SS module information 13/14 40 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 Sophister 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
Transcript
SS module information 13/14 40
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 Sophister 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
SS module information 13/14 41
2013 – 2014
PLEASE NOTE FOR SUBMISSION OF ASSIGNMENTS
Michaelmas Term:
Week 4 Clinical placement
Weeks 5 – 16 (23rd September – 13th December - Teaching)
Hilary Term:
Weeks 21 – 32 13th January – 4th April Teaching / Block B
Week 33 – 35 Revision weeks
Week 36 - 37 Annual exams
NOTE: Further information on all modules, assignments and course-related
materials is available through http://mymodule.tcd.ie/.
Students may be offered a viva voce examination in any of the SS modules, apart from clinical practice. These opportunities are offered generally where
there is a small discrepancy between the mark gained and a ranking of either a First Class or a Passing grade. The viva voce examinations are conducted in
the presence of the relevant external examiner. The provisional date for viva voce examinations in 2014 is THURSDAY MAY 29TH. Students should ensure that they are available for a viva voce examination on this date. Attendance
at a viva examination is not compulsory and these examinations will not be offered on alternative dates.
Students who are unsuccessful at the annual examination may be permitted to present themselves at a supplemental examination at the beginning of
Michaelmas term. A maximum mark of 40 per cent may be awarded for any
such supplemental examination. (Calendar 2012)
SS module information 13/14 42
2013 - 2014
Week No Week of Course Assessment
Week 5 23rd Sept
Ethics & Administration Intellectual Impairment Post surgery rehab Counselling
Week 6 30th Sept
Ethics & Administration Intellectual Impairment Post surgery rehab Counselling
Week 7 7h Oct
Ethics & Administration Intellectual Impairment Post surgery rehab Counselling
Week 8
14th Oct
Ethics & Administration Intellectual Impairment Post surgery rehab Counselling
Week 9 21st Oct Ethics & Administration Intellectual Impairment Post surgery rehab Counselling
Ethics & Administration class test
Week 10 28th Oct
Intellectual Impairment Dysphagia General studies Counselling
Week 11 4th Nov
Intellectual Impairment Dysphagia General studies Counselling
Post surgery rehab assignment (PS)
Week 12 11th Nov
Intellectual Impairment Communication seminars Dysphagia General studies Counselling
IIM Poster Presentations Communication Seminars
Week 13 18th Nov
Communication seminars Dysphagia General studies Counselling
Communication Seminars
Week 14 25th Nov
Communication seminars Dysphagia General studies Counselling
Communication Seminars
Week 15 2nd Dec
Communication seminars Dysphagia General studies Counselling
Communication Seminars
Week 16 9th Dec
Communication seminars Dysphagia General studies Counselling
Communication Seminars Dysphagia Class Test (ZF)
SS module information 13/14 43
Module Code SL4002 Module Name MANAGEMENT SPEECH VOICE FLUENCY DYSPHAGIA ECTS weighting 10 Contact Hours 32 hours lectures, 2 assignments 80, Total 204 hours Module Personnel Module co-ordinator and lecturer: Dr. M. Smith Lecturers - Dr. P. Sloane; M. Leahy; Z. Greene; Dr. M. Walshe.
Learning Outcomes On successful completion of this module, students should be able to: Describe the speech and language therapist's role and scope of practice in management of
children and adults with speech disorders within the multidisciplinary team context (programme outcomes 4. 5)
Apply understanding of the normal communication process to rationalise diagnostic and intervention decisions for people presenting with speech disorders across the lifespan (programme outcomes 1,2.4)
Evaluate the impact of structural, neurological, mechanical and psychological factors on speech function (programme outcomes 1,2.4)
Apply principles of evidence based decision making to assessment, diagnosis and intervention in speech disorders across the lifespan (programme outcomes 1,2.4)
Describe the ethical, legal and moral obligations that must be considered when working with people with communication disorders and other key stakeholders across the lifespan and demonstrate incorporation of these obligations into intervention planning (programme outcomes 1,2,4,5)
Dysphagia: 1. Recognise the speech and language therapist's role and scope of practice in dysphagia
management within the multidisciplinary team context (Programme Outcomes 4. 5) 2. Apply understanding of the normal swallow system to rationalise diagnostic and intervention
decisions for people presenting with dysphagia across the lifespan (Programme Outcomes 1,2.4)
3. Evaluate the impact of structural, neurological, mechanical and psychological factors on swallow function (Programme Outcomes 1,2.4)
4. Apply principles of evidence based decision making to assessment, diagnosis and intervention in dysphagia across the lifespan (Programme Outcomes 1,2.4)
5. Recognise the ethical, legal and moral obligations that must be considered when working with people with dysphagia and key stakeholders (Programme Outcomes 1,2,4,5)
Laryngectomy 1. Demonstrate an understanding of prevalence/incidence, classification and symptoms of head
and neck cancer and specifically, laryngeal cancer. 2. Demonstrate an understanding of anatomical, physiological, neurological and psychological
bases of voice production post total laryngectomy. 3. Show understanding of the speech and language therapist's role and scope of practice in the
management of the client with oral or laryngeal cancer, within the context of the multidisciplinary team.
4. Demonstrate knowledge of tracheostomy and voice prostheses. 5. Apply principles of evidence based decision making to assessment, and intervention in the
client who is about to undergo or has undergone post surgery speech or voice rehabilitation 6. Have a working knowledge of swallowing, voice and management problems arising as a result
of surgical treatment of carcinoma of the oral cavity or the larynx and apply appropriate intervention procedures, using a defensible decision-making plan
7. Be able to relate the management of specific communication needs, with an inter professional framework, to the overall experience of educational, health and social care provision for the client.
8. Demonstrate knowledge and an understanding of oropharyngeal swallow problems in clients undergoing, a) radiotherapy b) chemotherapy c) combined therapies and/or d) surgery for cancer of the larynx.
