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SPE2054 : Speech and Language Pathology II: Developmental and acquired disorders of speech, language and communication

  • Offered for Year: 2022/23
  • Module Leader(s): Professor Julie Morris
  • Lecturer: Dr Vic Knowland, Mrs Sarah Barnett, Dr Janet Webster, Dr Fiona Menger, Dr Carol Moxam, Dr Christos Salis
  • Owning School: Education, Communication & Language Sci
  • Teaching Location: Newcastle City Campus
Semester 1 Credit Value: 20
Semester 2 Credit Value: 20
ECTS Credits: 20.0


The aims of this module are to enable learners
•       to develop their understanding of developmental and acquired impairments of speech, language and communication.
In considering people with developmental and acquired speech and language disorders
•       to be able integrate this knowledge with information from different knowledge bases and apply to management
•       to use a case-based problem solving (CBPS) approach to management
•       to apply 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 analyse and interpret clinical data and to use this to plan interventions
•       to develop an understanding of evaluating the effectiveness of interventions
•       to critically evaluate assessment/diagnostic frameworks and intervention studies
In relation to HCPC Standards of Proficiency (SoP), the primary focus of this module is SoP 13.13: understand developmental and acquired impairments of speech, language, communication (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 and acquired speech and language impairments (this learning continues within SLPIII). It also relates to 13.1.

This module involves the use of case based problem solving throughout 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 developmental and acquired speech and language impairments (14.16; 4.1; 4.4)

Outline Of Syllabus

This module considers adults with acquired communication disorders and children with developmental communication disorders working with information from individuals with communication difficulties (described as ‘cases’). It builds on Speech and Language Pathology I and Clinical and Professional Education I and links with Clinical and Professional Education II. Case management questions are used as a framework to structure learning and teaching and are supported by a series of 7 overview sessions (or masterclasses) which are made available to the students. Person-centred care is embedded throughout the module.
There are two main streams:
1.       Adult acquired communication disorders

Across both semesters, students will work with information about people with acquired communication difficulties to learn about both spoken and written production and comprehension of words, sentences and discourse.

2.       Children with developmental communication disorders

Across both semesters, students will work with information from children with developmental speech and language disorders, of different ages, to facilitate their learning about developmental speech sound disorders and developmental language disorders, including the link between language and literacy and the relationship between spoken and written language. This will include consideration of children with cleft lip and palate.

Across the ‘cases’ the following syllabus areas are covered:
1. Introduction to the disorder/pathology area, building on Speech and Language Pathology I
2. Assessment and diagnosis of the disorder, including discussion of relevant theoretical models leading to production of a communication profile. Learning will involve a focus on how to develop a holistic communication profile.
3. Consideration of the evidence related to whether (SLT) action is indicated
4. Intervention approaches for the disorder, including consideration of generalisation.
5. Issues related to service delivery, measuring effectiveness, and discharge.
As teaching progresses each case management question will be considered in detail.
Where appropriate, issues related to multilingualism will be discussed and related to cases.

Where appropriate, use of technology, whether directly in intervention or in relation to innovations in service delivery, will be discussed.

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: 1. Acquired cognitive communication disorders (CCD arising from acute brain injury and right hemisphere disorder) 2. Acquired language disorders 3. Acquired motor speech disorders 5. Cleft Lip and/or palate 10. Language disorders in children and 14. Speech Sound Disorders. It also considers Language and literacy (4.4.2).
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. Within the group work associated with the module, students are also developing advanced communication skills (4.2.1A), and their understanding of interprofessional practice and team working (4.2.2A).

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture441:0044:00Lectures will be introductory content and will integrate flexibly alongside the practical sessions
Structured Guided LearningLecture materials80:152:00Intro lecture material,incl 7 resources, which introduce key themes across the 7 case management qs.
Guided Independent StudyAssessment preparation and completion420:0080:00N/A
Guided Independent StudyDirected research and reading441:0044:00N/A
Scheduled Learning And Teaching ActivitiesWorkshops441:0044:00Integrated flex alongside lect time,moving between lecture cont & into small groups working on prob
Guided Independent StudyStudent-led group activity442:0088:00This is a guideline regarding expectation for group work outside scheduled contact time.
Guided Independent StudyIndependent study198:0098:00N/A
Jointly Taught With
Code Title
SPE8152MSc Speech and Language Pathology I:Cases
Teaching Rationale And Relationship

Lecture hours are a combination of introductory lecture content, with group work (case based problem solving) facilitated by the lecturer. The balance of the lecture to group work varies within the module.

This module combines lecture content with both supervised and independent small group work. Key concepts and themes are introduced in lectures and then this learning is applied across the ‘cases’ being studied. Students are expected to do independent study to contribute to student led group activity. The learning and teaching is centred on case based problem solving (CBPS) designed to provide the students with both knowledge and an effective, transferable approach to problem solving when working with people with communication difficulties

Assessment Methods

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

Other Assessment
Description Semester When Set Percentage Comment
Case study1A25Random assignment to adult case 1 or adult case 2: 1500 words
Case study1A25Random assignment to child case 1 or child case 2: 1500 words
Case study2A25Random assignment to adult case 3 or adult case 4: 1500 words
Case study2A25Random assignment to child case 3 or child case 4: 1500 words
Formative Assessments
Description Semester When Set Comment
Case study1MDuring learning, groups will be required to submit work on specified weeks and will receive formative feedback
Case study2MDuring learning, groups will be required to submit work on specified weeks and will receive formative feedback
Assessment Rationale And Relationship

Production of case management reports as the assessment is appropriate as this requires the student to apply the knowledge acquired during the module to a novel case. They will apply their theoretical understanding and problem solving skills to a clinically relevant question. There is random assignment to a case each time, to ensure that students are assessed across a range of communication difficulties and across adult and paediatric cases. Whilst the assessment is the same across semesters 1 & 2, allowing students to build on their learning, there will be slightly different expectations across semester 1 & 2, reflected in the marking criteria.

Reading Lists