• Offered for Year: 2024/25

• Module Leader(s): Professor Julie Morris
• Lecturer: Dr Stephanie Van Eeden, Dr Janet Webster, Dr Shelby Barnett, Dr Fiona Menger, Mrs Jennifer Dodds Vigouroux, Dr Carol Moxam, Dr Christos Salis, Dr Vic Knowland

• Owning School: Education, Communication & Language Sci
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

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, the primary focus of the module is 12.12: understand developmental & acquired impairments of speech, language, communication (swallowing not addressed within this module) & 13.19: to be able to use knowledge of SLT to assess & work with people with developmental & acquired speech & language impairments. It also relates to 12.1: understand structure and function of the body, together with knowledge of physical & mental health, disease, impairment & dysfunction. The module involves case-based problem solving, developing ability to analyse and critically evaluate information collected (13.3), demonstrate a logical and systematic approach to problem solving (4.6) and to use research, reasoning & problem solving when determining appropriate actions (4.7), including changing practice as needed to take account of new developments, technologies and changing contexts (13.1). The module develops understanding of educational theory and practice & the relationship between language & literacy in relation to SLT, including sound awareness and school readiness skills (12.6).
Other standards of proficiency are also relevant. The module aims to develop recognition of the importance of working in partnership with service users and their families (8.15), and support students to recognise the possible contribution of social, psychological & medical factors to service users’ communication difficulties (7.9). It supports students to evaluate the effects of communication difficulties on the psycho-social consequences of the service user and families as a consequence of communication difficulties (13.17) & to recognise characteristics & consequences of barriers to inclusion, including for socially isolated groups (5.5). Learning will consider the need to work with others (8.14) and recognise the role of other professions in education, health & social care and understand how they may relate to SLT (12.3). It will also support students to understand the role of the SLT in taking the lead responsibility on speech & language, communication within a multi-professional forum (8.13). The module supports students to learn to respond appropriately to the needs of all different groups and individuals in practice, recognising that this can be affected by difference of any kind (5.1).The module develops understanding of the theoretical basis of, and the variety of approaches to, assessment and intervention taking account of the need to modify approaches in line with cultural, religious and linguistic needs (12.5), and to demonstrate awareness of the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process (12.2) and understand therapeutic contexts, models and processes (12.11). Students apply and synthesise knowledge of communication impairment, linguistics, phonetics, psychology & biomedical sciences to client management (13.14).The module supports students to select & use appropriate assessment techniques & equipment (13.4), & to use information, communication and digital technologies appropriate to their practice (7.7).

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

Jointly Taught With

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

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

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

• SPE2054's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• SPE2054's Timetable