SS module information 13/14 44
Module Learning Aims This module is for Senior Sophister students and is mandatory. Dysphagia: The aim is to provide undergraduate students with core theoretical knowledge on eating, drinking and swallowing disorders (dysphagia) across the lifespan. On qualification, students will be able to detect the presence or absence of dysphagia from case history and assessment, recognise the limitations of his/her competencies and make appropriate onward referral to more experienced SLTs as required. Head and Neck Cancer and Tracheoesophageal Voice Restoration: The aim is to provide undergraduate students with core theoretical knowledge on oral and laryngeal cancer and its impact on speech, voice & swallowing; related treatment options and approaches including chemotherapy, chemoradiation, radiation therapy; and post- surgical tracheoesophageal voice restoration. Module Content Dysphagia: The key areas of content include: nature, assessment, differential diagnosis and intervention in dysphagia across the lifespan, role and scope of practice of speech and language therapists in dysphagia on graduation, moral, legal and ethical issues in dysphagia intervention, evidence based clinical decision making, and understanding the context of SLT service delivery for people with dysphagia. Head and Neck Cancer and Post-Surgical Voice Restoration: Overview of carcinoma of the head and neck with specific reference to laryngeal cancer. Management; philosophy and principles of assessment and intervention; chemoradiation, radiotherapy; chemotherapy; surgery; tracheoesophageal voice restoration. SLT role in speech, voice & swallowing at all stages of management. Recommended Reading List Dysphagia
Arvedson, J. & Brodsky, L. (2002). Pediatric Swallowing and Feeding Assessment and Management. San Diego: Plural.
Cichero, J. & Murdoch, B. (2006). Dysphagia: Foundation, Theory and Practice, Chichester: John Wiley
Corbin-Lewis K, Liss, JM. & Scortino, K. (2005). Clinical Anatomy and Physiology of the Swallow Mechanism. New York: Delmar
Groher, M. & Crary, M. (2009). Dysphagia: Clinical management in adults and children. Mosby Elsevier .
Huckabee M. & Daniels, S. (2008). Dysphagia Following Stroke, Plural Publishing: San Diego. Irish Association of Speech and Language Therapists (2012) Standards of Practice for Speech and
Language Therapists on the Management of Feeding, Eating, Drinking and Swallowing Disorders (Dysphagia) IASLT.
Leonard, R. & Kendall, K. (Eds). (2008). Dysphagia Assessment and Treatment Planning: A Team Approach. 2nd Edition. San Diego: Plural Publishing, 2nd edition.
Logemann, J. (1993). A Manual for the Videofluoroscopic Evaluation of Swallowing. 2nd Edition. Austin Tx: Pro-Ed.
Logemann, J. (1998). Evaluation and Treatment of Swallowing Disorders. Second Edition, Pro-Ed. Marks, L. & Rainbow, D. (2001). Working with Dysphagia. Speechmark Publishing. Miller, A. (1999). The Neuroscientific Principles of Swallowing and Dysphagia. San Diego: Singular
Publishing. Reilly, S., Douglas, J. & Oates, J. (2004). Evidence Based Practice in Speech Pathology. London.
Whurr. Rosenbek, J. & Jones, H. (2009). Dysphagia in Movement Disorders. San Diego: Plural. Royal College of Speech and Language Therapists (2005). Clinical Guidelines. London: RCSLT.
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Royal College of Speech and Language Therapists (2005). Communicating Quality 3. London: RCSLT.
Rubin, J.S., Bradshaw, C. & Kelly, J.H. (2000). The Swallowing Manual. San Diego: Singular Publishing.
Scottish Intercollegiate Guidelines Network. (2010). Management of patients with stroke: identification and management of dysphagia: a national clinical guideline / Scottish Intercollegiate Guidelines Network. http://www.sign.ac.uk/pdf/sign119.pdf.
Wolf, L.S. & Glass, R.P. (1992). Feeding and Swallowing Disorders in Infancy. Therapy Skill Builders.
Yorkston, K., Miller, A. & Strand, E. (1999). Management of Speech and Swallowing in Degenerative Diseases. Pro-Ed.
Laryngeal Cancer & Post-Laryngectomy Voice Restoration Bibliography will be given at commencement of lecture series and will relate to Journal articles
Assessment Details
Annual Examination: One 3-hour paper, 3 questions to be answered. (60%)
Irrespective of marks attained on continuous assessment assignments, students are required to achieve an overall mark of 35% or higher on the examination paper in order to pass this module overall.
Laryngectomy Case Based Exercise: (15%). One case based exercise to be submitted (from a choice of two). Maximum word limit 3000. Submission date 4th November 2013.
Students must pass this component and should they fail to perform satisfactorily, will be expected to resubmit the work in Hilary Term. Assignments that are re-submitted are eligible for a maximum mark of 40%.
Dysphagia Class Test: (25%). One ninety minute class test at end of course of lectures in Michaelmas term (12th December 2013). This exam must be passed. Students who do not pass this exam are required to submit a specific assignment before the end of Hilary term. Assignments that are re-submitted are eligible for a maximum mark of 40%.
Module Code SL4003 Module Name MANAGEMENT LANGUAGE AND COMMUNICATION ECTS weighting 10 Semester/term taught Michaelmas Term Contact Hours 24 hours lectures, 2 assignments 80, Total 204 Module Personnel Module co-ordinator and Lecturer - Dr I.P. Walsh Lecturers - Dr. M. Smith; M. Leahy; Dr. C. Ni Cholmain; Dr. C. Jagoe Learning Outcomes On successful completion of this module, students should be able to
1. Work collaboratively with peers applying scientific literacy skills to report orally and in writing on aspects of language and communication impairments. Prog Outcomes 1, 3, 5
2. Integrate and synthesise information from a range of sources and disciplines to prepare and deliver an oral presentation on a chosen topic in speech language pathology, conforming to pre-set presentation guidelines. Prog outcomes 1, 3, 7
3. Critically evaluate the physical, sensory, social and emotional constraints which may influence communication development and use in clients with cognitive impairment. Prog outcomes 1,2,4
4. Compare differing approaches and models in the assessment and delivery of services to clients with intellectual impairment and communication impairments. Prog outcomes 1, 2, 4
5. Apply principles of evidence based practice to critically evaluate programmes and approaches used in speech and language therapy service delivery to clients with intellectual impairment and their carers. Prog outcomes 1, 2, 4
6. Identify and describe the range of options available to augment verbal communication for individuals with severe communication difficulties. Prog outcomes 1, 2, 4
7. Evaluate augmentative and alternative communication possibilities in response to specific client needs and abilities. Prog outcomes 1, 2, 4
8. Use a limited sign vocabulary (Lamh signs). Prog outcome 2, 3 Module Learning Aims Students will gain knowledge of speech and language therapy services to those with intellectual impairment in current international, national and local contexts.
