301700 (v.2) Human Communication Science 670
| Area: | School of Psychology |
| Credits: | 50.0 |
| Contact Hours: | 3.0 |
| Lecture: | 1 x 2 Hours Weekly |
| Laboratory: | 1 x 1 Hours Weekly |
| Prerequisite(s): | 301699 (v.2) Human Communication Science 572 or any previous version
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| Co Requisite(s): | 301701 (v.2) Speech and Hearing Science 670
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| Syllabus: | Use of a theoretical model to guide the selection of parameters that best reflect function at all levels of speech, language processing and swallowing. The use of acoustic analysis in macro and microanalysis of language, speech, voice production and swallowing. Use and interpretation of videofluoroscopy, manometry and fibreoptic endoscopic examination in speech, voice and swallowing disorders. The use of speech recognition and speech synthesis software in diagnosis and management of speech, language, and voice disorders as well as the development and evaluation of alternative and augmentative communication devices. Advanced literature searching. |
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| Unit Outcomes: | On successful completion of this unit students will be able to - Demonstrate understanding of the clinical significance of objective measures of behavioural, physiological and acoustic correlates of speech, language, voice and swallowing. Demonstrate competence in the selection of appropriate units to measure, use of the equipment and interpretation of findings when measuring the behavioural, physiological and acoustic correlates of speech, language, voice and swallowing using specialised soft and hardware packages. Apply measurement findings for diagnostic and management planning for people with development, implementation and evaluation of alternative and augmentative communication devices. |
| Text and references listed above are for your information only and current as of September 30, 2003. Please check with the unit coordinator for up-to-date information. |
| Unit References: | Apel K., (1999), Checks and Balances - Keeping the Science in Our Profession, Language, Speech and Hearing Services in Schools, 30(1), 98-107. Felson Duchan J., (2001a), Impairment and Social Views of Speech-Language Pathology, Clinical Practices Re-Examined, Advances in Speech-Language Pathology, 3 (1), 37-45. Felson Duchan J., (2001b), Social Impairment Approaches Viewed in a Forest and in the Shadows of a City Street, Advances in Speech -Language Pathology, 3 (1), 73-76. Frattali C.M., (1998), OutcomeMeasurement - Definitions, Dimensions, Perspectives. In C.M.Frattali, (Ed.), Measuring Outcomes in Speech-Language Pathology. (pp 1-27). New York, Thieme. Chiat S., Dipper L. and McKiernan A., (2001), Redressing the Balance, Advances in Speech-LanguagePathology, 3 (1) 63-66. Kovarsky D., (2001), Ruminating on Impairment-Based Assessment and Intervention, Advances in Speech-Language Pathology, 3 (1),59-62. McNeil M., (2001), Promoting Paradigm Change - The Importance of Evidence, Advances in Speech-Language Pathology, 3 (1),55-58. |
| Unit Texts: | Silverman F.H., (1998), Research Design and Evaluation in Speech-Language Pathology and Audiology, 4th ed., Boston, Allyn and Bacon. Or recommended alternatives. |
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| Unit Assessment Breakdown: | Assessment Case Study 40%. Treatment Case Study 40%. Test 20%. This is by grade/mark assessment. |
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Full Year | Y | | | |
Current as of: February 2, 2004
CRICOS provider code 00301J
