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Roinn an Staidéir Chliniciúil ar Urlabhra agus Teanga,

Scoil na nEolaíochtaí Teangeolaíochta, Urlabhra agus Cumarsaí

Clinical Speech and Language Studies,School of Linguistic, Speech & Communication

Sciences

Senior Freshman Module Information

2013/14

Additional detailed information on the course and further student notes are available through http://mymodule.tcd.ie Clinical Speech and Language Studies is not bound by errors in, or omissions from, the notes for students

SF Module Handbook 13/14 40

PLEASE NOTE FOR SUBMISSION OF ASSIGNMENTS

Michaelmas Term:Weeks 5 – 16 (23rd September – 13th December - Teaching)

Hilary Term:

Weeks 19 - 20 Foundation Scholarship Exams

Weeks 21 – 32 13th January – 4th April Teaching

Week 33 – 35 Revision weeks

Week 36 - 37 Annual exams

Michaelmas Term 2014:

Week 2 - 4 15 day Clinical Placement

NOTE: Further information on all modules, assignments and course-related materials is available through http://mymodule.tcd.ie/.


Week Course Assessment Week Course Assessment

Week 523rd Sept

Ax of speechLinguisticsClinical PracticeExperimental / Clinical phonetics

21

3

Week 2113th Jan

Dev’l langCog and neuropsychologyClinical practice

21Linguistics Essay due for JK (tbc)

Week 630th Sept

Dev’l speechExperimental / Clinical phonetics LinguisticsClinical practice

Week 2220th Jan


Week 77h Oct

Dev’l speechLinguisticsClinical practiceExperimental / Clinical phonetics

Week 2327th Jan


Week 814th Oct

Dev’l speechLinguisticsClinical practiceExperimental / Clinical phonetics

Week 243rd Feb


Week 921st Oct

CFALinguisticsClinical practiceExperimental / Clinical phonetics

Week 2510th Feb

Lang and PsychCog and neuropsychologyClinical practice

CA2 L&C: Group Product

Week 1028th Oct

AACLinguisticsClinical practiceExperimental / Clinical phonetics

Week 2617th Feb

AphasiaCog and neuropsychologyClinical practice

Week 114th Nov

Acq. motor speechLinguisticsClinical practiceExperimental / Clinical phonetics

Week 2724th Feb


Cog. Neuro assignment due

Week 1211th Nov

VoiceLinguisticsClinical practiceExperimental / Clinical phonetics

CA2 Group ProductWeek 283rd March


Week 1318th Nov

VoiceFluencyLinguisticsClinical practiceExperimental / Clinical phonetics

Week 2 910th March

AphasiaCog and neuropsychologyClinical practice Case Reports

Week 1425th Nov

FluencyLinguisticsClinical practiceExperimental / Clinical phonetics

Week 3017th March

TBICog and neuropsychologyClinical practice

CA1 L&C Case-based Essay

Week 152nd Dec

DysphagiaLinguisticsClinical practiceExperimental / Clinical phonetics

Assessment ProtocolWeek 3124th March

DementiaCog and neuropsychologyClinical practice Case Presentation

Week 169th Dec

Acq. motor speechLinguisticsClinical practiceExperimental / Clinical phonetics

CA1 SVF (Individual Product)

Lab test phonetics (tbc)

Week 3231st March

Lang and PsychCog and neuropsychologyClinical practice Submission of PDL log


MODULE TITLE: BROAD CURRICULUM ECTS Value 5

Broad Curriculum Language ModulesThe provision of language modules by the Centre for Language and Communication Studies (CLCS) encourages students to increase their knowledge of a language module and enhance their communication skills and future mobility. The courses are designed to help develop practical communication skills for study or work experience abroad.

Language Modules are available in many languages and proficiency levels (depending upon sufficient enrolment), including: A1 level (absolute beginners): German, Turkish, Italian, French A2 level (beginners, elementary): German, Turkish, Italian, French, Irish B1 level (non-beginners, intermediate - Leaving Certificate or equivalent required):

German, French, Spanish, Irish B2 level (non-beginners, advanced - Leaving Certificate or equivalent required):

German, French, Spanish, IrishLanguage Model Course BookletFor all enquiries relating to language modules, please contact the Centre for Language and Communication Studies, email: [email protected].

Broad Curriculum Cross-Faculty ModulesA key initiative of the Broad Curriculum, cross-faculty modules provide students with the opportunity to study outside their principal discipline. Trinity currently offers Broad Curriculum modules in literature, linguistics, film studies, art and society, philosophy, psychology, politics, globalisation, the Irish landscape, environmental change, environmental law, business studies, and history.

These modules are designed specifically for students who are studying another subject area and are available to students in the Senior Freshman (second) year only in Clinical Speech and Language Studies, for a maximum of 5 ECTS.

Website: http://www.tcd.ie/Broad_Curriculum/cfc/index.php

Assessment Regulations for Broad Curriculum Cross-Faculty CoursesFor full details of assessment/examination regulations for Broad Curriculum cross-faculty courses please familiarise yourself with the following Assessment and Examination Regulations at

http://www.tcd.ie/Broad_Curriculum/administration/assessment.php

Candidates intending to present for Foundation Scholarship (Schol), please note that it is not possible to substitute a BC cross-faculty course as an element of the scholarship examination.


http://www.tcd.ie/Broad_Curriculum/administration/assessment.php

mailto:[email protected]

Module Code SL2005Module Name SPEECH SCIENCESECTS weighting 5Semester/term taught Michaelmas termContact Hours 36 hours LecturesModule Personnel Module Co-ordinator and Lecturer: A. Ni Chasaide

Lecturer: I. Yanushevskaya

Learning OutcomesOn successful completion of this module, students should be able to

Clinical Phonetics use the symbols of the extension to the International Phonetic Alphabet (ExtIPA) for

the transcription of disordered speech as well as the symbols for the transcription of voice quality VoQS

apply phonetic transcription skills to the analysis of samples of disordered speech.

