Faculty of Health, Engineering and Science
School: Psychology and Social Science
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
Management of Sensorimotor DisordersUnit Code
SPE3105Year
2015Enrolment Period
1Version
2Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit explores clinical management of sensorimotor communication and swallowing disorders in the context of the World Health Organisation (WHO)International Classification of Functioning, Disability and Health framework (ICF). Building on diagnostic skills obtained in prerequisite units, students will examine the variety of management options and their evidence base in the research literature. Students will integrate knowledge of structure and function of sensorimotor systems for clinical management of voice, fluency and swallowing disorders.Interventions based on data provided from sampling procedures and instrumentation will be discussed. Relevant interventions in the psychosocial realm will be also be explored. Ramifications of urban, regional, rural and remote contexts as well as working with clients from a wide range of diverse backgrounds will be considered.Treatment hierarchies, rationales and relevant outcome measures will be outlined.
Prerequisite Rule
Students must pass 2 units from SPE2104, SPE2106
Co-Requisite Rule
Must be enrolled in course version K71, Y02
Learning Outcomes
On completion of this unit students should be able to:
- Analyse prognostic factors and select appropriate progress and outcome measures.
- Design treatment protocols based on assessment data, and research evidence.
- Determine roles and responsibilities of the speech pathologist, the client, significant others and relevant other professionals in the management of the disorder.
- Examine various therapy practices based on knowledge of anatomy and physiology.
- Plan speech pathology interventions that take into account the client's needs, information from relevant others, and client's cultural and linguistic background.
- Review the literature and locate examples of evidence-based practice pertaining to the management of sensorimotor disorders.
Unit Content
- Applications of the WHO ICF framework for treatment planning.
- Clinical decision making in light of research evidence, published theoretical models, and knowledge of typical functioning.
- Implementation of collaborative models of intervention.
- Long-term implications of communication and swallowing impairment.
- Planning of treatment goals, activities, and strategies for voice, fluency and swallowing disorders across the lifespan.
- Prognostic factors and outcome measurement.
- Team work and roles of other professionals, client and significant others.
Additional Learning Experience Information
Lectures, workshops, specialist lectures by clinicians in the field, external engagement activity.
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| Type | Description | Value |
|---|
| Assignment ^ | Fluency Case-Studies | 30% |
| Assignment ^ | Voice Case-Studies | 30% |
| Examination ^ | Swallowing | 40% |
^ Mandatory to Pass
Text References
- ^ Boone, D., McFarlane, S., Von Berg, S., & Zraik, R. (2010). The voice and voice therapy (8th ed.). Boston: Allyn & Bacon.
- ^ Bhatnagar, S. C. (2012). Neuroscience for the study of communicative disorders (4th ed.). Baltimore: Lippincott Williams & Wilkins.
- ^ Cichero, J., & Murdoch, B. E. (Eds.). (2006). Dysphagia: Foundation, theory and practice. Chichester: John Wiley & Sons, Ltd.
- ^ Guitar, B. (2006). Stuttering: An integrated approach to its nature and treatment. Baltimore, MD: Lippincott Williams & Wilkins.
- Langdon, C., Jardine, K., & Cichero, J, (2013). The essential dysphagia handbook: Real life decision, mindmapping and more. USA: Createspace.
- Reilly, S., Douglas, J., & Oates, J. (Eds.). (2004). Evidence-based practice in speech pathology. Australia: Whurr Publishers.
- Onslow, M., Packman, A., & Harrison, E. (2003). The Lidcombe Program of early stuttering intervention: A clinician's guide. Austin, TX: Pro-Ed.
- McNeil, M, R. (2009). Clinical management of sensorimotor speech disorders (2nd ed.). New York: Thieme.
- Arvedson, J. C., & Brodsky, L. (2002). Pediatric swallowing and feeding: Assessment and management (2nd ed.). San Diego, CA: Singular Thomson Learning.
- Colton, R.H., Casper, J.K., & Leonard, R. (2006). Understanding voice problems: A physiological perspective for diagnosis and treatment (3rd ed.). Baltimore: Lippincott Williams & Wilkins.
Journal References
- American Journal of Speech-Language Pathology
- Dysphagia
- Evidence-Based Communication Assessment and Intervention
- Evidence-Based Practice Briefs
- International Journal of Speech Language Pathology
- Journal of Fluency Disorders
- Journal of Medical, Speech and Language Pathology
- Journal of Speech, Language, and Hearing Research
- Journal of Voice
- The Journal of the Acoustical Society of America
Website References
- The Australian Stuttering Research Centre
- The National Institute of Deafness and other Communication Disorders
- Australian Indigenous HealthInfoNet
^ Mandatory reference
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.
