Speech Disorders Across the Lifespan

This subject has the following teaching availabilities in 2016:

170 hours

N/A

N/A

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

In this unit, speech production development and speech production disorders from infancy through childhood to adolescence and adulthood will be presented. In relation to disorder, Developmental, Syndromic/Genetic Neurodegenerative/Movement and Acquired speech production disorders will be the focus of study. Traditional and current approaches to the investigation of speech disorders across the lifespan will be included. The unit will focus on the description, assessment, differential diagnosis and treatment of speech disorders. The course will also cover the impact of speech disorders on impairment, activity and participation (using the WHO International Classification of Functioning, Disability and Health framework) within the context of school achievement, and peer, family, and work relationships.

On completion of this subject students should:

• be aware of aware of a range of speech assessments available for different age groups
• describe speech disorders across lifespan
• describe approaches to assessment and treatment for speech disorders
• evaluate & interpret speech assessment data
• diagnose speech disorders across the lifespan
• understand the different contexts of intervention delivery (eg prevention versus tertiary service delivery)
• select interventions appropriate to the age and context of the client
• apply intervention strategies which link to the school curricula and/or adult literacy/occupational context
• establish intervention goals for individuals
• document intervention progress & evaluate outcomes

Completion of a written assignment (1,000 words) and a 5 minute oral presentation (500 words) to be presented to the class during week 7, Semester 2 – 30%
Completion of a written (1,500 word) Diagnostic Report to be submitted in Week 10, Semester 2 - 30%
A two hour written examination at the end of Semester 2 – 40%

Hurdle requirement: students must pass the written exam in order to pass the subject.

Duffy J. R. (2013). Motor Speech Disorders: Substrates, Differential Diagnosis, and Management. Elsevier (3rd edition)
Bowen, C. (2009). Children's speech sound disorders. Chichester, UK: Wiley Blackwell.

This subject is not available as a breadth subject.

On completion of this subject students should show:

• an ability to evaluate and synthesise information in a flexible manner
• a capacity to articulate their knowledge in both oral and written formats
• able to understand the normal curve and be able to compare test results against tables of normal development