Speech Acoustics and Clinical Applications of Experimental Techniques demonstrate knowledge of basic concepts of speech acoustics, relating them to

speech production and perception conduct technical analyses, interpret results and relate theory and data to clinical

practice

Module Learning Aims

Clinical Phonetics The introduction to clinical phonetics is designed to familiarise students with the Extensions to the International Phonetic Alphabet (ExtIPA) and to give students practice in its use, along with the IPA, for the transcription of disordered speech. The course uses a combination of lecture presentations relating to clinical phonetics, and practical experience in transcribing disordered speech. Students will be expected to build on the phonetic knowledge and skills acquired in the Junior Freshman year and to develop further skills in the perception and transcription of clinical data.

Speech Acoustics and Clinical Applications of Experimental Techniques There are three aims. The first is to provide an introduction to the acoustics of speech, relating the basic physical, acoustic dimensions to the speaker's production and the listener's perception. The second aim is to introduce students to speech analysis techniques and to develop their skills through practical analytic tasks. The main focus is on acoustic analysis techniques and, time permitting, articulatory and aerodynamic techniques may be introduced. A further aim is to develop students’ awareness of how specific techniques (acoustic and non-acoustic) are of relevance to the analysis and possible remediation of clinically disordered speech.

Module Content

Clinical Phonetics The principles of phonetic transcription using the IPA are revisited and the ExtIPA notation is introduced. Speech samples representative of common speech disorders are transcribed and analysed.


Speech Acoustics and Clinical Applications of Experimental TechniquesThe course provides a short introduction to basic acoustics, relating the main concepts to speech production (source filter theory) and to the correlated auditory categories (pitch, loudness, quality). Through wide and narrow band spectrographic analysis the basic concepts are revisited and demonstrated. Students are taught how to segment broadband spectrograms, and how to identify the spectral characteristics of individual classes of speech sounds in a rudimentary way, and consideration is given as to how hearing loss in specific frequency regions is likely to affect people's ability to discriminate specific classes of speech sounds. Pitch analysis is introduced and the spectral correlates of voice quality illustrated. Non-acoustic techniques, such as electro-palatography (EPG) and airflow measurement may also be briefly introduced. An attempt is made throughout to provide an overview of how instrumental techniques can be used not only for research, but also to assist in the analysis, diagnosis and (sometimes) the remediation of speech disorders.

Recommended Reading List

Clinical Phonetics Ball, M.J., Rahilly, J. and Tench, P. (1996). The Phonetic Transcription of Disordered

Speech. London: Singular Publishing. Handbook of the International Phonetic Association. (1999). Cambridge: Cambridge

University Press. Ladefoged, P. & Johnson, K. (2010). A Course in Phonetics (6 ed.): Wadsworth, Cengage Ladefoged, P. (2001). Vowels and Consonants: An Introduction to the Sounds of

Language. Oxford: Blackwell. Wells, J. (1982). Accents of English. Cambridge: Cambridge University Press.

Speech Acoustics and Clinical Applications of Experimental Techniques Ladefoged, P. (1999). Elements of Acoustic Phonetics. Chicago, University of Chicago

Press. Illustrations will involve excerpts from the following sources. Copies of these can be consulted at the CLCS Phonetics and Speech Laboratory.

Fry, D. (1979). The Physics of Speech, Chapter 10. Cambridge, Cambridge University Press.

Hardcastle,W. and Gibbon, F. (2005). Electropalatography as a research and clinical tool: 30 years on, in A Figure of Speech: a Festschrift for John Laver, W. Hardcastle and J. Mackenzie Beck eds., Lawrence Erlbaum Associates, New Jersey, pp 39-63.

Kane, P. and Ní Chasaide, A (1992). A. Voice source analysis: a comparison of dysphonic and normal voice, in Journal of Clinical Speech and Language Studies, 2, pp 17-29.

Ladefoged, P. & Johnson, K. (2010). A Course in Phonetics (6 ed.): Wadsworth, Cengage MacKenzie Beck, J. (2005). Perceptual analysis of voice quality: the place for vocal profile

analysis, in A Figure of Speech: a Festschrift for John Laver, W. Hardcastle and J. Mackenzie Beck eds., Lawrence Erlbaum Associates, New Jersey, pp 285-322.

Gobl, C., & Ní Chasaide, A. (2010). Voice source variation and its communicative functions. In W. J. Hardcastle, J. Laver & F. E. Gibbon (Eds.), The Handbook of Phonetic Sciences (2 ed., pp. 378-423). Oxford: Blackwell Publishing Ltd.O'Halpin, R. (1990). Contrastive Stress in Profoundly Deaf Speakers: an Auditory and Acoustic Analysis Before and After Training. Unpublished M.Litt Thesis, CLCS, TCD.