SPE3105|2|1
Faculty of Health, Engineering and Science
School: Psychology and Social Science
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
Management of Sensorimotor DisordersUnit Code
SPE3105Year
2015Enrolment Period
2Version
2Credit Points
15Full Year Unit
N
Mode of Delivery
On Campus
Description
This unit explores clinical management of sensorimotor communication and swallowing disorders in the context of the World Health Organisation (WHO)International Classification of Functioning, Disability and Health framework (ICF). Building on diagnostic skills obtained in prerequisite units, students will examine the variety of management options and their evidence base in the research literature. Students will integrate knowledge of structure and function of sensorimotor systems for clinical management of voice, fluency and swallowing disorders.Interventions based on data provided from sampling procedures and instrumentation will be discussed. Relevant interventions in the psychosocial realm will be also be explored. Ramifications of urban, regional, rural and remote contexts as well as working with clients from a wide range of diverse backgrounds will be considered.Treatment hierarchies, rationales and relevant outcome measures will be outlined.
Prerequisite Rule
Students must pass 2 units from SPE2104, SPE2106
Co-Requisite Rule
Must be enrolled in course version K71, Y02
Learning Outcomes
On completion of this unit students should be able to:
- Analyse prognostic factors and select appropriate progress and outcome measures.
- Design treatment protocols based on assessment data, and research evidence.
- Determine roles and responsibilities of the speech pathologist, the client, significant others and relevant other professionals in the management of the disorder.
- Examine various therapy practices based on knowledge of anatomy and physiology.
- Plan speech pathology interventions that take into account the client's needs, information from relevant others, and client's cultural and linguistic background.
- Review the literature and locate examples of evidence-based practice pertaining to the management of sensorimotor disorders.
Unit Content
- Applications of the WHO ICF framework for treatment planning.
- Clinical decision making in light of research evidence, published theoretical models, and knowledge of typical functioning.
- Implementation of collaborative models of intervention.
- Long-term implications of communication and swallowing impairment.
- Planning of treatment goals, activities, and strategies for voice, fluency and swallowing disorders across the lifespan.
- Prognostic factors and outcome measurement.
- Team work and roles of other professionals, client and significant others.
Additional Learning Experience Information
Lectures, workshops, specialist lectures by clinicians in the field, external engagement activity.
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| Type | Description | Value |
|---|
| Assignment ^ | Fluency Case-Studies | 30% |
| Assignment ^ | Voice Case-Studies | 30% |
| Examination ^ | Swallowing | 40% |
^ Mandatory to Pass
Text References
- ^ Boone, D., McFarlane, S., Von Berg, S., & Zraik, R. (2010). The voice and voice therapy (8th ed.). Boston: Allyn & Bacon.
- ^ Bhatnagar, S. C. (2012). Neuroscience for the study of communicative disorders (4th ed.). Baltimore: Lippincott Williams & Wilkins.
- ^ Cichero, J., & Murdoch, B. E. (Eds.). (2006). Dysphagia: Foundation, theory and practice. Chichester: John Wiley & Sons, Ltd.
- ^ Guitar, B. (2006). Stuttering: An integrated approach to its nature and treatment. Baltimore, MD: Lippincott Williams & Wilkins.
- Langdon, C., Jardine, K., & Cichero, J, (2013). The essential dysphagia handbook: Real life decision, mindmapping and more. USA: Createspace.
- Reilly, S., Douglas, J., & Oates, J. (Eds.). (2004). Evidence-based practice in speech pathology. Australia: Whurr Publishers.
- Onslow, M., Packman, A., & Harrison, E. (2003). The Lidcombe Program of early stuttering intervention: A clinician's guide. Austin, TX: Pro-Ed.
- McNeil, M, R. (2009). Clinical management of sensorimotor speech disorders (2nd ed.). New York: Thieme.
- Arvedson, J. C., & Brodsky, L. (2002). Pediatric swallowing and feeding: Assessment and management (2nd ed.). San Diego, CA: Singular Thomson Learning.
- Colton, R.H., Casper, J.K., & Leonard, R. (2006). Understanding voice problems: A physiological perspective for diagnosis and treatment (3rd ed.). Baltimore: Lippincott Williams & Wilkins.
Journal References
- American Journal of Speech-Language Pathology
- Dysphagia
- Evidence-Based Communication Assessment and Intervention
- Evidence-Based Practice Briefs
- International Journal of Speech Language Pathology
- Journal of Fluency Disorders
- Journal of Medical, Speech and Language Pathology
- Journal of Speech, Language, and Hearing Research
- The Journal of the Acoustical Society of America
- Journal of Voice
Website References
- The Australian Stuttering Research Centre
- The National Institute of Deafness and other Communication Disorders
- Australian Indigenous HealthInfoNet
^ Mandatory reference
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.
SPE3105|2|2
