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Module Code Module Title Credit Semester (Autumn/Spring) Pre-requisite(s) Co-requisites(s) Convenor Brief description (aims, objectives, content, teaching and learning method(s), learning outcomes) AHP-2CLY COMMUNICATION AND LANGUAGE SCIENCES 2 20 55 contact hours; 145 effort hours Full year Year 1 core modules Other Year 2 core modules Dr Karen Bunning This module develops students’ ability to analyse speech and language associated with a range of communication disorders and to identify the way in which such communication arises from either a typically-functioning or impaired cognitive neuropsychological system. The overall aim of this module is to further develop the core disciplines that underpin the work of speech and language therapists in these areas – acoustic phonetics, linguistics and cognitive neuropsychology – and to equip students with more advanced skills for speech and language analysis. Within the degree’s integrated, Problem-Based Learning (PBL) framework, students will deepen their knowledge of phonetics, syntax, morphology, semantics, pragmatics and discourse, as applied to disordered communication in a range of sociolinguistic dimensions. Building on the foundations of phonetic analysis introduced in AHP-1CLY, students will also extend their analytical skills to include acoustic phonetics. This module is closely integrated with the concurrent modules Life Sciences II (AHP-2LSY) and Speech and Language Therapy Practice II (AHP-2SLY). Learning Outcomes Indicative content Method(s) of assessment By the end of this module students will be able to: Articulate the main tenets of atypical communication, speech and language development Demonstrate an appropriate level of competence in using listening, transcription and analytical skills as applied to atypical language. Demonstrate an appropriate level of competence in using instrumental techniques to measure and analyse atypical speech Discuss the transmission and perception of speech Articulate the effects of social contexts on communication, both monolingual and multilingual. Acoustic phonetics, sociolinguistics, semantics, pragmatics, cognitive neuropsychology, conversation & discourse analysis, speech and language development. Assessment will comprise 100% coursework as follows: MCQ on linguistics, phonetics and sociolinguistics (40%) Phonetics practicals: formative & summative, ear training (18%) and performance (12%) Acoustic phonetics & hearing impairment presentation (30%) Module Code Module Title Credit Semester (Autumn/Spring) Pre-requisite(s) Co-requisites(s) Convenor Brief description (aims, objectives, content, teaching and learning method(s), learning outcomes) Learning Outcomes Indicative content AHP-2LSY LIFE SCIENCES 2 20 36 contact hours; 164 effort hours Full year Year 1 core modules Other Year 2 core modules Dr Meg Wadnerkar Within the degree’s integrated, Problem-Based Learning (PBL) framework, this module builds on the foundations established in AHP-1LSY. There is an increased focus on pathology and disorders, in particular disorders of the central nervous system and congenitally /genetically acquired conditions. The discipline of audiology is introduced to students, covering hearing problems, investigations and interventions. Psychology continues with a focus on acquired and developmental disorders and their impact across the lifespan with particular attention paid to identity, self-image and the advent of communication and swallowing disorders in the individual life course. Consideration is given to factors of influence with regard to speech, language & communication. The strand of education continues in greater depth with a focus on special educational provision. By the end of this module students will be able to: Understand and begin to apply knowledge of normal bio-psychosocial function to disordered aspects of communication and swallowing Demonstrate awareness of the hearing impaired client group and management options within audiology Understand the principles of developmentally appropriate hearing assessments and show the ability to interpret hearing assessment data Appreciate the effects of sensory/motor impairment, deprivation, neglect and abuse on the function of speech, language and communication in complex cases. Understand loss in the context of communication development and function, and lifestyle Use the ICF to describe and evaluate clinical data. Audiology introduces students to the science of measuring hearing and hearing loss across different hearing pathologies. This incorporates: Audiology in infants and young children The function and management of hearing aids The function of cochlear implants Analysis and Interpretation of audiometric data Biological Perspectives build on the basic tenets of structure and function taught in LS1. It includes: An overview of foetal development and possible outcomes of different chromosomal abnormalities The consequent complex health needs of people with genetically/congenitally acquired conditions In depth teaching of