Assessment DetailsClinical PhoneticsTwo class tests (25% each) that involve transcription of a disordered speech sample.Speech Acoustics and Clinical Applications of Experimental Techniques Written practical assessment is carried out during the term (50%)


Module Code SL2006Module Name COGNITIVE AND NEUROPSYCHOLOGYECTS weighting 5Semester/term taught Hilary termContact Hours 24 hours lectures, 6 hours SDL contactModule Personnel Module Co-ordinator and Lecturer - Dr. K. McTiernan

Learning OutcomesOn successful completion of this module, students should be able to Identify, compare and contrast major theories of contemporary neuropsychology and

cognitive psychology Outline the major theoretical perspectives in neuropsychology and cognitive

psychology and evaluate the theoretical conclusions analytically Outline and critically evaluate different methodological approaches within

Neuropsychology Evaluate the application of neuropsychological knowledge to understanding human

cognition Contextualise the practical and theoretical importance of neuropsychology and

cognitive psychology in clinical settings Apply cognitive and neuropsychology theory to the practice of speech and language

therapy

Module Learning AimsThe Cognitive Neuropsychology Course aims to provide an in depth exploration of human cognition and the neurological basis of behaviour. The course focuses on normal cognition and neuropsychology and includes the following topics: normal brain structure and function, attention, perception, multiple memory systems, encoding and retrieval processes, the role of knowledge, language, and reasoning.

Module Content1. Normal brain structure and function and illustration of how normal brain function can be

better understood by the study of abnormal functioning.2. Key topics in neuropsychology of perception: mechanisms underlying facial and object

recognition; the somatosensory; damage and recovery of sensory/motor functions; visual pathways and agnosia.

3. Contemporary debates in the neuropsychology of memory: types of amnesia, implications for memory structures and processes, neuropsychological assessment and recovery of function.

4. Topics in neuropsychology of language: laterality, production & comprehension, structure and function, role of temporal lobes, aphasia.

5. Review of research on the neuropsychology of attention & mental representations: propositions and images; split brain research, laterality

6. Neuropsychology of the frontal lobe: problem solving, individual differences, movement and movement disorders, handedness and sex differences, dementia

7. Cognitive Theories: perception, attention, memory, language and thought, problem solving, intelligence

8. Theories of motivation and emotion9. Learning Theory: conditioning, instrumental learning, operant conditioning, behaviour

modification


Recommended Reading List1. Bhatnagar, S.C. (2008). Neuroscience: For the study of communicative disorders.

Lippincott Williams & Wilkins.2. Carlson, N. (2010). Foundations of Physiological Psychology. Allyn & Bacon.3. De Haan, M. & Johnson, M.H. (2003). The cognitive neuroscience of development.

East Sussex: Psychology Press.4. Eysenck, M.W. & Keane, M.T. (2010). Cognitive psychology: A student’s handbook.

East Sussex: Psychology Press.5. Gazzaniga, M. (2000). Cognitive Neuroscience, a reader. Blackwell.6. Kolb, B. & Whishaw, I. (2003). Fundamentals of Human Neuropsychology. Freeman

Lund, N. (2003). Language and thought. London: Routledge7. Martinez, J.L. & Kesner, R.P. (2012). Neurobiology of learning and memory. London:

Academic Press.8. Robertson, I. (1999). Types of thinking. London: Routledge.9. Robertson, I. & Grafman, J. (2003). Plasticity and rehabilitation. Elsevier H.Sciences.10.Shadden, B.B., Hagstrom, F., & Koski, P.R. (2008). Neurogenic communication

disorders: Life stories and the narrative self. Oxford: Plural Publishing. 11.Sternberg, R.J. & Sternberg, K. (2012). Cognitive psychology (6th ed.). Belmont, CA:

Cengage. 12.Stirling, J. (2008). Introducing Neuropsychology. Psychology Press.13.Taylor, J.B. (2008). My stroke of insight: A brain scientist’s personal journey. Penguin

Group/Viking.

Assessment DetailsOne 3-Hour Exam Paper (70%). Students are required to achieve a minimum mark of 35% overall on this paper in order to be eligible for compensation from continuous assessment assignments.

One Written assignment (30%). Due at 12 noon, Friday 28th February 2014.


Module Code SL2007Module Name ASSESSMENT SPEECH VOICE FLUENCYECTS weighting 15Semester/term taught Michaelmas termContact Hours 72 hours lectures/ SDL contact, assignments 120 hours.

Total 304 hoursModule Personnel Module Co-ordinator and Lecturer - M. Leahy

Lecturers - Dr. P. Sloane, Z. Greene, Dr. M. Smith, Dr. C. Jagoe

Learning Outcomes On successful completion of this module, students should be able to

synthesize knowledge and critically evaluate the diagnostic process related to speech, voice and fluency disorders and disorders of Feeding, Eating, Drinking Swallowing (FEDS) (programme outcome 1, 4, 5)

describe and identify aetiologies of disorders of voice and speech production and FEDS. (programme outcome 2, 4)

describe and interpret the impact of symptoms related to structural, neurological and sensory impairments on speech, voice, fluency and FEDS. (programme outcome 2, 4)

construct and rationalize a plan for assessment that will allow categorization and differentiation of speech, voice, and fluency disorders to generate appropriate diagnoses. (programme outcomes 1, 2, 4, 5)

construct and rationalize a plan for assessment that will allow differentiation of factors impacting on FEDS (programme outcomes 1, 2, 4, 5)

analyze assessment data provided relating to speech disorders and/or FEDS (programme outcome 1, 2)

plan appropriate case history enquiry related to data on speech and/or FEDS, and link the outcome of their interpretation to the formulation of both a profile and a differential diagnosis. (programme outcomes 1, 2, 4, 5)

Module Learning AimsThis module introduces students to assessment models, principles and techniques relevant to disorders of speech, voice, fluency, and feeding, eating, drinking and swallowing (FEDS) as well as to principles of decision-making in assessment of disorders of speech voice and fluency and FEDS.

