s) in which collaborative goals may be set, based on this framework, integrating client needs and expectations.
  4. Identify research informed treatments and potential factors affecting treatment outcomes.
  5. Identify the key principles underpinning intervention clients across the WHO ICF framework.

Unit Content

  1. Collaborative goal-setting.
  2. Counselling.
  3. Factors affecting potential outcomes.
  4. Modes of delivery.
  5. Outcome measurement.
  6. Prioritisation of areas for treatment.
  7. Reinforcement schedules.
  8. Treatment hierarchies.
  9. WHO ICF domains in relation to speech pathology treatment options and framework.

Additional Learning Experience Information

Lecture, groupwork, online materials.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ReviewEvidence-Based Treatment Review50%
EssayClinical Decisions in Speech Pathology50%

Text References

  • Hegde, M. N., & Pena-Brooks, A. (2006). Treatment protocols for articulation and phonological disorders. San Diego, CA: Plural Publishing.
  • Holland, A. (2007). Counselling in communication disorders: A wellness perspective. San Diego, CA: Plural Publishing.
  • Onslow, M., Packman, A., & Harrison, E. (2003). The Lidcombe Program of early stuttering intervention: A clinician's guide. Austin, TX: Pro-Ed.
  • Paul, R. (2006). Language disorders from infancy through adolescence: Assessment and intervention (3rd ed.). St Louis, MO: Elsevier.
  • Chapey, R. (Ed.). (2008). Language intervention strategies in aphasia and related neurogenic communication disorders (5th ed.). Baltimore: Lippincott, Williams, & Wilkins.

Journal References

  • International Journal of Speech-Language Pathology
  • Journal of Speech, Language and Hearing Research
  • Language, Speech and Hearing Services in Schools
  • International Journal of Language and Communication Disorders
  • Topics in Language Disorders

Website References


Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

SPE2106|2|1

School: Medical and Health Sciences

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Treatment Principles
  • Unit Code

    SPE2106
  • Year

    2016
  • Enrolment Period

    2
  • Version

    2
  • Credit Points

    15
  • Full Year Unit

    N
  • Mode of Delivery

    On Campus

Description

This unit introduces students to the principles underlying intervention in speech pathology across the different domains of the World Health Organisation (WHO)International Classification of Functioning, Disability and Health framework (ICF). It considers treatment at the level of impairment, activity/participation and environment, including approaches to management of psychosocial issues encountered by individuals with communication and swallowing disorders and their families. Collaborative goal-setting and client/family-centred frameworks will be a focus and students will explore different modes of treatment delivery, including through groups, teams and interprofessionally,in a variety of social and geographical settings.

Non Standard Timetable Requirements

Laboratories, lectures

Prerequisite Rule

Students must pass 2 units from SPE2104, SPE2105

Co-Requisite Rule

Must be enrolled in course version K71, Y02

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse treatment principles underlying a particular speech pathology treatment.
  2. Design treatment hierarchies based on complexity of stimuli and expected responses.
  3. Discuss the way(s) in which collaborative goals may be set, based on this framework, integrating client needs and expectations.
  4. Identify research informed treatments and potential factors affecting treatment outcomes.
  5. Identify the key principles underpinning intervention clients across the WHO ICF framework.

Unit Content

  1. Collaborative goal-setting.
  2. Counselling.
  3. Factors affecting potential outcomes.
  4. Modes of delivery.
  5. Outcome measurement.
  6. Prioritisation of areas for treatment.
  7. Reinforcement schedules.
  8. Treatment hierarchies.
  9. WHO ICF domains in relation to speech pathology treatment options and framework.

Additional Learning Experience Information

Lecture, groupwork, online materials.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ReviewEvidence-Based Treatment Review50%
EssayClinical Decisions in Speech Pathology50%

Text References

  • Hegde, M. N., & Pena-Brooks, A. (2006). Treatment protocols for articulation and phonological disorders. San Diego, CA: Plural Publishing.
  • Holland, A. (2007). Counselling in communication disorders: A wellness perspective. San Diego, CA: Plural Publishing.
  • Paul, R. (2006). Language disorders from infancy through adolescence: Assessment and intervention (3rd ed.). St Louis, MO: Elsevier.
  • Chapey, R. (Ed.). (2008). Language intervention strategies in aphasia and related neurogenic communication disorders (5th ed.). Baltimore: Lippincott, Williams, & Wilkins.
  • Onslow, M., Packman, A., & Harrison, E. (2003). The Lidcombe Program of early stuttering intervention: A clinician's guide. Austin, TX: Pro-Ed.

Journal References

  • International Journal of Speech-Language Pathology
  • Journal of Speech, Language and Hearing Research
  • Language, Speech and Hearing Services in Schools
  • Topics in Language Disorders
  • International Journal of Language and Communication Disorders

Website References


Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

SPE2106|2|2