neuroanatomy related to acquired speech language and communication disorders Brain imaging and mapping of information to locate area and type of brain damage Differing outcomes of traumatic brain injury The aetiology and manifestation of normal ageing and dementia Psychological Perspectives also builds on psychology taught in LS1. It addresses the psychosocial impact of speech, language and communication difficulties arising from the pathologies covered in biology sessions: Living with a hearing loss The meaning of autism Challenging behaviour Psychosocial impact of an acquired language disorder Impact of TBI on cognition and behaviour Educational Perspectives continues to draw on the concepts of collaborative working established in LS1. This is expanded in LS2 to cover: Educational provision for children with SEN Role of the SLT in special education Systematic approaches to education for children with ASD Method(s) of assessment Assessment will comprise 100% coursework as follows: MCQ for all subjects (60%) Service leaflet on special educational needs (40%). Module Code Module Title Credit Semester (Autumn/Spring) Pre-requisite(s) Co-requisites(s) Convenor Brief description (aims, objectives, content, teaching and learning method(s), learning outcomes) AHP-2PDY PROFESSIONAL DEVELOPMENT 2 20 48 hours contact time; 152 effort hours Full year Year 1 core modules Other Year 2 core modules Rosie Mason This module will develop students’ appreciation of and basic skills in managing primary and secondary research data required to engage in evidence based practice It focuses on the value of research to the systematic evaluation of practice. The research component will introduce qualitative and quantitative methodologies, using experiential activities to develop primary research and critical appraisal skills. Students will also begin to develop an appreciation of the skills of clinical audit. Professional development is also enhanced through further use of the reflective skills learned in Professional Development 1. Learning Outcomes By the end of this module students will be able to: demonstrate the academic skills of literature searching and critical appraisal needed for evidence based practice; use research, reasoning and problem solving skills to evaluate practice; examine the principles and practice of primary and secondary research; apply appropriate methodology to plan independent enquiry; understand the audit processes used within health and social care settings and differentiate these from research practice. Indicative content Method(s) of assessment 28 hours over 9 weeks quantitative research, including research design, choice and application of statistical tests, research presentation, critical appraisal of quantitative research approaches 28 hours over 7 weeks qualitative research including methodological paradigms, research methods, principles and tools of data analysis, critical appraisal of qualitative research and techniques of research presentation Development of understanding of the process of clinical audit. Assessment will comprise 100% coursework as follows: A 1000 word critical appraisal of a quantitative research article submitted in week 19 (50%) A 1000 word evaluation of a qualitative mini-project submitted in week 25 (50%) NEW MODULES (please complete for new modules) Please refer to Guidance Notes for information about what constitutes a ‘new’ module, and the triggers that would require completion of this section. 8(b) Please consult the guidance notes to ascertain when a new module is required Module Title Professional Development 2 [OT / PT / SLT] Level 2 Credit Value 20 Teaching period, eg Semester 1, Year-long Year long Likely Module Organiser Dr Rosie Mason Module Type (eg EX/CW/WW/PR etc) Does the Module include an Exam? Yes/No Module Marking Scheme (Please tick as appropriate) CW How long will the exam be? (ie 1, 2 3 hours) Percentage Pass/Fail? marking? No Proposed Module Code AHP-2PDY Module Delivery (eg distance-learning campus based, work placement) Campus based Lead lectures, workshops and seminars, the use of BlackBoard and small group work will inform students' experiential learning of methods of enquiry, including qualitative and quantitative research. Brief Description This Module focuses on the value of research to the systematic evaluation of practice. It introduces quantitative and qualitative designs, using experiential activities to develop primary research and critical appraisal skills. Students will also begin to develop an appreciation of the skills of clinical audit. Students will explore research methods and practice appropriate to AHP professionals. Aims & Learning Outcomes By the end of this module students will be able to: 1. demonstrate the academic skills of literature searching and critical appraisal needed for evidence based practice; 2. use research, reasoning and problem solving skills to evaluate practice; 3. examine the principles and practice of primary and secondary research; 4. apply appropriate methodology to plan independent enquiry; 5. understand the audit processes used within health and social care settings and differentiate these from research practice. Aveyard H (2010) Doing a Literature Review in Health and Social Care. England. Open University Press Field A (2009) Discovering Statistics using SPSS 3 rd ed. Sage: London Gomm R, Needham G, Bullman A (ed) (2000) Evaluating research Key Reading (2-5 key texts or resources for targeted Library expenditure/purchase) in health and social care. The Open University: Sage: London Portney LG, Watkins MP (2000) Foundations of clinical research: applications to practice. 