Module Content Principles of assessment within an ICF framework; Assessment of speech; Theories of

speech motor control; Implications for assessment of speech. Developmental speech disorders; Nature and assessment of developmental dysarthria,

phonological disorder and developmental verbal dyspraxia. Developmental dysarthria: Causative factors and diagnostic groups; classification;

models of assessment; associated impairments. Developmental Verbal Dyspraxia: Description, assessment and classification;

associated factors and consequences; approaches to assessment: structuring and implementing assessment

Phonological delay and disorders: Factors affecting input, perception and processing; models of speech processing (Stackhouse & Wells, 1997); assessment models and approaches; description and categorisation of profiles.

Craniofacial anomalies: Definition of terms, gross anatomy of velopharyngeal sphincter, classification of cleft types, linguistic development, speech developments,


velopharyngeal dysfunction, team members and roles, assessment techniques and procedure.

AAC: Definition of augmentative and alternative communication; classification of use of AAC; terminology associated with AAC; aided and unaided systems; principles of assessment; participation model of assessment

Voice and its disorders: Terminology and epidemiology; models of dysphonia; nature & presentation of voice in children, adolescents and adults. Diagnostic framework; assessment process and procedures, analysis and evaluation.

Fluency Disorders in children and adults: The nature of developmental/childhood, late onset/acquired stuttering, and diagnostic practice across the range of fluency disorders.

Acquired Motor Speech: Dysarthria: neuropathology of dysarthria; effects of neurological impairments on the speech motor control.

Apraxia of Speech (AOS): neuropathology of AOS. Controversies on motoric vs linguistic theories on nature of AOS. Issues in differential diagnosis. Assessment: models of assessment. Structural, physiological, motor, linguistic, cognitive, medical, communicative, behavioural and psychosocial variables. Assessment templates: standard and non-standard assessments with critical evaluation of same; perceptual assessments; neurophysiological and cognitive neuropsychology models. Non verbal apraxias and their relationship with AOS.

Assessment of feeding, eating, drinking and swallowing. Formal and informal procedures. Team members. Bedside swallow assessment.

Recommended Reading List1. Bloodstein, O. & Berstein Ratner, N. (2007). A Handbook on Stuttering. Thomson

Delmar.2. Bothe, A. (2004). Evidence-Based Treatment of Stuttering. Mahwah NJ: LEA.3. Curlee, R. and Conture, E. (2007). Stuttering and Related Disorders of Fluency. Third

Edition, Thieme Medical Publishers, Inc.4. Duffy, JR. (2005). Motor Speech Disorders:Substrates, differential diagnosis and

management. St Louis: Elsevier Mosby.5. Freed, D. B. (2012). Motor Speech Disorders: Diagnosis and Treatment. New York:

Delmar. 2nd Edition6. Lowit, A, & Kent, R. (2011). Assessment of Motor Speech Disorders. San Diego:

Plural.7. Yorkston, K.M. Beukelman, D., and Strand, E. (2010). Management of motor speech

disorders in children and adults. Austin TX: ProEd. 3rd Edition 8. Weismer, G. (2007). Motor Speech Disorders. San Diego: Plural Publishing.9. Ballard, K., Granier, J. and Robin, D. (2000). Understanding the nature of apraxia of

speech: Theory, analysis, and treatment. Aphasiology. 14 (11) 969-995.10.Bowen, C. (2009) Children’s Speech Sound Disorders. Chichester, UK: Wiley-

Blackwell.11.Dodd. B. (2005). Differential diagnosis and treatment of children with speech disorder.

London: Whurr.12.Pascoe, M., Stackhouse, J. & Wells, B. (2006). Children’s speech and literacy

difficulties 3: Persisting speech difficulties in children. London: Wiley13.Kamhi, A. (2006). Combining research and reason to make treatment decisions.

Language Speech and Hearing Services in Schools, 37, 255-256.14.McLeod, S. and Bleile, K. (2004). The ICF: a framework for setting goals for children

with speech impairment. Child Language Teaching and Therapy, 20, 199-219.15.Broomfield, J. and Dodd, B. (2004). The nature of referred subtypes of primary speech

disability. Child Language Teaching and Therapy, 20(2), 135-151.


16.Aronson, A.E., Bless, D. Clinical Voice Disorders (2009) 4th Edition. Thieme Medical Publishers, New York

17.Boone, D.R., McFarlane, S.C., vonBerg, S.L., Zraic, R.I., Voice & Voice Therapy. (2009). Publ. Allyn & Bacon

18.Butcher, P., Elias, A., Cavalli, L., (2007) Understanding and Treating Psychogenic Voice Disorder: A CBT Framework. Publ., Wiley

19.Colton, R., Casper, J.K., Leonard, R., (2011) 4th Edition. Understanding Voice Problems; A Physiological Perspective for Diagnosis & Treatment. Publ. Lippincott Williams & Wilkins

20.Fawcus, M., Freeman, M., (2001) Voice Disorders and Their management. Publ., Wiley21.Gallena, S.K. (2007). Voice and Laryngeal Disorders: A Problem -Based Guide with

Voice Samples. Publ.Mosby22.Hunt, J., (2003) Working With Childrens’ Voice Disorders. Publ., Speechmark23.Martin, S., (2000) Working with Voice Disorders. Publ. Speechmark24.Mathieson, L., (2001) Greene & Mathieson’s The Voice and its Disorders. 6th Edition.

