SLT-ISH 101 Course Outline 2022/2023 PDF

Document Title: Course Outline Effective Date: 11/08/2022 Document No. BC/AR/POL06/FR01 Revision No. 01 Function: Academic Registry DEPARTMET NAME: SPEECH-LANGUAGE THERAPY 2022/2023 SEMESTER: Cour...

Document Title: Course Outline Effective Date: 11/08/2022 Document No. BC/AR/POL06/FR01 Revision No. 01 Function: Academic Registry DEPARTMET NAME: SPEECH-LANGUAGE THERAPY 2022/2023 SEMESTER: Course Title: Introduction to Speech and Course Number: SLT-ISH 101 Hearing Sciences Credits: 14 Credits Course Meeting Times: 12:00 – 16:00 pm (2x double period) Pre-Requisites: None Class Location: Pyramid Lecturer: Dr Refilwe Morwane Consultation Hours/day: TBA Office Location: Email address: [email protected] Office Telephone: 1. COURSE DESCRIPTION This module is designed to introduce students to the field of speech-language therapy, providing an essential foundation in the scope of practice within this profession. Key aspects of the profession will be explored, including the core competencies required for speech-language therapists, such as expertise in evidence-based assessment and intervention strategies, proficiency in collaborative, team-based approaches, and cultural responsiveness in practice. Students will gain an understanding of the nature and range of communication and swallowing disorders that are commonly assessed and managed in clinical practice across the lifespan. In addition to theoretical knowledge, the module will cover the developmental aspects of human communication, offering insights into how communication skills emerge and evolve. The learning experience will be enriched through practical exposure, where students will observe and report on communication behaviors during visits to preschools and speech-language therapy clinics. These observations will include shadowing qualified speech-language therapists during their clinical sessions, allowing students to connect theory with real-world practice. Through a combination of lectures and field observations, students will begin to develop critical skills in the assessment and documentation of the population with communication and swallowing disorders that speech language therapists treat. Setting the stage for more advanced study and practice in the field of speech-language therapy. 2. EXPECTED LEARNING OUTCOMES At the end of this course, the student will able to: 1. Demonstrate understanding of the scope of speech-language therapy: Demonstrate understanding by describing the scope of practice in speech-language therapy, including the range of communication and swallowing disorders commonly addressed by speech-language therapists. 2. Demonstrate knowledge of core professional competencies: Gain an understanding of the essential professional competencies, including evidence-based assessment and intervention techniques, teamwork and collaboration in a clinical setting, and cultural responsiveness in practice. 3. Recognize the Developmental Aspects of Human Communication: Explain the typical stages of Revision 01 Page 1 of 8  Document Title: Course Outline Effective Date: 11/08/2022 Document No. BC/AR/POL06/FR01 Revision No. 01 Function: Academic Registry communication development and identify key milestones in speech and language acquisition. 4. Develop Observational and Reporting Skills: Demonstrate skills in observing and documenting communication behaviors through guided observations in various contexts. 5. Apply Theoretical Knowledge to Real-World Settings: Integrate theoretical concepts with practical experiences by observing qualified speech-language therapists during clinical sessions and reflecting on these observations. 6. Build a Foundation for Ethical Practice: Understand the importance of ethical considerations in speech-language therapy, including the application of ethical principles in clinical decision-making. 7. Engage in Reflective Practice: Demonstrate the ability to engage in reflective practice by critically analyzing their observations and experiences in clinical and educational settings. 8. Understand how teams collaborates in intervention of communication disorder: Identify team members that collaborate with speech language therapists and explain their role 3. TEACHING AND LEARNING RESOURCES Prescribed textbook: McLeod, S. & McCormack, J. (Eds.) (2015). Introduction to speech, language and literacy. Oxford University Press. Nippold, M. A. (2007). Later language development: School-age children, adolescents, and young adults. (3rd ed.). Pro-Ed. Owens, R. E. (2014). Language development: An introduction. (8th ed.). Pearson Education. Sharma, A. & Cockerill, H. (2014). Mary Sheridan's from birth to five years: Children's developmental progress. (4th ed.). Routledge Recommended reading material: American Speech-Language-Hearing Association (ASHA) (n.d.). Practice policies (Scope of Practice in