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  2. Management of Sensorimotor Disorders [SPE3105]

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

    Management of Sensorimotor Disorders

  • Unit Code

    SPE3105

  • Year

    2017

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

  • Unit Coordinator

    Dr Charn Ying NANG

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:

  1. Analyse prognostic factors and select appropriate progress and outcome measures.
  2. Design treatment protocols based on assessment data, and research evidence.
  3. Determine roles and responsibilities of the speech pathologist, the client, significant others and relevant other professionals in the management of the disorder.
  4. Examine various therapy practices based on knowledge of anatomy and physiology.
  5. Plan speech pathology interventions that take into account the client's needs, information from relevant others, and client's cultural and linguistic background.
  6. Review the literature and locate examples of evidence-based practice pertaining to the management of sensorimotor disorders.

Unit Content

  1. Applications of the WHO ICF framework for treatment planning.
  2. Clinical decision making in light of research evidence, published theoretical models, and knowledge of typical functioning.
  3. Implementation of collaborative models of intervention.
  4. Long-term implications of communication and swallowing impairment.
  5. Planning of treatment goals, activities, and strategies for voice, fluency and swallowing disorders across the lifespan.
  6. Prognostic factors and outcome measurement.
  7. 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.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

ON CAMPUS
TypeDescriptionValue
Assignment ^Fluency Case-Studies35%
Assignment ^Voice Case-Studies35%
Examination ^Swallowing30%

^ Mandatory to Pass

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

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

    Management of Sensorimotor Disorders

  • Unit Code

    SPE3105

  • Year

    2017

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

  • Unit Coordinator

    Dr Charn Ying NANG

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:

  1. Analyse prognostic factors and select appropriate progress and outcome measures.
  2. Design treatment protocols based on assessment data, and research evidence.
  3. Determine roles and responsibilities of the speech pathologist, the client, significant others and relevant other professionals in the management of the disorder.
  4. Examine various therapy practices based on knowledge of anatomy and physiology.
  5. Plan speech pathology interventions that take into account the client's needs, information from relevant others, and client's cultural and linguistic background.
  6. Review the literature and locate examples of evidence-based practice pertaining to the management of sensorimotor disorders.

Unit Content

  1. Applications of the WHO ICF framework for treatment planning.
  2. Clinical decision making in light of research evidence, published theoretical models, and knowledge of typical functioning.
  3. Implementation of collaborative models of intervention.
  4. Long-term implications of communication and swallowing impairment.
  5. Planning of treatment goals, activities, and strategies for voice, fluency and swallowing disorders across the lifespan.
  6. Prognostic factors and outcome measurement.
  7. 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.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

ON CAMPUS
TypeDescriptionValue
Case Study ^Fluency Case-Studies40%
Case Study ^Voice Case-Studies40%
Examination ^Swallowing20%

^ Mandatory to Pass

Core Reading(s)

  • (2006). Dysphagia: Foundation, theory and practice. Chichester: John Wiley & Sons.
  • Bhatnagar, S. C. (2013). Neuroscience for the study of communicative disorders (4th ed.). Philadelphia: Lippincott Williams & Wilkins.
  • Guitar, B. (2014). Stuttering: An integrated approach to its nature and treatment (4th ed.). Philadelphia: Lippincott Williams & Wilkins.
  • Boone, D. R., McFarlane, S. C., Von Berg, S. L., & Zraick, R. I. (2014). The voice and voice therapy . (9th ed.). Boston: Pearson.

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