Student will develop awareness of the range of options available to augment verbal communication and an understanding of the principles influencing option selection and use.
Students will develop competence in using a limited sign vocabulary (Lamh signs). Module Content
Intellectual Impairment Social, political, educational and medical contexts Service provision and service delivery across the life span Evidence base for generic and specific intervention approaches Eating, feeding and swallowing difficulties ' Challenging behaviours ' Augmentative communication approaches and basic introduction to LAMH Parent, carer and support staff education and training Communication seminars Pairs of students will select and agree a topic with relevant lecturers and present the topic to the class in a seminar format.
Topic categories (students must choose a specific topic within these topic categories): • Language/ communication development in children and adolescents • Developmental language and communication disorders (May include phonology or DVD but
discussed within language/ linguistic context) • Acquired language and communication disorders (in children or adults)
SS module information 13/14 47
Recommended Reading List
Intellectual Impairment websites Background Harbour, CK, & Maulik, PK. (2011). History of Intellectual Disability. In: JH Stone, M Blouin, editors.
International Encyclopedia of Rehabilitation. Available online: http://cirrie.buffalo.edu/encyclopedia/en/article/143/
Borthwick, C. (1996). Racism, IQ and Down's Syndrome, Disability and Society, Vol 11.3 pp 403-410. 13.7.2012 http://home.vicnet.net.au/~borth/DOWN1.HTM
General Walking tour for students attending health and social care courses.
http://www.intellectualdisability.info/tours Irish Association of speech and Language Therapists http://www.iaslt.ie/ Inclusion Ireland //www.inclusionireland.ie/ Europe http://inclusion-europe.org/ http://www.pomonaproject.org/ ANNEX VIII: IRELAND report 2006 National Disability Authority http://www.nda.ie/ A National Survey of Public Attitudes to Disability in Ireland October 2011 National Disability
Authority http://www.nda.ie/ National Federation of Voluntary Bodies Providing Services to People with Intellectual Disability
http://www.fedvol.ie/ Vision Statement for Intellectual Disability in Ireland for the 21st Century (2009)
http://www.fedvol.ie/ The Quality of Life of People with Disabilities in Ireland in 2007; Delivering Outcomes to People
Project 2007 http://www.outcomesforpeople.ie Learning disabilities on line http://www.ldonline.org/index.php The King’s Fund www.kingsfund.org.uk The Change Agent Team www.changeagentteam.org.uk British Institute of Learning Disabilities. http://www.bild.org.uk/ Baker V., et al. (2010). Adults with learning disabilities (ALD) Royal College of Speech and
Language Therapists Position Paper. RCSLT: London RCSLT Resource Manual for commissioning and planning services for SLCN LEARNING
DISABILITY (2009). AAC ACE Centre Advisory Trust www.ace-centre.org.uk The CALL Centre www.callcentre.education.ed.ac.uk Communicability www.communicability.smartchange.org Lamh www.lamh.org Makaton http://www.makaton.org/ YaacK AAC Connecting Young Kids http://aac.unl.edu/yaack/d4.html ASHA Policy and Practice pages Evidence Based Practice http://www.asha.org/members/ebp/intro/ http://www.asha.org/members/ebp/compendium/ Autism http://www.education.ie/servlet/blobservlet/des_autismreport_ch4.htm https://www.firstsigns.org/concerns/flags.htm Guidelines for Speech-Language Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders Across the Life Span. http://www.asha.org/docs/pdf/GL2006-00049.pdf
Challenging Behaviour Clinical and service guidelines for supporting people with learning disabilities who are at risk of receiving abusive or restrictive practices (March 2007) Royal College of Psychiatrists, British Psychological Society and Royal College of Speech and Language Therapists Ball, T., Bush, A. & Emerson, E., (2004). Psychological Interventions for Severely Challenging Behaviours Shown by People With Learning Disabilities British Psychological Society Downloadable from www.bps.org.uk/subsyst/dcp/publications.cfm http://www.thecbf.org.uk/chall-behaviour/ http://www.challengingbehavior.com http://www.behavioradvisor.com/ Consent Adult Support and Protection (Scotland) Act 2007 http://www.legislation.gov.uk/asp/2007/10/contents http://www.oireachtas.ie/parliament/media/michelle/Mental-capacity-text-REPORT-300412.pdf Copies of relevant Irish legislation available on http://www.sess.ie/documents-and-publications/legislation Accessible information http://www.accessibleinfo.co.uk/things-you-need/ http://www.accessibleinfo.co.uk/pdfs/ald_position_paper[1].pdf Books Beyond Words - Online Versions http://www.rcpsych.ac.uk/publications/booksbeyondwords/bbwonlineversions.aspx Make it easy – a guide on accessible information for adults with Intellectual Disabilities (ID) www.iaslt.ie Down syndrome Down Syndrome Research and Practice www.down-syndrome.org/research Riverbend Down Syndrome Association http://www.riverbendds.org/index.htm Genetic and Rare Conditions Site http://www.kumc.edu/gec/support/ Topic specific reading lists will be advised by lecturers and available on mymodule.tcd.ie Assessment Details Annual Examination: 3-hour paper, 3 questions to be answered. (60%). Irrespective of marks attained on continuous assessment assignments, students are required to achieve an overall mark of 35% or higher on the Examination paper in order to pass this module overall. Assessment 1 Seminars: (25%). Title of Seminar to be submitted by 18th October 2013. Seminars commence 13th November. 15-minute presentation (12 minutes for presentation and 3 minutes question time). Each presentation must be accompanied by a one-page structured abstract and a full bibliography of resources, submitted at time of presentation. Handouts including Powerpoint slides may also be submitted, but do not substitute for the one-page summary of the presentation. Assessment 2 Intellectual Impairment: (15%). Presentation date 12th November 2013. Topics will be given to the class at the start of the module. Information should be presented in a professional poster format. Each group will be asked to give a short presentation which should not exceed 4 minutes. There will be an additional 4 minutes allowed for questions and discussion. A one page handout summarizing key points and including a full bibliography of resources should be submitted 24 hours before the scheduled presentation date/time.