Speech- Language Pathology, Ethical guidelines, and preferred practice patterns. Retrieved from: https://www.asha.org/policy/sp2016-00343/ Leadbeater, C., & Litosseliti, L. (2014). The importance of cultural competence for speech and language therapists. Journal of Interactional Research in Communication Disorders, 5(1), 1. Nyantakyi, K., & Oetting, J. B. (2023). Culturally responsive speech-language services and preprofessional training in Ghana. Perspectives of the ASHA Special Interest Groups, 8(1), 176-181. Pillay, M., Tiwari, R., Kathard, H., & Chikte, U. (2020). Sustainable workforce: South African audiologists and speech therapists. Human Resources for Health, 18, 1-13. https://link.springer.com/article/10.1186/s12960-020- 00488-6 Garvis, S., Phillipson, S., Clarke, S. Harrison, L., McCormack, J., & Pendergast, D. (2018). Child Development and Learning. Oxford University Press. HEALTH PROFESSIONS ACT 56 OF 1974. Regulations defining the scope of the profession of speech language therapy. Published under Government Notice R700 in Government Gazette 35635 of 29 August 2012 Revision 01 Page 2 of 8  Document Title: Course Outline Effective Date: 11/08/2022 Document No. BC/AR/POL06/FR01 Revision No. 01 Function: Academic Registry 4. CLASS ATTENDANCE Lecturer’s expectation about conduct: Students are expected to attend all lessons and maintain punctuality at all times. In cases where a student has valid reasons for missing a lesson or lessons, permission must be obtained in advance. A class attendance sheet will be provided for signing at the end of each lesson. Students who attend fewer than 90% of the lessons will be ineligible to sit for the final examination. For further details, please refer to the Student Handbook. 5. CLASSROOM CONDUCT The classroom must be a place where each student is free to express his or her views. It is not necessary that you agree with other students, but it is necessary that you allow others to express themselves to provide such an environment, each student is expected to share and receive each other’s viewpoint in a mature and respectful manner. No student will be ridiculed or criticized for his/her input. Students must always maintain a professional demeanor. No disruptions will be tolerated. Students must commit to the responsibility they have towards their learning by being always attentive. Students must submit assignments on the stipulated dates and times Students must work as a team and participate in all class discussions and group work 6. PLAGIARISM All cases of plagiarism or suspected plagiarism shall be referred to an academic disciplinary body for investigation and recommendation as to the appropriate action to be taken. 7. ASSESSMENT STRATEGIES The assessment of the course comprises of continuous assessment which makes 50% of the final grade and examination mark which make 50% of the final mark. Assessment Weighting Scheduled Date Assessment 1: Test 15% TBA Assessment 2: Assignment 15% Practice Education 20% Exam 50% Below is the College’s gradings Marks (%) Letter Grade 80 -100 A 70 -79 B 60 -69 C 50 - 59 D 40 - 49 E 0 - 39 F 8. MISSED EXAMS AND TESTS Revision 01 Page 3 of 8  Document Title: Course Outline Effective Date: 11/08/2022 Document No. BC/AR/POL06/FR01 Revision No. 01 Function: Academic Registry Failure by a student or candidate to take a test or examination for no valid reason will result in the student being deemed to have failed the examination and a mark of zero shall be recorded for that test or examination. To qualify for examinations, a student should have a cumulative Continuous Assessment of 33.3% or more. 9. ASSIGNMENTS & GRADING RUBRICS 10. COURSE TOPICS & PREWORK (tentative) Learning Outcomes Unit Topic Subtopic Pre-work/ Assignments at the end of the topic, the students should be able to: 1. Introduction to History of SLT and Demonstrate an Group Task: Speech language importance of profession in understanding of the origins Research the origins of speech therapy profession Botswana of SLT. language therapy Definition of SLT and Demonstrate understanding Determine the importance of population served of the need for SLT service SLT services in Botswana Communication disorders in in Botswana context American Speech-Language- Southern Africa Describe and identify Hearing Association (ASHA). Speech and Language populations served by SLTs Speech-Language Pathologists therapy communication and Define the role of SLT https://www.asha.org/students its components different from other /speech-language- rehabilitation professionals pathologists/ Pillay et al. (2020) https://link.springer.com/articl e/10.1186/s12960-020-00488- 6 2. Scope of practice Role of the SLT (areas of Identify the role and Read the following: specialization) responsibilities of speech- Communication Disorders language therapists in Group Task: across the life span various settings, such as