Publ., Wiley25.Ramage, L., Morrison, M., Nichol, H., (2000). Management of the Voice and its

Disorders. Pub., Singular26.Sapienza, C., Hoffman, B., (2008). Voice Disorders. Plural Publishing27.Stemple, J.C., Glaze, L., Klaben, B., (2009) Clinical Voice Pathology: Theory &

Management. Plural Publishing28.Stemple, J.C., Fry, L.T., (2009). Voice Therapy: Clinical Case Studies. Plural

Publishing.29.Sataloff, R.T., Hawkshaw, M.J. and Anticaglia, J. (2005). Clinical Assessment of Voice.

Publ. Plural Publishing Inc.

Further references / reading lists will also be advised by lecturers.

Assessment DetailsOne 3-Hour Exam Paper - 4 questions to be answered (60%)Students are required to achieve a minimum mark of 35% overall on this paper in order to be eligible for compensation from continuous assessment assignments

Continuous Assessment 1 - Essay: Individual product (15%). Due 13th December 2013 to Dr P Sloane

Continuous Assessment 2 - Group Product (25%). Due 14th November (Dr M Smith, Dr C Jagoe)


Module Code SL2008Module Name ASSESSMENT LANGUAGE AND COMMUNICATIONECTS weighting 15Semester/term taught Hilary termContact Hours 72 hours lectures/SDL contact, assignments 120 hours, Total

304 hoursModule Personnel Module Co-ordinator and Lecturer - Dr. M. Smith

Lecturers – Dr. C. Jagoe, Dr I.P. Walsh

Learning Outcomes On successful completion of this module, students should be able to

1. Describe and critically evaluate the nature of developmental and acquired language and communication impairments, applying both medical and social model of disability frameworks (Programme Outcomes 1-4)

2. Apply principles of evidence-based decision making in planning and evaluating assessments of individuals with developmental or acquired disorders of language and communication; (Programme Outcomes 1-4)

3. Select and rationalise assessment models appropriate to individuals with language and communication impairments; (Programme Outcomes 1-4)

4. Develop, describe and rationalise a formal plan appropriate for the assessment of individuals with language and communication impairments; (programme Outcomes 1-4)

5. Explain orally and/or in writing the rationale for selection of particular assessment models and tools. (Programme Outcomes 1-4)

6. Integrate information gathered through assessment to develop an overall profile of an individual’s communicative competence, highlighting strengths, weaknesses and possible areas for intervention. (Programme Outcomes 1-4)

Module Learning AimsThe aims of this module are to introduce students to person-centred models of assessment, including assessment models, principles and techniques relevant to disorders of language and communication, as well as the core principles of decision-making in assessment of individuals with suspected impairments of language and communication within a multidisciplinary team context.

Module Content Aphasia Acquired Language Disorders: Historical and current perspectives on

aphasia; Exploring the experience of having aphasia; Models of assessment in adult aphasia; Issues for consideration during the acute, post acute and chronic stages of illness; Functional, social and psychosocial approaches to assessment. Cognitive neuropsychological model of language processing; Sentence production and comprehension; Progressive versus non-progressive aphasia - assessment considerations. Assessment of acquired disorders of written language.

Traumatic Brain Injury: Communication outcomes The Dementias Language and Psychiatry: Attention deficit (hyperactivity) disorder (ADHD); Autistic

spectrum disorders (ASD); Communication disorders and Psychiatry. Developmental Language Disorder: The nature of developmental language

disabilities; causes and consequences; testing and assessment of language skills, both receptive and expressive; evaluating formal test findings; diagnostic considerations; language sampling as a source of information; building a comprehensive profile


Recommended Reading ListASHA (2006). Guidelines for Speech-Language Pathologists in Diagnosis, Assessment

and Treatment of Autism Spectrum Disorders Across the Life Span. Washington DC: Author.

Adams, C. Byers Brown, B. & Edwards, M. (1997) Developmental Disorders of Language. London: Whurr

Baumgaertel, A. (2000). Attention deficit disorder. In J. Law, A. Parkinson, and R. Tamhne (eds.) Communication Difficulties in Childhood. Oxon: Radcliffe Hall. P. 177-186.

Bunning, K. (2004). Speech and Language Therapy Intervention: Frameworks and processes. London: Whurr.