SS Seminar Evaluation Sheet Your oral presentations are evaluated on content, organization and delivery. This section of the evaluation sheet is structured around three main categories to provide clear feedback in terms of your presentation. Weighting is applied to content. Student name: _________________________________________
1. CONTENT: Clear objective or thesis stated. Confident knowledge of subject and use of relevant primary, up-to-date references. Evidence of theoretical structure or systematic organisation of argument Argument supported by evidence
Comments/Notes: 2. ORGANIZATION:
Notes prepared and/or obvious rehearsal. Provide set or "hook" for listeners. Listeners informed of key ideas to be discussed (i.e., structure). Use of discourse markers to maintain focus on key issues (e.g., "the main idea is," "the
second point I wish to make is," "In conclusion," etc.) Provides closure for presentation by summarizing main points.
Comments/Notes: 3. DELIVERY:
Clear delivery and appropriate volume. Not read from script. Appropriate modulation of voice to maintain listeners' attention. Good use of eye contact with listeners. Audio/visual materials appropriate for presentation (e.g., amount, use of, visibility,
appearance, etc.) Delivered in assigned time (i.e., not too long or too short). Professional manner/appropriate for university class.
Comments/Notes: Summary : Overall grade (50% of marks): (Additional comments on back of sheet where required.) STRUCTURED ABSTRACT
Conforms to format requirements as specified in handbook Clearly outlines key theoretical focus of the presentation, referencing appropriate literature Identifies target client group or disorder effectively Structured argument clearly presented Implications of the discussion for clinical understanding and/or clinical practice clearly
outlined Additional comments: Overall grade (25% of marks): Resource list Accurate, and appropriately formatted and presented, with separate listing of journal and
book resources Evidences wide and appropriate reading Up-to-date references Additional comments: Overall grade (25% of marks): Summary grade for all three components:
SS module information 13/14 50
Module Code SL4007 Module Name CLINICAL PRACTICE ECTS weighting 15 Semester/term taught Michaelmas and Hilary terms Contact Hours 300 hours Module Personnel Module Coordinator and Practice Coordinator - Dr. C. Ni Cholmain Examiners: Dr. M. Smith; C. Jagoe; Dr. I.P. Walsh; M. Leahy; Dr. P.
Sloane Learning Outcomes On successful completion of this module, students should demonstrate competency to evident or enhanced level at the entry level of the Student Clinical Competency Evaluation Indicators in their ability to 1. apply clinical assessment, diagnostic skills and evidence based practice to case and
caseload management (programme outcomes 1 2 3) 2. plan, devise, implement and evaluate long and short term therapy programmes
independently for a range of clients/ communication profiles (programme outcomes 1 2 4) 3. discuss principles and evidence underlying therapy approaches and service delivery models
(programme outcomes 1 4 5 7) 4. communicate information on diagnosis, therapy and professional recommendations
effectively to clients, carers, and co workers orally and in writing (programme outcomes 1 4 27)
5. evaluate own professional competencies and identify learning goals and resources to meet these (programme outcomes 4 568)
6. manage record keeping and caseload in accordance with agency policies (programme outcomes 6 7)
7. use knowledge of health, education and social supports when devising intervention programmes (programme outcomes 1 2 4 5 8)
Module Learning Aims The module provides students with opportunities to develop competency in assessment, diagnosis, planning, implementing and evaluating therapy programmes for clients with communication and/ or eating, drinking and swallowing difficulties and prepares them for work as new entrants to the profession. Practice placements allow students to • apply knowledge and skills to the assessment, differential diagnosis and management of
communication and eating, drinking and swallowing disorders. • generalise competencies developed with specific client groups to a range of client groups and
disorders • apply the principles of assessment, intervention and service delivery to case management in a
small caseload • understand the principles underlying speech and language therapy practice in a range of
service settings Module Content Clinical briefings Clinical workshops (5) Practice placements 3.1 and 3.2 Recommended Reading List Clinical assessments and test materials from the departmental test library Professional development log Websites Professional, clinical and practice education guidelines Irish Association of Speech and Language Therapists www.iaslt.com Royal College of Speech and Language Therapists www.rcslt.org
American Speech-Language-Hearing Association (ASHA) http://www.asha.org Canadian Association of Speech-Language Pathologists and Audiologists http://www.caslpa.ca/
Australian association National policies and guidelines National Health Strategy -downloadable from http://www.doh.ie/ Children First. National Guidelines for the protection and welfare of children.