Development of a brochure Assessment and Diagnosis schools, hospitals, outlining the role of a speech Treatment planning and rehabilitation centers, and language therapist Intervention private practices. Comprehend the HPCSA (2012). Regulations significance of speech- defining the scope of the language therapy in profession of speech enhancing communication language therapy. and swallowing capacities https://www.hpcsa.co.za/Co for individuals with ntent/upload/professional_b disabilities. oards/slh/regulations/Regula Understand core tions_defining_the_scope_of communication and _the_profession_of_Speech_ swallowing disabilities Language_Therapy.pdf frequently encountered in speech-language therapy, American Speech-Language- including recognizing Hearing Association (ASHA). speech, language, and Speech-Language Pathologists swallowing disorders and https://www.asha.org/policy/s their distinctive p2016-00343/ characteristics and potential causes. 3. Counselling and Advocacy Able to communicate and Summarise article: Cultural responsiveness in develop material for creating Revision 01 Page 4 of 8  Document Title: Course Outline Effective Date: 11/08/2022 Document No. BC/AR/POL06/FR01 Revision No. 01 Function: Academic Registry the profession awareness Nyantakyi et al. (2023). Exhibit practical Culturally responsive understanding of cultural speech-language services competence and its and preprofessional training relevance in delivering in Ghana. Perspectives of client-centered care. the ASHA Special Interest Groups, 8(1), 176-181. Define concepts: cultural responsiveness, competence, etc. Why is it important in SLT profession? 4. The science of Basic Anatomy and Speech Mechanism Watch video: speech, language Physiology Overview of the speech and hearing o Speech mechanism production system: Speech chain Hearing mechanism respiratory, phonatory, https://www.youtube.com/w articulatory, and resonatory atch?v=S5iTHhS-3rQ systems. Key structures: lungs, vocal folds, articulators (tongue, teeth, lips), and resonators (oral and nasal cavities). Speech chain Description of communication occurs and the physiological, linguistic, and acoustic aspects involved. 5. Current trends and Technological Advances - Identify various assessment Describe what is: future directions Role of technology in SLT and intervention approaches (e.g., teletherapy, assistive Demonstrate understanding Teletherapy devices). of professional competencies Evidence based practice Research and Innovations - in speech-language therapy. on SLT Current research areas and Demonstrate understanding https://www.asha.org/rese emerging practices in SLT. of ethical principles and arch/ebp/ Professional Ethics and codes of conduct governing Augmentative and Continuing Education speech-language therapy alternative communication practice. 6. ASSIGNMENT 1 ASSIGNMENT 1 ASSIGNMENT 1 ASSIGNMENT 1 7. Methods of Speech sound assessment Knowledge of standardized Group task: assessment Language assessment assessment tools and Identify the different types of Fluency and Voice protocols effectively to assessment tests in the library assessment gather precise and objective Evaluating individuals' information about clients' communication needs and communication abilities, preferences. while honing the Swallowing and feeding foundational skills of assessment observing and accurately Conducting interviews and documenting case histories to gather communication behaviours. relevant information. Cultural and linguistic considerations in assessment 8. Management & Assessment for Demonstrate knowledge Observations and rehabilitation management & of a range of therapeutic reflections rehabilitation techniques and exercises, Revision 01 Page 5 of 8  Document Title: Course Outline Effective Date: 11/08/2022 Document No. BC/AR/POL06/FR01 Revision No. 01 Function: Academic Registry Therapeutic techniques effectively targeting Reflections on the observed and approaches speech sound production, areas of clinical practice. Swallowing and feeding language skills, fluency, Report on intervention rehabilitation voice quality, and approaches observed Voice, fluency and swallowing function. language rehabilitation Investigate diverse Counselling & support in intervention approaches rehabilitation and frameworks utilized Family and caregiver to aid individuals with involvement communication and swallowing disorders, demonstrating comprehensive understanding and knowledge of these strategies. 