Cline, T. & Baldwin, S. (2004). Selective Mutism in Children London: Whurr.France, J and Muir, N. (1997) (eds.) Communication and the Mentally Ill Patient. London:

Jessica Kingsley.France, J. and Kramer, S. (2001). (eds.) Communication and Mental Illness: Theoretical

and Practical Approaches. London: Jessica Kingsley.Joffe, N., Cruice, M., Chiat, S. (2008). Language disorders in children and adults” New

issues in research and practice. Chichester: Wiley-Blackwell.Johnson, M. & Wintgens, A. (2001). The Selective Mutism Resource Manual. Bicester:

Speechmark.Mathers, M.E. (2006). Aspects of language in children with ADHD Applying functional

analysis to explore language use. Journal of Attention Disorders, 9, (3), 523-533.O'Callaghan, M., Williams, G., Andersen, M. & Bor, W. (1995). Social and biological risk

factors for mild and borderline impairment of language comprehension in a cohort of five-year-old children. Developmental Medicine and Child Neurology, 37 (12), 1051-1061.

Norbury, C.F. Tomblin, J.B., & Bishop, D.V.M. (2008). Understanding developmental language disorders: From theory to practice. Hove: Psychology Press

Paul, R. & Norbury, C. (2012) Language disorders from infancy through adolescence : assessment & intervention. London: Mosby

Philofsky, A. (2008). The role of the SLP in autistic spectrum disorder screening and assessment. Perspectives on Language Learning and Education, 15, 50-59.

Sluckin, A. (2000). Selective Mutism. In J. Law, A. Parkinson, and R. Tamhne (eds.) Communication Difficulties in Childhood. Oxon: Radcliffe Hall. P. 273-279.

Stone, W.L. and Ousley, O.Y. (2000). Autism. In J. Law, A. Parkinson, and R. Tamhne (eds.) Communication Difficulties in Childhood. Oxon: Radcliffe Hall. P. 187-196.

Walsh, I., Regan, J. Sowman, R., Parsons, B. and McKay, P. (2007). A needs analysis for the provision of a speech and language therapy service to adults with mental health disorders. Irish Journal of Psychological Medicine, 24(3); 89-93.

Aphasia, The dementias, traumatic brain injuryBayles, K. A. & Tomoeda, C. K. (2007). Cognitive–communication disorders of dementia.

San Diego, CA: Plural Publishing.Bourgeois, M. & Hickey, E. (2009). Dementia: From diagnosis to management—A

functional approach. New York: Taylor & Francis.Brumfitt, S. (2010). Psychological Well-Being and Acquired Communication Impairments.

London: Wiley-BlackmanGrant, I. & Adams, K. (2009). Neuropsychological Assessment of Neuropsychiatric and

Neuromedical Disorders. Oxford University Press.LaPointe, L.L. (2012). Aphasia and Related Neurogenic Language Disorders (4th ed.). New

York: Thieme.Marshall, J. (2010). "Classification of aphasia: Are there benefits for practice?"

Aphasiology, 24 (3), 408-412.


Nickels, L. (2008). The Hypothesis Testing Appraoch to the Assessment of Language. In B. Stemmer and H.A. Whitaker (Eds). Handbook of the Neuroscience of Language. Amsterdam: Academic Press Elsevier.

O'Shea, E. (2007) Implementing Policy for Dementia Care in Ireland: The time for action is now. Dublin: The Alzheimer Society of Ireland.

Parr, S. (2007). Living with severe aphasia: Tracking social exclusion. Aphasiology, 21(1), 98-123.

Patterson, J.P. & Chapey, R. (2008). Assessment of Language Disorders in Adults. In R. Chapey (Ed). Language intervention strategies in aphasia and related neurogenic communication disorders. 4th edition, Baltimore: Lippincott, Williams and Wilkins.

Reilly, J., Rodriguez, AM, Lamy, M. & Neils-Svunjas, J. (2010). Cognition, Language and Clinical pathological features of non-alzheimer’s dementias: An overview. Journal of Communication Disorders 43, 438-452.

Royal College of Speech and Language Therapists. (2005). Speech and Language Therapy Provision for People with Dementia: Position Paper. London: RCSLT

Whitworth, A., Wenster, J. & Howard, D. (2005). A Cognitive Neuropsychological Approach to Assessment and Intervention in Aphasia: A Clinician's Guide. Psychology Press

Further reading / references list will be advised by lecturers.

Assessment Details

One 3-Hour Exam Paper - 4 questions to be answered (60%)Students are required to achieve a minimum mark of 35% overall on this paper in order to be eligible for compensation from continuous assessment assignments

Continuous Assessment 1 – Case-based Essay (15%). Due 21st March 2014 to Dr. C. JagoeContinuous Assessment 2 – Group Product (25%). Due 15th February 2014 (Dr. M. Smith, Dr. I. Walsh)


Module Code SL2009Module Name LINGUISTICSECTS weighting 5Semester/term taught Michaelmas termContact Hours 24 hours lecturesModule Personnel Lecturer - Dr Jeffrey Kallen

Learning OutcomesOn successful completion of this module, students should be able to demonstrate understanding of topics in

universal and language-specific aspects of language acquisition in children acquisition of language according to levels of linguistic structure and use the relationship between monolingual and plurilingual language acquisition ways in which speech and language therapists can contribute to informed decision-

making in the bilingual upbringing of children

Module Learning Aims Not available

Module Content Universals and particulars in language acquisition Phonological development Lexical development Morphological development Syntactic development Putting language to use: discourse development Bilingual First Language Acquisition (BFLA) The social environment and BFLA Phonological acquisition and bilingualism Vocabulary development and BFLA Bilingual syntax acquisition Bilingualism and the mind

Recommended Reading ListBaker, Colin. 2006. Foundations of Bilingual Education and Bilingualism. 4th ed. Clevedon:

