BSc (Hons)

Speech and Language Therapy

Year 2 Semester 1
September 2019 - January 2020

Clinical Practice1: Assessment

Module Handbook

Module Code CCCU: MSLTD2CP1

Course Code UoG: AUDI 1007

Module Leader: Dr Louise Cotton

Email: L.cotton@gre.ac.uk
Tel: 0208 331 9193
Office: Nelson N003

Contents

1. Module Aims

2. Learning Outcomes

3. Module Content
4. Learning and Teaching Strategies

5. Assessment Information

6. Resources/reading list

7. Indicative Timetable

8. Staff List

9. Key Dates
Parent Programme BSc (Hons) Speech and Language Therapy

Module Title: Clinical Process 1: Assessment

Level 5

Credit Rating 20 credits (10 ECTS credits)

& Duration 50 hours academic direction

150 hours independent study

Academic Responsibility: Louise Cotton

Pre-Requisites None

Co-Requisites None

1. Module Aims
The aim of the module is to facilitate a critical and evidence-based understanding of the process of
assessment of communication and swallowing disorders across the lifespan.

2. Intended Learning Outcomes:

By the end of the module you should be able to:

1. Demonstrate a critical understanding of the principles, process and practice of speech and
language therapy assessment across the lifespan through application to case scenarios
2. Identify and discuss the principles underlying the assessment process with reference to
literature, and frameworks, (such as ICF – International Classification of Disability and
Functioning)
3. Demonstrate knowledge of how clinical information is gathered, including questioning,
active listening which contribute to clinical investigations and case history taking involving
systematic observation of the individual and their communication environment
4. Analyse assessment data in order to create a profile of strengths and needs for individuals
with communication and swallowing disorders

3. Indicative Module Content

You will be introduced to the tools of assessment, formal and informal, used in the range of disorders
that you will encounter as a speech and language therapist. You will develop the core skills involved
in the process of information-gathering, observation and assessment. You will learn how to make
sense of the personal narrative, the context and the impact of communication disorders, in a
collaborative process together with the person with communication or swallowing difficulty and their
family.

The comprehensive overview of the principles, process and practice of speech and language therapy
assessment at the start of this module will be developed further to encompass critical evaluation and
application of current approaches to assessment across the age spectrum in relation to a wide range of
speech, language, and communication difficulties and eating, drinking and swallowing disorders, such
as:

Developmental language disorders

Phonological disorders

Atypical literacy development and dyslexia

Autism, ADHD, Social Emotional and Mental Health, Selective Mutism

Learning disabilities, including profound, complex and multiple disabilities

Physical disabilities, such as Cerebral Palsy

Head and neck cancer

Voice disorders

Deafness and cochlear implants

Disorders of fluency

Swallowing disorders (dysphagia)

Acquired language, speech, cognitive and communication disorders: aphasia, dementia, brain injury,
dysarthria and apraxia of speech

Multilingual populations and implications for assessment, use of interpreters

The module will include a clinical skills laboratory session and an opportunity to familiarise
yourselves with current instrumental techniques. Clinical investigation techniques such as oral
examinations and swallowing assessments will be introduced. You will have practical experience of
administering formal and informal assessments, developing your self-awareness of your own
communication skills in these contexts through the use of video and reflective practice techniques, in
small groups.

You will be introduced to and given opportunities to systematically develop techniques involved in
observing and documenting not only individuals’ communication skills but also their communication
environments. You will obtain pre-clinical experience through the use of available web-based
databases and through commercially available and locally developed DVD/video materials. You will
enhance your application of problem solving to clinical decision making through the placement
education block which follows this module.
 4. Learning and Teaching Strategies

We will continue to use a range of blended learning methods to support your learning. This will include
formal lectures, structured classroom and skills lab time, personal academic tutoring, small group tutorials
and seminar group discussions. Time in the Clinical Skills Lab will allow you to practise administering
assessments before you go out on placement. Small group discussions will enhance your ability to work
collaboratively and effectively. You will be expected to engage in self-directed learning through reading,
making and watching videos or completing online activities in preparation for classroom time to discuss
the issues raised. You will be encouraged throughout the module to reflect on your skills development and
record this as an ongoing process.