9. Service delivery Traditional service Identify and describe various Case study Models & delivery models service delivery models and Discuss case study and Frameworks Interdisciplinary frameworks. indicate how the different collaboration service delivery models would Group therapy models impact on outcomes. Collaborative service delivery Play based transdisciplinary Tele practice and remote assessment services https://www.youtube.com/wat School based service ch?v=z16EO_1ruOk delivery models Medical based service delivery Community based programs Family centered approach Client centered care & goal driven approach 10. TEST 2 TEST 2 TEST 2 TEST 2 11- Practice Education Development of advocacy material such as pamphlets to share with communities 13 Delivery of an awareness talk about the role of speech language therapy to teachers and nurses Observation of different speech language specializations and working context, and demographics. Visits to preschools and interacts with children and collect pediatric speech-language samples in preschools EDUCATION PRACTICE Assignment: Clinical Observations in Speech-Language Therapy Settings Course: Professional Education in Speech-Language Therapy (First Year) Assignment Overview: In this assignment, you will have the opportunity to gain real-world experience and insights into the field of speech- language therapy by observing professionals in various clinical and educational settings. You will complete a minimum of 25 hours of observations in both speech-language therapy clinics/hospitals and educational settings, such as special or inclusive schools, in Botswana. Revision 01 Page 6 of 8  Document Title: Course Outline Effective Date: 11/08/2022 Document No. BC/AR/POL06/FR01 Revision No. 01 Function: Academic Registry Assignment Objectives: To familiarize students with the practical aspects of speech-language therapy. To observe and understand the roles and responsibilities of speech-language therapists in different settings. To gain insight into the diverse client populations and communication disorders encountered in Botswana. To develop observational and reporting skills. Assignment Requirements: Selection of Settings: You are required to visit both speech-language therapy clinics/hospitals and educational settings (special or inclusive schools). Each student should aim to complete a minimum of 12 hours in each type of setting, totaling at least 25 hours by the end of Semester 2. Ensure that you receive the necessary permissions from the institutions to observe in these settings. OBSERVATION LOGS: Observation logbook will be provided: For each visit, record the following information: Date and time of the visit. Location (name of the clinic/hospital or school). Professional's name and designation (speech-language therapist or teacher). Description of the clinical or educational context. A brief summary of what you observed during the visit. Any noteworthy insights or experiences. Each entry should be signed by the professional you observed to confirm your attendance. REFLECTIONS: After each visit, write a brief reflection (approximately 200-300 words) on your observations and experiences. Reflect on what you learned, the clients you observed, and how the visit contributed to your understanding of speech-language therapy practice. Consider the diversity of communication disorders, client populations, and therapeutic approaches you encounter. SUBMISSION: Submit your observation logs and reflections periodically as instructed by your course coordinator. These may be submitted individually or as a compilation, depending on the course guidelines. EVALUATION CRITERIA: Your assignment will be evaluated based on the following criteria: Completion of Required Hours: Fulfilling the minimum requirement of 25 hours of observations (12 hours in clinical settings and 12 hours in educational settings). Quality of Observations: Demonstrating an understanding of the roles and responsibilities of speech-language therapists or educators. Reflections: Thoughtful and insightful reflections on your observations, highlighting key takeaways and lessons learned. Observation Logs: Well-organized and accurate recording of visit details and signatures from professionals. Adherence to Ethical Guidelines: Ensuring that you obtain proper permissions and conduct yourself professionally during observations. This assignment provides you with valuable exposure to the practical aspects of speech-language therapy in diverse settings, helping you bridge the gap between theoretical knowledge and real-world practice.. ASSIGNMENT -DUE FRIDAY 08 NOVEMBER 2024. TO BE SUBMITTED ON TEAMS Guest lectures o The history of speech language therapy – Guest speaker to be confirmed (TBA) o Rehabilitation services in Botswana: The critical need for speech language therapists - Guest speaker to be confirmed (TBA) o Access to early hearing identification services: Guest speaker to be confirmed (TBA) o Professionalism in speech language therapy: Guest speaker to be confirmed (TBA) Revision 01 Page 7 of 8  Document Title: Course Outline Effective Date: 11/08/2022 Document No. BC/AR/POL06/FR01 Revision No. 01 Function: Academic Registry Lecturer`s Lecturer signature: Dr Refilwe Morwane Internal Moderated Date: HOD Signature: Revision 01 Page 8 of 8