Multilingual Matters.De Houwer, Annick. 2009. Bilingual First Language Acquisition. Bristol: Multilingual

Matters.Lust, Barbara C. and Claire Foley (eds.). 2004. First Language Acquisition: The Essential

Readings. Oxford: Blackwell.Peccei, Jean Stilwell. 2006. Child Language: A Resource Book for Children. London:

Routledge

Assessment DetailsOne 3-Hour Exam Paper ( 70%)1 assignment, details given at lecture (30%)Minimum overall Pass Mark is 40%


Module Code SL2010Module Name CLINICAL EDUCATIONECTS weighting 10Semester/term taught Michaelmas and Hilary TermsContact HoursAssessment workshops: 40 hoursLectures 5 hours; Clinical workshops 30 hour; Skills practice and Professional Development Log Assignments with tutorial support 15 hours; Clinic related activities: 90 hours

Practice placement 1.1 Practice placement 1.1. (January – March) 250 hoursWeekly clinic Clinical assessment and case management 30 hours (clinical sessions and tutorials) Clinical practice (20 hours direct client management) Clinic related activities Skills practice and Professional Development Log Assignments (90 hours)

Practice placement 1.2 (September) 15 days counting towards JS module SL3SCP15 day block assessment and case management: 12 days direct clinic, 3 SDL days focused on service delivery. Clinic related activities: Skills practice and Professional Development Log Assignments; Case and caseload management report 90 hours. Placement 1.2 contributes 2 ECT to module SL3SCP (Junior Sophister module)

Submission of certified hours forms Incoming Senior Freshman students are required to submit their Junior Freshman preclinical hours form and General client group experience report by 12 noon on the second Monday of Michaelmas Term.

Module Personnel Module Coordinator / Practice Coordinator - Dr. C. Ni Cholmain

Learning Outcomes: On successful completion of this module, students should be able to

Describe and adhere to clinical guidelines on health and safety and record keeping during clinical practice (programme outcome 1-4)

Use appropriate communication, interviewing and recording skills when obtaining relevant information from clients, family members/carers and co workers (programme outcome 3)

Use appropriate formats to obtain and record consent, clinical activities (programme outcome 4)

Use appropriate written professional recording and reporting formats (programme outcome 3)

Identify and select appropriate activities to obtain a communication and FEDS profile for a speech and language therapy evaluation (programme outcome 1, 2)

Record, transcribe and analyse observations on communication and FEDS profiles accurately (programme outcome 1, 2)

Administer score and evaluate clinical assessment procedures competently (programme outcome 1, 2)

Interpret communication and FEDS behaviours objectively accessing the professional knowledge base as needed (programme outcome 1,2, 7)

Integrate assessment results with professional knowledge to develop a diagnostic hypothesis (programme outcome 1, 2, 4, 5, 7)

apply findings from clinical assessment and diagnosis to case management under supervision (programme outcome 5)

Communicate information on assessment findings and case management effectively to clients, carers, and co workers in a professional manner; (programme outcome 3)


Describe and critically evaluate of a range of service and caseload management policies; (programme outcome 4, 5, 7)

Critically evaluate own professional competencies and identify learning goals. (programme outcome 4, 5, 7).

Module Learning AimsThis is a mandatory module for students undertaking the undergraduate speech and language therapy clinical education programme. The clinical workshops in term one allow students to develop competency to the novice clinician level in assessment and diagnosis. These workshops are followed by 2 practice placements allowing students to consolidate and develop clinical competencies in clinical contexts while also providing them with experience of a wide range of professional models across a range of clinical environments. It is recommended students obtain an average of 3 hours direct client work per day in each placement. The remaining clinical time is spent in management, observation and consultation with the supervising clinician. The research days are focused on identifying caseload and service policies and procedures. It is intended that those who complete this module should be able to

Apply knowledge of language, anatomy, neurology and psychology to the assessment of communication skills across a range of client groups and settings

Apply the principles of assessment to observation, recording, analysis and evaluation of communication samples in clinical contexts

Apply the principles of assessment and intervention to clinical decision making and case management

Use assessment findings to inform clinical decision making Work effectively as speech and language therapy assessors under the direction and

guidance of a speech and language therapist Understand the principles underlying assessment and diagnosis in speech and

language therapy practice Understand the principles underlying case and caseload management in speech

and language therapy service delivery

Module Content The course comprises lectures, skills practice workshops and practice placements to allow students to develop competency in observing, recording, analyzing and evaluating communication samples in clinical and non-clinical populations

Recommended Reading ListClinical assessments and test materials from the departmental test library Professional

development log International Classification of Functioning, Disability and Health. (2001).

Classification Assessment Surveys and Terminology Team for the World Health Organisation. ICID H-2: http://www.who.int/icidh/.

The Eight Rules of Data Protection from A Guide for Data Controllers from dataprotection.ie

The International Guidelines for Test Use' (International Test Commission, 2000). Copies of the Guidelines can be downloaded from http://www.intestcom.org. Code of Fair Testing Practices in Education. ASHA (2004). Washington, DC: (http://www.apa.org/science/jctpweb.html .)

Current guidelines and policies from IASLT, RCSLT and ASHA - available on websites. Clinical Guidelines (Royal College of Speech and Language Therapists, (2005)

Speechmark Publishing Ltd) Communicating Quality 3 (2005 RCSLT).