5. Indicative Assessment

This module will be assessed formatively by:

Small group work reviewing, practicing and answering questions on an allocated assessment each week to
complete a workbook (Paediatric and Adult).

This module will be assessed summatively by

1 Written coursework: in response to two given scenarios (1 adult, 1 child), you will 100%
write a detailed description of the process of assessment, identifying your key Word
clinical questions in order to create a profile of the client’s strengths and needs equivalent:4,000
(word count: 4000 words (2000 for each scenario) – weighting 100%)
 6. Resources:
N.B. Please also see individual lectures for pre session preparation or related reading

Suggested Reading:

Armon-Lotem, S. (2015) Assessing multilingual children: disentangling bilingualism from language

impairment. Multilingual Matters.

Bray M, Ross, A. and Todd, C. (2006) Speech and language; clinical process and practice. Wiley.

Cantley C. (2001) A Handbook of Dementia Care Buckingham: Open University Press

Harrison, B., Sessions, R. Waun, H. (2008) Head and neck cancer: a multidisciplinary approach
London: Lippincott Williams & Wilkins

Hegde, M.N.(2008) Hegde’s Pocket Guide to assessment in speech-language pathology. Thomson

Delmar Learning

Kay, J. Lesser, R. and Coltheart, D. (1992) Psycholinguistic Assessment of Language Processing in

Aphasia (PALPA) - introduction to the tests

Psychology Press

Kersner, M. and Wright, J. (2012) Speech and Language Therapy: the decision-making process when
working with children. 2nd edition. Routledge

Kersner, M. and Wright, J. (2015) Supporting young children with communication problems. 4th
Edition. Routledge.

Kohnert, K. (2008) Language disorders in bilingual children and adults. Plural Publishing

Sheridan, M. (2014) From birth to 5 years: Children’s developmental progress. 4th Edit. Routledge

Lesser, R. and Perkins, L. (1999) Cognitive Neuropsychology and Conversation Analysis in Aphasia
London: Whurr

Mathieson, L. (2001) (6th Edition) Greene and Mathieson’s The Voice and its Disorders. London:
Whurr

McDonald, S., Togher, L. and Code, C. (eds) (1999) Communication Disorders following TBI. East
Sussex: Psychology Press

Murdoch, B. (Ed) (1998) Dysarthria: A physiological approach to assessment and treatment

Cheltenham: Stanley Thornes

Stein-Rubin, C and Fabus, R.L (2017) A guide to clinical assessment and professional report writing
in speech-language pathology. Delmar. Cengage

Tomblin, B. Tomlin and Nippold, M. (2014) Understanding Individual Differences in Language

Development Across the School Years. New York and London : Psychology Press

Whitworth, A., Webster, J. and Howard, D. (2005) A Cognitive Neuropsychological Approach to

Assessment and Intervention in Aphasia. Hove: Psychology Press
Examples of Useful Journals:

General (Adults and Children –all SLT related topics)

International Journal of Language and Communication Disorders

Clinical Linguistics and Phonetics

Journal of Speech, Language and Hearing Research

Topics in Language Disorders

Paediatric:

(in addition to the journals above)

British Journal of Developmental Psychology

Child Language, Teaching and Therapy

Journal of Autism and Developmental Disorders

Journal of Child Language

Journal of Fluency Disorders

Language Speech and Hearing Services in Schools

Adult : (examples include …)

Aphasiology

British Journal of Learning Disabilities

Dysphagia

Journal of Fluency Disorders

Journal of Voice

Websites

www.rcslt.org

www.ican.org

http://www.speechandlanguage.com/ebp-briefs

http://www.education.gov.uk

www.hcpc-uk.org
https://www.gov.uk/government/organisations/department-of-health

www.laryngectomy.org.uk

www.stroke.org.uk

www.stammering.org

www.headway.org.uk

www.ageuk.org.uk

www.alzheimers.org.uk
 7. CP1 timetable 2019

This timetable is correct at time of printing, however changes may have to be made,
usually you will be informed well ahead of time but occasionally it will be necessary,
in case of staff illness or severe weather conditions, to make changes at short notice.
It is essential that you log in to Bb each morning to check for any changes to
the timetable.