http://www.doh.ie/pdfdocs/Children_First.pdf Health Information and Quality Authority HIQA (www.hiqa.ie) National Standards for the Prevention and Control of Healthcare Associated Infections
http://www.hiqa.ie/publications.asp A Guide to the National Standards for the Prevention and Control of Healthcare Associated
Infections (Standards 1, 2:5 6and 7 are stressed as most relevant to practice education placements)
Guidelines for Hand Hygiene in Irish Health Care Settings SARI Infection Control Subcommittee http://www.hpsc.ie/hpsc
Health and Safety Authority (www.hsa.ie) Health and safety matters for students embarking on work experience Caring with Minimal Lifting. (this is for information only as students are not expected to lift patients
unless specific training in this area is provided by the agency concerned) Employees' responsibilities Get a grip Stop slips and trips European agency for safety and health at work (http://osha.europa.eu/topics/riskassessment) Risk
Assessment European Safety Week/Fact Sheet no 80.pdf Students are 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 case, caseload and service management. Additional resources will be supplied via e mail or mymodule.tcd.ie Assessment Details Practice Placement 2.2: (10%) The assessment mark awarded for placement 2.2 is based on the student demonstrating competency in professional report writing. Two case reports are submitted in the final week of the JS block placement (Hilary Term) and are evaluated using 2.2.R Case reports evaluation. These reports should include: an assessment summary, diagnostic report with intervention recommendations in the report to referral sources and an onward referral to a speech and language therapist detailing assessment, case management and outcomes along with recommendation for further management. Mark contributes 10% towards the final year clinical grade, module SL4007 Continuous Assessment A Placement 3.1. (20%) The continuous assessment mark awarded for this placement is based on the student’s developing competencies as demonstrated during the placement. The mark should reflect a formal evaluation in the middle and at the end of the placement on the Student Clinical Competency Evaluation Forms level 3. The mid placement session should be scheduled between clinical day 5 and day 6 of the placement and should include a full review of student files. It is recommended that the clinical educator observe and discuss two therapy sessions, and provide the student with formal feedback by the completion of an evaluation form and a formal feedback session. Feedback is provided in order to allow the student to evaluate progress, set learning goals etc. Students should complete self-evaluation forms at this point also, to facilitate discussion and the identification of learning goals. If difficulties are encountered at the assessment or if more then 5 competencies are rated as not evident or emerging these should be discussed with the college mentor. Case Presentation Placement 3.1. (10%) Students are required to carry out detailed research on one client in preparation for a case presentation to be given in College in January. The case presentation will take place in the department with 2 college examiners on 17th January 2014. Presentations will be video recorded and retained for evaluation by the external examiner if necessary. Each student will be allocated a
maximum of 10 minutes for the presentation and 2-3 minutes to answer questions. Marking criteria for this presentation are available in mymodule.tcd.ie Continuous Assessment Placement 3.2. (27%) The continuous assessment mark awarded for this placement should be based on the student’s developing competencies as demonstrated during the placement. The mark should reflect a formal evaluation in the middle and at the end of the placement on the Student Clinical Competency Evaluation Forms level 3 based on observation of developing competencies in clinical practice. The mid placement session should be scheduled between clinical day 8 and day 12 of the placement and should include a full review of student files. It is recommended that the clinical educator observe and discuss two therapy sessions, including an unseen client if possible and provide the student with formal feedback by the completion of an evaluation form and a formal feedback session. Feedback is provided in order to allow the student to evaluate progress, set learning goals etc. Clinical Exam Placement 3.2. (33%) The clinical examination can take place after the student has completed 12 clinic days. The examination is conducted by the practice educator and a regional placement facilitator, practice tutor or their nominated representative, or a member of the academic clinical staff. In a number of instances each year, the external examiner may undertake to act as moderator. During the clinical examination the student’s files are examined and the student is observed working with two clients / patients. The clinical sessions are followed by a short viva. These are evaluated and graded using the relevant indicators from Student Clinical Competency Evaluation Form and indicators Level 3.
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Module Code SL4008 Module Name ETHICS, ADMINISTRATION AND REFLECTION ON PRACTICE ECTS weighting 5 Semester/term taught Michaelmas Term Contact Hours 24 hours lectures (14 x Reflective Studies, 10 x Ethics & Administration) Module Personnel Module co-ordinator and lecturer – M Leahy Lecturers - Dr. M. Smith; Dr. I.P. Walsh; Dr. C. Jagoe; Dr. K. McTiernan ;
Dr. P. Sloane: Dr. C. Ni Cholmain. Learning Outcomes Ethics & Administration: On successful completion of this module, students should be able to demonstrate knowledge and understanding of: the legal and ethical responsibilities of professional practice the professional, legal and ethical influences on case and caseload management and service delivery models (programme outcome 4) current policies and procedures governing speech and language therapy service development and delivery programme outcome 4, 7) the role of the speech and language therapist in the implementation of national guidelines for general health and safety and for the protection of children and vulnerable adults (programme outcome 4, 7) Reflective Studies: On successful completion of this module, students should be able to
Synthesize and formalise knowledge of theoretical contexts, professional and service policies and procedures and disability models and roles acquired during the four year education programme (programme outcome 1, 4) Consolidate knowledge of the professional, ethical and legal guidelines which scaffold service delivery (programme outcome 1, 4, 7) Draw on the knowledge acquired over the four years B.Sc curriculum and apply it appropriately to a general statement or problem set by examiners (programme outcome 2, 3, 5) Module Learning Aims Ethics & Administration This module aims to bring together and formalise knowledge of professional and service policies and procedures acquired by students during the academic and clinical education programme. The rationale and aims include the provision of a strong basis for understanding ethical principles in health care and research, their application to therapy relationships and problem-solving within SLT, and to debate aspects of ethical dilemmas, quandaries and conflicts that may arise for therapists in the course of their work. Current health service policies and practice will be discussed, with emphasis on the role and responsibility of the SLT in the health care team. Professional responsibilities, covering legal and ethical practices are key components of the course. Module Content Ethics & Administration The basis of ethics in philosophy; Codes of Ethics (IASLT; RCSLT; ASHA; CPLOL). Ethical, legal and professional responsibilities of clinical practice Best practice in SLT service and caseload management Ethical, professional and legal guidelines influences on service policies and service delivery. National guidelines for the safety and well being of clients Ethical, professional and legal guidelines for the protection of children and vulnerable adults Solving ethical dilemmas, quandaries and conflicts.