Websites Centre for Evidence Based Medicine. The EBP Toolbox http://cebm.jr2.ox.ac.uk/docs/toolbox.html Clinical Information Access Program http://www.clininfo.health.nsw.gov.au/Australian NHS Research and Development Centre for Evidence Based Medicine

http://cebm.jr2.ox.ac.uk/ Cochrane Library - http://cochrane.hcn.net.au/ Health Evidence Bulletins: Wales - http://www.uwcm.ac.uk/uwcm/lb/pep/index.html NHS Centre for Reviews and Dissemination - http://www.york.ac.uk PubMed

http://www.ncbi.nlm.nih.gov/PubMed/ University of Sydney Medical Library search notes

http://www.library.usyd.edu.au/Guides/Medical/Medlit/ebm.html Evaluations of therapy programmes ASHA

http://www.asha.org/professionals/information/evaluation.htm NHS UK general http//www.doh.gov.uk/nhs M.A.C.S., The Maroondah Approach to

Clinical Services - Manual available from reception for reading on site Students are also required to read materials from the professional knowledge base relevant to their clients and the service setting, which will enable them to link and apply theory to assessment, diagnosis and therapy.

Assessment Details Clinical Placement SCCEF Level 1 Continuous assessment (40%) Assessment Protocol, (20%). Submission Monday 2nd December 2013 Written report (10%). Submission 12 noon, Tuesday 11th March 2014 Case Presentation (10%). Presentations will take place Monday 25th March 2014 PDL assignments (20%). Submission 1st April 2014

Activity ECTS Assessment component Marks1 Clinical workshops and PDL

assignments2 Assessment protocol 20

2 Evaluations of formal assessment / Clinical skills workshops and clinics

2 Completion of workshop and log activities. PDL assignments

20

3 1.1 Clinical placement 4 Continuous assess. mark SCCEF level 1 404 Case presentation 1 Presentation 105 Written client assessment report 1 Written report 10

Total 10 100

The 15-day block placement in September (1.2) contributes 2 ECTs to module SL3SCP (Junior Sophister module). It allows students to consolidate skills while also providing them with experience of a wide range of professional models. This placement includes 3 research days when the students are required to become familiar with caseload and service planning and delivery in interdisciplinary contexts. Student learning on this placement (1.2) is evaluated through (i) continuous assessment mark derived from the SCCEF and (ii) presentation to their peers in week 1 of Michaelmas Term, Junior Sophister year. Both assessment components are equally weighted. The report should include an outline of services and caseload management policies encountered on placements to peers. This report is evaluated using Form 1.2P caseload and service management report.

See Clinical handbook on http://mymodule.tcd.ie/ for detailed information on Clinical Education.


http://www.asha.org/professionals/information/evaluation.htm

http://www.library.usyd.edu.au/Guides/Medical/Medlit/ebm.html

http://www.ncbi.nlm.nih.gov/PubMed/

http://www.uwcm.ac.uk/uwcm/lb/pep/index.html

http://cochrane.hcn.net.au/

http://www.clininfo.health.nsw.gov.au/Australian

http://cebm.jr2.ox.ac.uk/docs/toolbox.html

Professional Development LogsStudents should use the Professional Development Log to record relevant preclinical and clinical learning experiences and to retain evidence that specific learning outcomes have been achieved. Learning experiences include all activities related to professional clinical development and are not confined to direct client observation/therapy sessions. Clinical logs are kept by the student as a learning tool to reflect on experiences, identify learning that has occurred and set future learning goals. Students should have their clinical logs at all clinical workshops and tutorials where they may be used in discussion and learning reviews.

Students are required to chart their professional development using the departmental Professional Development Logs (PDL). Students are required to submit both qualitative (completed PDL activities) and quantitative evidence (completed certified hours forms) of clinical learning throughout the programme.

Academic course work is linked to clinical practice throughout the Senior Freshman year by the use of problem-based learning, lectures, video observation and discussions. Clinical assessment skills are targeted in general and area specific workshops during the first term. These workshops focus on integrating academic knowledge to clinical practice in the following areas: observation, transcription, recording and analyses, use of formal and informal assessments, evaluating assessment findings and developing diagnostic and reporting skills.

The weekly clinical placement (1.1) in the Hilary term provides the students with opportunities to develop practical assessment and client management skills under direction and supervision. During the 10-12 week placement (1 day per week) students are expected to begin to apply knowledge and skills of assessment to direct work with clients under the supervision of the practice educator. As novice students they need

support to identify problems and solutions within the clinical context guidance to develop a holistic approach to the client and clinical context time to focus on their own performance and reflect on developing competencies structured feedback on developing competencies from practice educators

By the end of the second year students should be integrating knowledge from speech pathology, linguistics and psychology and applying this to clinical work and should have developed skills in

Administering, scoring and evaluating formal and informal speech, language and feeding, eating, drinking and swallowing (FEDS) assessments with a range of clients and client groups

Formulating diagnostic hypotheses and discussing possible clinical pathways including onward referral, direct/ indirect intervention, etc.

Reporting and discussion of client needs both informally in tutorials and formally in case reports and presentations.

Students should be demonstrating competencies at level 1 (novice) on the majority of competencies rated on the Student Clinical Competency Evaluation form before they enter the Junior Sophister year.

Students may not undertake assessments or provide therapy except under the supervision of a suitably qualified Speech and Language Therapist at any stage of the undergraduate education programme. Students may not under any circumstances accept remuneration for clinical work.


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