CP1 Indicative Timetable 2019/2020 May be subj. to amendments.

Date Lecture Lecturer Time No. of Room

hours

09/9/19 Intro to Module SLT LC 10.00- 12.00

The Paediatric 4 CCf01
Assessment Process 13.00 -15.00 RWg 20

10.00- 12.00 P235

16/09/19 Paediatric Assessment SLT LC 4
1 13.00 -15.00 N005

10.00-12.00 RWg21
23/09/19 Paediatric Assessment SLT LC 4
2 13.00-15.00 RWg21

10.00-12.00 RWg21
30/9/19 Assessment of SLT MMc 4
Narrative 13.00-15.00 RWg21

07/10/19 Assessment of Literacy 10.00-1.00 RWg21

SLT LC 4
10.00 -12.00 RWg20

14/10/19 Assessment of 10.00-12.00 RWg19

Paediatric Dysfluency SLT LC
13.00 -15.00 4 RWg19

21/10/19 ACADEMIC DEVELOPMENT WEEK

SLT 10.00-12.00 P235

28/10/16 Assessment of Katrina 4
Paediatric Dysphagia Rogers 13.00 -15.00 N005
 Assessment in Autism SLT 10.00-12.00
04/11/19 Spectrum Disorders Scott 4 RWg33
Greathead 13.00 -15.00
RWg33
10.00-12.00
11/11/19 AAC: Assessment Specialist 4 Off
Centre visit SLTs 13.00 -15.00 campus

18/11/19 Specialist 10.00-12.00 RWg21

SLT Annie 4
Assessment of Voice Elias 13.00 -15.00 RWg21

25/11/19 10.00-12.00 CCg16

Assessment of Aphasia SLT SM 4
13.00 -15.00 CCf14

10.00-12.00 RWs32
02/12/19 Assessment of Head SLT SM 4
and Neck 13.00 -15.00 RWs32

10.00-12.00 RWs32
09/12/19 Assessment of MSD SLT SM 4
13.00 -15.00 RWs32

16/12/19 SLT FF 10.00-12.00 4 CCF14

Assessment of ALD
13.00 -15.00 CCf14

Christmas Holidays

10.00-12.00
06/01/20 Assessment of Adult SLT LC 4 Room Tbc
Dysfluency 13.00 -15.00

13/01/20 SLT SM 10.00-12.00

Assessment of Adult 4 Room
Dysphagia 13.00 -15.00 Tbc

10.00-12.00
20/01/20 Module Summary and SLT 4 Room
Feedback session SM/LC 13.00 -15.00 Tbc

10.00-12.00
27/01/20 Technology Use for LC and LT 4 Room
Assessment 13.00 -15.00 Tbc
 8 .Staff List

Name Role Contact Details

David Bedford Programme librarian d.d.bedford@gre.ac.uk

Louise Cotton Senior lecturer L.Cotton@gre.ac.uk

Personal tutor
Ruth Dyke Programme R.I.Dyke@gre.ac.uk
administrator

Fiona Fowler Placement lead/ Fiona.fowler@canterbury.ac.uk

senior lecturer

Sophie MacKenzie Programme Director S.R.Mackenzie@gre.ac.uk

Module Leader
Senior lecturer
Personal tutor
Marian McCormick Principal lecturer Marian.mccormick@canterbury.ac.uk
Personal tutor

10. Overview of key dates

September 9th CP1 Starts : Introduction to the Module

2019
October 21st Professional Development Week
2019
January 27th CP1 Module finishes
2020
July 5th (tbc) Submission Date for CP1 Written Assignment.
2020