SS module information 13/14 54
Recommended Reading List Ethics & Administration Labon, S., Denton, R., Lansing, C., Scudder, R. & Shinn, R. (2007). Ethics Education. ASHA
Handbook (available from M. Leahy’s office). Pannbacker, M, Middleton, G.F. & Vekovius, G.T. (1996). Ethical Practices in Speech-Language
Pathology and Audiology. San Diego: Singular Publishing. Professional development log – revision of professional, legal and ethical guidelines on consent to treat, data protection and clinical record keeping
Relevant extracts and summaries of The Freedom of Information (FOI) Act 1997 and Data Protection Acts 1997-2003
Examples of admission and discharge criteria form own clinical experience and from JS presentations (copy in Test cupboard 3). Review of policies and procedures documentation from service agencies collected during the clinical education programme.
Professional guidelines from ASHA http://www.asha.org/ Admission and discharge criteria for speech and language pathology http://www.asha.org/policy/GL2004-00046.htm
Irish Association of Speech and Language therapists http://www.ialst.com
Code of Ethics
Clinical Guidelines
Dligid Edteanga Aimsir: Time to speak. (1993). A Review of Speech & Language Therapy Services. Dublin: IASLT.
Royal College of Speech and Language Therapists. (1993). Audit - a manual for speech and language therapists.
Clinical Guidelines. (2005). RCSLT. (available on-line to members or in Library). Communicating Quality 3. (2005). London: RCSLT. http://www.rcslt.org/ Health policies National Health Strategy – current policies downloadable from http://www.doh.ie/ Clinical Standard operations procedures www.hseland.ie register with HSELanD first using tcd email address OASIS - Detailed Public Service Information Online - www.oasis.gov.ie
Comhairle - citizen's information database - www.comhairle.ie Irish Health Services Accreditation Board. http://www.ihsab.ie/about_accreditation.html
Health Information and Quality Authority http://www.hiqa.ie/about-us Health and Social Care Professionals Council - An Chomhairle um Ghairmithe Sláinte agus Cúraim
Shóisialaigh http://www.coru.ie/ Protection of children and vulnerable adults Children First. National Guidelines for the protection and welfare of children. (2011)
http://www.doh.ie/pdfdocs/Children_First.pdf Adult Support and Protection (Scotland) Act 2007
http://www.legislation.gov.uk/asp/2007/10/contents Open Your Eyes to Elder Abuse
http://www.hse.ie/eng/services/Find_a_Service/Older_People_Services/Elder_Abuse/ International Classification of Functioning, Disability and Health. http://www.who.int/icidh/ Service models Macs manuals test cupboard 1 http://www.nlm.nih.gov/pubs/cbm/cbmodels/html
Evidence based practice Enderby, P. & John, A. (1997). Therapy Outcome Measures. San Diego: Singular Press. speechBITE™ is a database that provides open access to a catalogue of Best Interventions and
Treatment Efficacy across the scope of Speech Pathology practice. http://www.speechbite.com/
EBP for range of client groups and communication /FEDS http://www.ncepmaps.org/index.php Assessment Details Annual Examination (60%) One 3-Hour Exam Paper (General Studies) (1 question to be answered). Assessment (40%). Ethics & Administration: Class Test (90 minutes) 3 questions to be answered. Date 22nd October 2013. This exam must be passed. Students who do not pass this exam are required to submit a specific assignment before the end of Hilary term. Assignments that are re-submitted are eligible for a maximum mark of 40%.
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Module Code SL4009 Module Name COUNSELLING PRINCIPLES AND PRACTICE ECTS weighting 5 Semester/term taught Michaelmas Term Contact Hours 24 hours lectures Module Personnel Module coordinator and Lecturer - Dr. K. McTiernan Lecturer - M. Leahy Learning Outcomes On successful completion of this module, students should be able to: • Identify, compare and contrast the major theoretical frameworks in Counselling Psychology • Outline the major theoretical perspectives and formulate their own congruent approach to
working with clients which is based on empirical evidence and best practice principles • Review and critically evaluate the mainstream counselling and therapeutic approaches (mainly
current psychodynamic, cognitive-behavioural, and humanistic) as well as relevant theoretical issues encountered by counselling psychologists
• Gain insight into the practical and theoretical importance of Counselling Psychology in clinical settings
• Obtain training in generic counselling skills that reflects the ability to combine several counselling approaches, if necessary, to address issues that may arise in the clinical setting
• Apply Counselling theory using a range of basic counselling strategies, techniques and assessment methods with clients in the Speech and Language Therapy setting
Module Learning Aims The aim of the course is to make students aware of the different theoretical frameworks in counselling psychology and to encourage them to formulate their own congruent approach to working with clients based on empirical evidence and best practice principles. To facilitate this, students review in-depth and critically evaluate the mainstream counselling and therapeutic approaches (mainly current psychodynamic, cognitive-behavioural, and humanistic) as well as relevant theoretical issues encountered by counselling psychologists. Students also obtain training in generic counselling skills and lectures on psychotherapy integration (assimilative or combining several theories). By the end of the course, students will understand developmental issues and life transition points as they apply to counselling and Speech and Language Therapy and they will be able to use a range of basic counselling strategies, techniques and assessment methods with clients in the Speech and Language Therapy setting. Module Content Theories and approaches to counselling Structure of counselling situations Stages of a counselling relationship Development of counselling skills Stress and stress management Specific applications relevant to Speech and Language Therapy Grief counselling Family systems therapy Recommended Reading List 1. Corey, G. (2013). Theory and practice of counseling and psychotherapy (6th Ed). UK:
Brooks/Cole, Cengage Learning. 2. Corey, G., Corey, M.S. & Callanan, P. (2010). Issues and ethics in the helping professions.
