Postgraduate

Modules

Modules

SPE8224 : MSc Speech and Language Pathology II A: Disorders of fluency; motor and cognitive impairments

Semesters
Semester 2 Credit Value: 30
ECTS Credits: 15.0

Aims

-       To prepare students to work effectively as speech language therapists with clients, their families & other members of the multi-disciplinary team to meet the needs of clients with the conditions:
a.       Learning Disability and complex needs
b.       Autistic Spectrum Disorders
c.       Cerebral Palsy
d.       Disorders of Fluency (stuttering, cluttering)

-       To provide knowledge of aetiology & presentation of above conditions and their consequences for individual’s speech, language & communication and to consider the changing nature and needs over the lifespan

-       To apply the WHO ICF framework to the above disorders to gain understanding of how the individual’s impairment, activity and participation in society, environment and personal factors interact to determine an individual’s level of disability

-       To understand methods of assessment, intervention and management of speech, language and communication needs of individuals with the above conditions

-       To understand the role of speech and language therapist within a variety of service delivery models and multi-disciplinary teams in delivering interventions and reducing the disability experienced by individuals with the above conditions

-       To understand service user’s perspectives on their communication, disability, experiences of speech & language therapy and of wider services.


In relation to HCPC Standards of Proficiency (SoP), the primary focus of this module is SoP 13.13: understand developmental impairments of speech, language, communication, with the conditions listed above (swallowing is not addressed within this module) and 14.21: to be able to use knowledge of speech and language therapy to assess and work with people with developmental speech and language impairments. It also relates to 13.1.

This module builds on foundations of case based problem solving and develops students’ ability to be able to analyse and critically evaluate the information collected (14.9), the ability to demonstrate a logical and systematic approach to problem solving (14.10) and the ability to use research, reasoning and problem solving skills to determine appropriate actions (14.11)

Other standards of proficiency are also relevant.
The module aims to develop an holistic approach to focusing on partnerships with clients and carers (9.3; 9.7), understanding the range of social, psychological, situational and medical factors which contribute to service users’ communication status and/or functioning (5.1; 5.2; 14.18) the importance of the sociological context (13.11) and the psycho-social consequences of the service user and their families/carers as a consequence of their communication difficulties (14.19). Learning will consider the need to work with others (9.6). The module promotes the application of science and theory to assessment and intervention (13.6), measurement of effectiveness (13.2) and therapeutic and learning processes and contexts (13.12; 13.7). It develops the ability to analyse and critically evaluate information collected (14.9).

Students apply and synthesise knowledge of communication impairment, linguistics, phonetics, psychology and biomedical sciences to the management of clients with speech and language impairments (14.16; 4.1; 4.4).

Outline Of Syllabus

SYLLABUS
a. Cerebral Palsy
b. Fluency disorders (stuttering, cluttering)
c. Autistic Spectrum Disorder and Pragmatic Development
d. Learning Disability

For each condition teaching will cover:

-       Aetiology and presentation of the above conditions and associated disorders
-       their consequences for individual’s speech, language and communication and changing nature of the needs over the lifespan
-       the application of the WHO ICF framework to gain an understanding of how the individual’s impairment, activity and participation in society, environment and personal factors interact to determine an individual’s level of disability
-       methods of assessment, intervention and management of the speech, language and communication needs
-       the role of speech and language therapist within multi-disciplinary teams in delivering interventions and reducing individual’s experience of disability
-       how issues of multilingualism and cultural diversity should be accommodated in order to work effectively as speech and language therapist – with particular emphasis on deaf culture and signing
-       To understand service user’s perspectives on their communication, their disability, their experiences of speech and language therapy and of wider services.

User Involvement will include contributions regarding
-       meeting with the families of adults/young people with learning disability and/or complex needs to understand how communication disabilities affect them.


In relation to the RCSLT curriculum guidance, the Speech and Language Pathology modules allow the students to demonstrate the applied knowledge of the full range of speech, language and swallowing difficulties and their speech and language therapy management. This module focuses specifically on clinical areas: 7: Fluency disorders 12. Mental health conditions (children) and 13. Neurodevelopmental conditions and/or learning disabilities. Within psychological and social sciences (4.4.2), there is a focus on applications of psychology to speech and language therapy practice. Within biological and medical sciences, there is a focus on psychiatry and paediatrics.

The module provides opportunities for students to develop key graduate capabilities around the use of the evidence base to support clinical reasoning and practice (4.2.4 A) by applying knowledge of a range of disciplines relevant to speech and language therapy practice.There is also a focus on developing advanced communication skills (4.2.1A) promoting inclusion and access (4.2.1.B), health promotion (4.2.1C) interprofessional practice and teamworking (4.2.2A) working with service users families and carers (4.2.2B) , advocacy (4.2.2C) and developing others (4.2.3C).

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture362:0072:001 lecture briefing students on how to conduct the case. Other lectures from external experts.
Guided Independent StudyDirected research and reading342:0068:00Preparation for workshops and case based problem solving.
Guided Independent StudyDirected research and reading280:00160:00Preparation of assignment
Total300:00
Jointly Taught With
Code Title
SPE3053Speech and Language Pathology III A: Disorders of fluency; sensory, motor and cognitive impairments
Teaching Rationale And Relationship

Lectures include
-       1 lecture briefing students on how to conduct the Case Study in groups which involves visiting and observing a client with learning disability and/or complex needs
-       35 lectures from experts in the specific conditions covered in this module and including 2 including service users

Lectures have been chosen as a teaching method to make explicit links between theory and concepts and clinical management decision making for the conditions listed above.
Selected sessions involve presentations by/ interviews with/group activities with invited service users on psychosocial and practical issues.

Guided independent study provides students with the opportunity to

-       Devise appropriate methods of assessment, intervention and management of the speech, language and communication needs for specific individuals with the above conditions,
-       Understand the role of speech and language therapist within a variety of service delivery models and multi-disciplinary teams
-       Apply the WHO ICF framework to the above disorders

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

The format of resits will be determined by the Board of Examiners

Exams
Description Length Semester When Set Percentage Comment
Written Examination902A30Fluency Disorders Examination
Exam Pairings
Module Code Module Title Semester Comment
SPE3053Speech and Language Pathology III A: Disorders of fluency; sensory, motor and cognitive impairments2Fluency Disorders Examination
Other Assessment
Description Semester When Set Percentage Comment
Case study2A301500 word case management plan - Pragmatic Language Impairment of Autistic Spectrum Disorder
Case study2A402500 word group study (3-5 students) exploring communicative function client with learning disability/complex needs.
Assessment Rationale And Relationship

ALL COMPONENTS ARE ESSENTIAL COMPONENTS AND MUST BE PASSED IN ORDER TO PASS MODULE OVERALL.

The case reports assess:

- students’ ability to devise an appropriate management plan for a child with pragmatic language impairment or Autistic Spectrum Disorder. The format will draw on skills in data collection, assessment, and intervention and permit students to practise these skills in a hypothetical setting. Knowledge around aetiology, development and appropriate intervention will be drawn on.

- students’ abilities to collect and analyse data to build a holistic profile of a client with complex needs (including physical and/or learning disability and associated conditions). It will draw on knowledge of the impact of intellectual impairments on communication development and on appropriate service provision and intervention.

The written examination will have an open-book format and will cover the Fluency aspects of the module. This format has been discussed with the Visiting Lecturers concerned and with the external examiners, and there is agreement that this represents an excellent means of assessing students’ learning in these areas. Questions are focused around specific unseen case histories and require students to demonstrate that they can apply what they have learned sensibly in a clinical context.

Reading Lists

Timetable