Traumatic Brain Injury: Communication outcomes

ASHA (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

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 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.

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

Bayles, 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-Blackman

Grant, I. & Adams, K. (2009). Neuropsychological Assessment of Neuropsychiatric and Neuromedical Disorders. Oxford University Press.

LaPointe, L.L. (2012). Aphasia and Related Neurogenic Language Disorders (4^th ed.). New York: Thieme.

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.

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.

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

These lists comprises core reading. Further reading / references lists will be advised in relation to specific topics across the module.

Assessment Details

One 3-Hour Exam Paper - 4 questions to be answered (60%)
Independent of any mark achieved by students on continuous assessment assignments, students are required to achieve a mark of at least 35 per cent on the examination and achieve a minimum mark of 40 per cent on three questions within each examination paper in order to be considered satisfactory.


Continuous Assessment 1 – Case-based Essay  (15%). Due 20th March 2015

Continuous Assessment 2 - Group Product (25%). Due 13th February 2015 (Dr. M. Smith, Dr. I. Walsh)

1. 
   universal and language-specific aspects of language acquisition in children
   
2. 
   acquisition of language according to levels of linguistic structure and use
   
3. 
   the relationship between monolingual and plurilingual language acquisition
   
4. 
   ways in which speech and language therapists can contribute to informed decision-making in the bilingual upbringing of children
   

1. 
   Universals and particulars in language acquisition
   
2. 
   Phonological development
   
3. 
   Lexical development
   
4. 
   Morphological development
   
5. 
   Syntactic development
   
6. 
   Putting language to use: discourse development
   
7. 
   Bilingual First Language Acquisition (BFLA)
   
8. 
   The social environment and BFLA
   
9. 
   Phonological acquisition and bilingualism
   
10. 
    Vocabulary development and BFLA
    
11. 
    Bilingual syntax acquisition
    
12. 
    Bilingualism and the mind
    

Baker, 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 Details

One 3-Hour Exam Paper (70%)

Lectures 12 hours; Clinical workshops 30 hour; Skills practice and Professional Development Log Assignments with tutorial support 15 hours;

Clinic related activities: 90 hours
Clinical practice 1.1 September -December

Clinical workshops and skills development Mondays

Induction day Monday 8^th of December 2014
Practice placement 1.2 (January – March) 250 hours

Weekly clinic on Mondays focussing on clinical assessment and case management 50 hours (clinical sessions and tutorials) Clinical practice (30 hours direct client management) Clinic related activities, skills practice and Professional Development Log Assignments (90 hours)

1. 
   Describe and adhere to clinical guidelines on health and safety and record keeping during clinical practice (programme outcome 1-4)
   
2. 
   Understand the principles underlying client confidentially and adhere to legal and professional guidelines for record keeping and data protection (programme outcome 3 & 4)
   
3. 
   Use appropriate communication, interviewing and recording skills when obtaining relevant information from clients, family members/carers and co-workers (programme outcome 3)
   
4. 
   Use appropriate formats to obtain and record consent for all clinical clinical activities (programme outcome 4)
   
5. 
   Use appropriate written professional recording and reporting formats (programme outcome 3)
   
6. 
   Identify and select appropriate activities to obtain a communication and FEDS profile for a speech and language therapy evaluation (programme outcome 1, 2)
   
7. 
   Record, transcribe and analyse observations on communication and FEDS profiles accurately (programme outcome 1, 2)
   
8. 
   Administer score and evaluate clinical assessment procedures competently (programme outcome 1, 2)
   
9. 
   Interpret communication and FEDS behaviours objectively accessing the professional knowledge base as needed (programme outcome 1,2, 7)
   
10. 
    Integrate assessment results with professional knowledge to develop a diagnostic hypothesis (programme outcome 1, 2, 4, 5, 7)
    
11. 
    apply findings from clinical assessment and diagnosis to case management under supervision (programme outcome 5)
    
12. 
    Communicate information on assessment findings and case management effectively to clients, carers, and co workers in a professional manner; (programme outcome 3)
    
13. 
    Describe and critically evaluate of a range of service and caseload management policies; (programme outcome 4, 5, 7)
    
14. 
    Critically evaluate own professional competencies and identify learning goals. (programme outcome 4, 5, 7).
    

This 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 knowledge and skills in the areas of assessment and diagnosis to the level of novice clinician. These workshops are followed by a 12 day practice placement during the second term to allow students to consolidate and develop clinical competencies with clients in clinical contexts. The practice placement also provides students with experience of a range of working practices across a variety of clinical environments. It is recommended students obtain an average of 3 hours direct client work per day during practice placements. The remaining clinical time is spent in clinic related activities e.g. administration, material preparation, observation and clinical discussion with the practice educator and other team members. 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 and FEDS 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
  

The course allows students to develop competency in observing, recording, analyzing and evaluating communication and FEDS samples in clinical and non-clinical populations through participation in

1. 
   lectures,
   
2. 
   skills practice workshops
   
3. 
   practice placements
   

Clinical assessments and test materials from the departmental test library Professional development log

International Classification of Functioning, Disability and Health. (2010).

http://apps.who.int/classifications/icd10/browse/2010/en

Consent: A guide for Health and social care professional HSE 2013

The Eight Rules of Data Protection from A Guide for Data Controllers from www.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. APA (2004). Washington, DC: (http://www.apa.org/science/jctpweb.html)

Current guidelines and policies from IASLT, RCSLT and ASHA - available on websites.

Irish Association of Speech & Language Therapists http://www.iaslt.ie

Speech and Language Therapy Scope of Practice

Standards of Practice for Speech and Language Therapists on the Management

Feeding, Eating, Drinking and Swallowing Disorders (Dysphagia)2012

General guidelines and information leaflets http://www.iaslt.ie/newFront/information.php

Royal College of Speech and Language Therapists www.rcslt.org

American Speech-Language-Hearing Association ASHA Practice Portal

http://www.asha.org/practice-portal/

Compendium of EBP Guidelines and Systematic Reviews

http://www.asha.org/Members/ebp/compendium

Clinical Guidelines (Royal College of Speech and Language Therapists, (2005) Speechmark Publishing Ltd)

Communicating Quality 3 (2006 RCSLT). www.rcslt.org/speech_and_language_therapy/standards/CQ3_pdf

Speech bite http://speechbite.com/ebp/

NSW Speech Pathology EBP Network

http://www.nswspeechpathologyebp.com.au/

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

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/

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 workshops

Assessment Protocol, (20%). Submission Monday 1^st December, 2014.

PDL assignments and class tests (20%) Submission 30th March 2015

Clinical Placement

Continuous assessment based on SCCEF Level 1 (40%)

Written report (10%). Submission 12 noon, Tuesday 11^th March 2015

Case Presentation (10%). Presentations Monday 23^rd, March 2015