Cengage Learning. 3. Corey, M.S. & Corey, G. (2010). Becoming a helper. Cengage Learning. 4. Crowe, T. A. (2012). Application of Counselling in SLP and Audiology. Cengage Learning. 5. Culley, S. (2004). Integrative counselling skills in action. London: Sage. 6. Egan, G. (2010). The Skilled Helper. Cengage Learning. 7. Flasher, L.V. & Fogle, P.T. (2011). Counseling Skills for Speech-Language Pathologists and
Audiologists. Cengage Learning.
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8. Fontana, D. (1989). Managing Stress. Methuen/BPS. 9. Hough, M. (2002). A practical approach to counselling. Pitman. 10. Humphrey, G. & Zimpfler, D. (1996). Counselling for Grief and Bereavement. Sage. 11. Kubler-Ross, E. (1997). Living with Death and Dying. Touchstone. 12. Kubles-Ross, E. (1997). On Death and Dying. Touchstone. 13. Nelson-Jones, R. (2005). Practical counselling and helping skills. Sage. 14. Parry, G. (1993). Coping with Crises. Routledge. Assessment Details Annual Examination: 100%. One 3 hour Exam paper (3 questions to be answered).
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Module Code SL4SHC Module Name RESEARCH PROJECT ECTS weighting 15 Semester/term taught Michaelmas and Hilary terms Contact Hours 24 hours contact, 144 guided study, Project write up 150, Total 318
hours Module Personnel Module Co-ordinator– Dr. K. McTiernan
Supervisors and examiners: Academic Staff in the School of Linguistic, Speech & Communication Sciences
Learning Outcomes Students should be able to
demonstrate in depth knowledge on a particular topic. develop and implement a research methodology, with critical evaluation of the process and the outcome of the research. apply in depth knowledge in a specific area and demonstrate skills in reporting research according to a pre-specified format.
Specifically, students will:
Apply critical analysis to a review of aspects of the literature Devise and implement a research methodology Present results and critically evaluate same Discuss findings Present a written project in a professional format
Module Learning Aims The aim of the Sophistor Research Project is to give students experience of empirical research. The project provides students with the opportunity to bring a research project through the stages of the research process, from the development of a research question to the design of the study, collection and analysis of data and the dissemination of findings. Module Content Application of critical analysis to a review of aspects of the literature | Development and implementation of a research methodology Collection and analysis of data Presentation results and critical evaluation same Discussion of findings Presentation of a written project in a professional format Recommended Reading List 1. Booth, W.C., Colmb, G.G. & Williams, J.M. (2008). The craft of research. Chicago: The
Chicago University Press. 2. Bell, J. (2010). Doing your own research project. Open University Press. 3. Blaxter, L., Hughes, C. & Tight, M. (2010). How to do Research. McGraw Hill. 4. Coleman, A. & Pulford, B. (2011). A crash course in SPSS for windows. Oxford: Blackwell 5. Howell, D.C. (2010). Fundamental statistics for the behavioural sciences. London: Duxbury 6. Oliver, P. (2008). Writing your thesis. London: Sage. 7. Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using spss.
McGraw Hill. 8. Robson, C. (2011). Real world research. Wiley. Assessment Details Submission Date 24th January 2014 Students are required to submit 2 soft-bound copies of their dissertation, accompanied by a signed assignment submission sheet. One copy will be retained in the Department. Students are advised to also keep a copy for themselves, as it may not be possible to return copies following the Court of Examiners’ meeting.
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Human communication & dysphagia project general information
Each student is required to carry out an independent research project on a topic in the area of human communication and swallowing. Students must have completed the research requirements of the Junior Sophister year. Where possible, students will continue their research work under the supervision of the member of staff assigned during the JS year.
A statistics package, involving practical application of computer software, is taught by members of the Statistics Department in term 1 of SS year. This introduces students to the range of packages available for data analysis.
Projects should be submitted typed, 1.5 spacing on A4 paper and secured in a suitable lightweight binder, with transparent front cover. One copy will remain the property of the University. Punctuation, spelling, and grammatical usage are the responsibility of the student and must be proof-read and corrected before submission.
Word Limit: 8,000 – 10,000 words unless approval given by supervisor to exceed this limit. Students should include a printed word count on the last page of their project. They must also include a copy of the ethics approval granted for their project as Appendix A of the project submission. Essential discourse sample extracts and/or table of results, included within the body of the project to support the reader, should be placed in boxed figures, and excluded from the wordcount of the project. Students should evaluate carefully the extent to which such extracts are necessary for full appreciation of the project. Students who exceed the word count will be liable for a penalty of 5% of overall project marks, on the advice of the examiners. Please also refer to your Project Notes handouts for more details.
Additional information
Abstracts should be 400-500 words and should have a structured format. Guidelines on structured abstracts are available from Dr Kathleen McTiernan, or can be referenced from journal papers.
References: Students should avoid secondary referencing in general and avail more of journal references
Discourse Samples: Essential discourse sample extracts included within the body of the project to support the reader should be placed in boxed figures, and excluded from the word count of the project. Students should evaluate carefully the extent to which such extracts are necessary for full appreciation of the project.
Using ‘people-first’ language in writing.
There has recently been a move away from referring to people as ‘SLI children’, ‘Down’s children’ or ‘HI children’ to using ‘people-first’ language when referring to subjects and subject-groups. The maxim to ‘put the person first’ results in descriptors such as ‘children with SLI, Down syndrome, hearing impairment’. The use of such language reflects the editorial policy set by most professional journals and should be reflected in your written work. Below, extracts are reproduced from journals in the USA and UK on this issue:
People first, please! Since August 1993… contributors to all ASHA publications have been encouraged to avoid designations that ignore the person in favour of a characteristic possessed by the person: it is the child who stutters or the individual with aphasia that writing correctly addresses and not the ‘stutterer’ or the ‘aphasic’. This policy was developed to treat consumers with respect and sensitivity. In general: place the person first; never lose sight of the person as the primary identifier. American Speech-Language-Hearing Association, September 1994, p.10. Similarly, the International Journal of Language and Communication Disorders states “it is journal policy to avoid the use of clinical conditions as adjectives, except where an alternative working is clumsy. Thus we prefer to refer to ‘children with hyperactivity’ rather than ‘hyperactive children’. Referring to people as ‘hyperactives’, ‘normals’, ‘autistics’, ‘aphasics’, ‘retardates’ etc. is to be avoided. International Journal of Language and Communication Disorders, Notes to Referees, 1998.