2nd edition, Prentice Hall Pring T (2005) Research Methods in Communication Disorders, Whurr Publishers, London Module Code Module Title Credit Semester (Autumn/Spring) Pre-requisite(s) Co-requisites(s) Convenor Brief description (aims, objectives, content, teaching and learning method(s), learning outcomes) Learning Outcomes AHP-2SLY SPEECH AND LANGUAGE THERAPY PRACTICE 2 60 46 hours contact time; 554 effort hours Full year Year 1 core modules Other Year 2 core modules Dr Simon Horton Within the degree’s integrated, Problem-Based Learning (PBL) structure, this module will develop further the students’ understanding of the frameworks and processes of speech and language therapy practice. Particular attention will be paid to the construction and rationalisation of intervention and the process of clinical reasoning. Relevant theories and the mechanisms for change will be explored in the context of therapeutic approaches. The focus on communication disorders expands to include deafness and hearing impairment, learning difficulties and acquired language disorder. Students are introduced to the spectrum of augmentative and alternative communication strategies, with a detailed exploration of assistive communication (low technology). Level 2 includes an introductory (observational) practice placement, and a subsequent eight-week practice placement that focuses on being a ‘therapy facilitator’ where the emphasis is on SLT practice within a clinical context. By the end of this module students will be able to: Demonstrate knowledge and understanding of clinical reasoning for speech, language and communication problems associated with deafness and hearing impairment, learning difficulties and acquired language disorders. Select, devise and use a range of assessment tools including structured, standardised and informal methods with relevance to different clinical needs and populations Interpret data arising from assessment and therapy activities to be used in client-centred goal-setting Understand the rationale underlying interventions for clients with speech, language and communication disorders within an overall framework Start to articulate the process of therapy, critically appraise interventions and adapt practice accordingly Demonstrate knowledge, understanding and clinical application of low tech assistive communication systems Articulate the role of the speech and language therapist within the multidisciplinary team and demonstrate an understanding of the role of other professionals, agencies and individuals Have an understanding of the principles and practice of healthcare communication e.g. advice giving; client education etc. Demonstrate flexible practice through a profile of clinical experience in a variety of settings and contexts Demonstrate progression in practice placement through achieving specific outcomes of the placement. Understand the centrality of identity and role to client experience and therapy practice with the individual and within the context of change. Indicative content In relation to deafness and hearing impairment; learning difficulties; acquired language disorders students will address The relationship between symptoms of a disorder and the underlying causal mechanisms Factors in the client presentation which are relevant to speech, language and communication disorder, including speech, language and communication impairments; developmental and life course issues; medical conditions; psycho-social factors; sociological factors Assessment principles and processes in the use and interpretation of norm- and criterion-referenced assessments; standardised and non-standardised assessment methodologies and tools Clinical decision-making for intervention planning through interpretation and application of assessment data; client-centred goal setting; evaluation of intervention The relationship between the disorder and mechanisms underlying the intervention, including application of theory and theoretical frameworks to client- and family-centred work, and environmental interventions Method(s) of assessment Ways to address patient / client education and clientcentred practice through good healthcare communication Assessment will comprise 100% coursework as follows: Case study – Deafness & Hearing Impairment (20%). Case study – Learning Difficulties (20%) Case study – Acquired Language Disorders (20%) Practice Placement Report (2A) (pass-fail) Practice Placement Report (2B) (DVD & verbal report; Professional discussion; Case Summary) (40%)