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Project Marking Criteria STUDENT NAME GRADE: EXAMINER:
Inadequate overall: Qu. not clear; Confused aims/focus; Aims not clearly stated or not achievable; No justification.
Very poor overall: Failure to state question(s), objective and/or the aim(s). No attempt to justify the project.
Review of previous work
Superior literature review; Clear understanding of theory;
Literature critically evaluated; Compelling account of position of research project.
Comprehensive relevant reading; Evaluates previous work critically;
Strong account of position of project.
Wide relevant reading, evaluated critically;
Effective account of position of research or project.
Satisfactory mostly relevant reading; Evaluated adequately; Satisfactory account of position of research project.
Literature review has errors and/or omissions; does not adequately address theoretical issues; Unsatisfactory reading;
Evaluation inadequate.
Extremely weak literature review, w factual errors; Omits key references;
No serious attempt to evaluate; No position acc.
Methodology
Innovative, creative approach;
Excellent exposition of issues; Insightful rationale for approach & data collection;
Reliable & valid methods OR systematically gathered relevant data; Critical awareness of strengths & weaknesses
Very strong exposition of issues; Persuasive rationale for approach & data collection methods;
Reliable & valid methods OR highly relevant information; Evaluates method.
Sound exposition of issues;
Rationale for approach & data collection; Reliable and/or valid methods OR useful & appropriate information;
Awareness of strengths & weakness of approach.
Familiarity with key issues;
Adequate rationale for approach & data collection;
Appropriate methods, but lacks awareness of reliability & validity issues;
Some awareness of evaluation.
Some familiarity with key issues but inadequate;
Inadequate rationale for approach & data collection;
Appropriate methods, but without any awareness of reliability & validity issues
Limited evaluation.
Lacks familiarity with key methodological issues
Omits rationale for research, data collection;
Inappropriate methods without awareness of reliability & validity; No demonstrated evaluation.
Analysis of data (= results, information and/or findings)
Superior presentation & thorough analysis of results
Exceptional analysis of data with critical and/or innovative use of techniques; Critically uses techniques or creates new ones; Superior presentation, logical, clear, succinct;
Systematic analysis; gen. thorough, accurate and/or rigorous; Robust evaluation & application of theory
Minor errors in data analysis
Acceptable analytical techniques & approaches;
Acceptable, generally coherent, logical, clear, succinct;
Satisfactory evaluation & application of theory;
No more than one major error in data analysis, with other elements of analysis appropriately chosen and carried out
Unacceptable analytical techniques & approaches
Unacceptable presentation; lacks coherence; Limited or unsatisfactory evidence of analysis;
Clear and multiple errors in analysis.
No serious attempt at data analysis or management;
Unacceptable , unclear;
No serious attempt at evaluation & application of theory; Major errors in data analysis
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Grade I 70 – 100 % Grade 2.I 60 – 69 % Grade 2.II 50 – 59 % Grade III 40 – 49% Fail I 30 – 39% Fail II 0 – 29%
Discussion and Interpretation of Findings
Superior critical evaluation & discussion of findings for UG;
Excellent placement of work in context of literature; Meticulous and substantial exploration of limits/strengths of knowledge;
Potential innovative contribution to theory, research, practice
Substantial exploration of limits and strengths of current knowledge;
Small contribution to the development of current theory, research or practice
Explores some limits and strengths of current knowledge;
Situates findings in light of current knowledge
Adequate review of current knowledge with awareness of limits and strengths;
Adequate contribution to theory, research or practice
Some review of knowledge but with gaps;
Weak contribution to theory, research and/or practice but with significant gaps;
Simplified interpretation of topic, with errors.
Inadequate review of work, its limitations and strengths.
Inadequate contribution to theory, research or practice with many and significant gaps evident.
Overall, shows a poor understanding of topic.
Presentation
Exemplary presentation, of publishable potential;
Findings presented effectively;
Best presentation approach for purpose & audience;
Appropriate & consistent in-text referencing;
Accurate & complete ref. list
Appropriate language used: clear, with maximum effect;
Outstanding grammar & spelling, and editing.
Very good logical flow & cohesion;
Findings presented effectively
Effective & appropriate presentation approaches for purpose & audience
Appropriate in-text referencing
Accurate reference list
Appropriate language, clear, accurate & effective
Excellent command of grammar & spelling; very few typos
Good flow & cohesion; Findings presented effectively for the most part
Appropriate presentation for purpose; Appropriate & consistent in-text referencing
Accurate reference list
Appropriate language, clear & accurate, with some errors
Very good command of grammar & spelling; some typos present.
Most sections flow well ;
Findings presented competently, but room for improvement;
Adequate presentation for purpose & audience
Appropriate & consistent in-text referencing; Some inconsistencies and/or omissions in reference list;
Appropriate language used, with some / significant errors; Good grammar & spelling; but several typos.
Few sections flow well;
Findings in ALL areas need improvement
Inadequate presentation for purpose; Inappropriate referencing in text;
Significant errors in references ; In appropriate language with significant errors;
Satisfactory command of grammar & spelling; but many typos.
Project overall lacks flow & cohesion
Findings not well presented ; Many revisions required;
Visuals unsatisfactory;
Inadequate presentation for purpose & audience;
Unacceptable referencing;
Unacceptable inconsistencies and/or omissions in reference list with errors and typos.
Supervisor’s Comments, including level of supervision (10% of marks to be awarded to the research process) First Examiner: _________________________________ Second Examiner: _______________________________ Date: _______________________
