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
Junior Freshman
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
JF Module Handbook 13/14
40
PLEASE NOTE FOR SUBMISSION OF ASSIGNMENTS
Michaelmas Term:
Weeks
5 – 16
(23rd September – 13th December - Teaching)
Hilary Term:
Week
20
6th January – 10th January - Pre-School visits
Weeks
21 – 32
13th January – 4th April Teaching
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/.
JF Module Handbook 13/14
41
Week 5
23rd Sept
Week 6
30th Sept
Week 7
7h Oct
Week 8
14th Oct
Week 9
21st Oct
Week 10
28th Oct
Course
Anatomy
Clinical practice
LMS
Phonetics
Physiology
Preclinical skills
Psychology
Assessment
Spot
Log
1 essay
Regular tests
(starts week 11) assignments
2 assignments (30 hrs each)
2 assignments (20hrs each)
Anatomy
LMS
Phonetics
Preclinical skills
Psychology
Week 22
20th Jan
Anatomy
LMS
Phonetics
Preclinical skills
Psychology
Anatomy
LMS
Phonetics
Preclinical skills
Psychology
Anatomy
Clinical practice
LMS
Phonetics
Preclinical skills
Psychology
Anatomy
Clinical practice
LMS
Phonetics
Preclinical skills
Psychology
JF Module Handbook 13/14
Week 21
13th Jan
Week 23
27th Jan
Jittery Janet
Week 24
3rd Feb
Week 25
10th Feb
Week 26
17th Feb
Course
Anatomy
Clinical practice
Intro to CHILDES
Intro to Syntax
Phonetics
Physiology
Speech & Hearing:
Audiology
Fluency (ML)
Anatomy
Audiology
Clinical practice
Fluency (ML)
Intro to CHILDES
Intro to Syntax
Phonetics
Physiology
Anatomy
Audiology
Clinical practice
Fluency (ML)
Intro to CHILDES
Intro to Syntax
Physiology
Anatomy
Audiology
Clinical practice
Fluency (ML)
Intro to CHILDES
Intro to Syntax
Physiology
Psychology
Anatomy
Audiology
Clinical practice
Fluency (ML)
Intro to CHILDES
Intro to Syntax
Physiology
Anatomy
Clinical practice
Fluency (ML)
Intro to CHILDES
Intro to Syntax
Phonetics
Physiology
Assessment
One Spot exam
Log
Project/ Clan analysis
Class test
Regular tests
Assignments
1 assignment
Audiology PBL
Audiology PBL
Audiology PBL
Pre School Study
Audiology PBL
42
Week 11
4th Nov
Week 12
11th Nov
Week 13
18th Nov
Week 14
25th Nov
Week 15
2nd Dec
Week 16
9th Dec
Anatomy
Clinical practice
Phonetics
Physiology
Preclinical skills
Psychology
Anatomy
Clinical practice
LMS
Phonetics
Physiology
Preclinical skills
Psychology
Anatomy
Clinical practice
LMS
Phonetics
Physiology
Preclinical skills
Psychology
Anatomy
Clinical practice
LMS
Phonetics
Physiology
Preclinical skills
Psychology
Anatomy
Clinical practice
LMS
Phonetics
Physiology
Preclinical skills (PS)
Psychology
Clinical practice
LMS
Phonetics
Physiology
Preclinical skills
Psychology
JF Module Handbook 13/14
Week 27
24th Feb
Week 28
3rd March
Week 2 9
10th March
Week 30
17th March
Week 31
24th March
Baby Study 1
Assignment due Jan
In-course assessment 18th Dec
Preclinical Skills Log / Triple Jump
Week 32
31st March
Anatomy
Intro to CHILDES
Intro to Syntax
Voice (PS)
Anatomy
Intro to CHILDES
Intro to Syntax
Physiology
Voice (PS)
In-course assessment
Anatomy
Intro to CHILDES
Intro to Syntax
Voice (PS)
Anatomy
Intro to CHILDES
Intro to Syntax
Voice (PS)
Anatomy
Intro to CHILDES
Intro to Syntax
Psychology
Voice (PS)
Baby Study 2
Audiology assignment due
Anatomy
Clinical Practice
Intro to CHILDES
Intro to Syntax
Voice (PS)
Clinical Practice log
43
Module Code:
Module Name:
ECTS weighting:
Semester/term taught:
Contact Hours:
108
Module Personnel:
SL1002
PRE-CLINICAL SKILLS
5
Michaelmas Term
Lecture / Tutorials 24, Assignments 60, Total contact hours
Module Co-ordinator and Lecturer: Dr. P. Sloane
Learning Outcomes
By the end of this module, students should be able to demonstrate knowledge and
understanding of:
 The speech and language therapy profession and service and its relationship with other
services.
 The code of ethics and professional conduct for speech and language therapists.
 The common theories of interpersonal communication and their application to speech
and language therapy
 A range of interpersonal communication skills that are appropriate to speech and
language therapy and multidisciplinary team working and demonstrate effective and
confident communication in a range of contexts.
 Theories of change, the therapeutic process and specific core skills such as the
therapeutic mindset and reflective practice.
 The need for continuing advancement of knowledge, understanding and skills in line with
identified learning styles and needs
 Team-work, Problem Based Learning, independent thinking and the need for an active,
task-oriented, and self-directed approach to their own learning
Module Learning Aims
To provide a challenging, enquiry based learning environment, for students in the area of
pre-clinical skills and to build on their critical enquiry and independent learning skills, in the
passage to becoming speech and language therapy practitioners who are responsive to
current and future education, health and social care needs.
Module Content

Problem Based learning; An Introduction, Overview and Experience of PBL.

Introduction to professional practice; ethics, code of conduct and fitness to practice.

The Speech and Language Therapy Profession; client groups and service provision; role
of the speech and language therapist in the therapeutic process; service locations and
delivery systems;

Foundations for the therapeutic process.

Interpersonal communication skills.
Recommended Reading List: Reading List and recommended web sites will be notified at
each lecture.
Assessment Details
2 Continuous assessment assignments.
CA1: Assignment 1: PBL assignment (50%). Due date 13th December 2013
CA2: PBL; Triple jump; group presentation and discussion of problem resolution (50%).
Date Monday 9th December 2013 - 9 a.m. - 2.30 p.m
JF Module Handbook 13/14
43
Module Code:
Module Name:
ECTS weighting:
Semester/term taught:
Contact Hours:
Module Personnel:
SL1003
CLINICAL PRACTICE
5
Michaelmas and Hilary terms
Workshop/Training 10, Clinical 30, Assignment 40, Tutorials
20, Total 100 hours
Module Co-ordinator and Lecturer: Dr. C. Jagoe
Learning Outcomes
On successful completion of this module, students should be able to:

apply principles of interpersonal communication and pre-clinical skills to interaction with
an adult with communication difficulties. (programme outcome 2)

select and apply appropriate methods to facilitate conversation with an individual with
communication difficulties. (programme outcome 2)

evaluate their own communication skills, displaying self-directed and reflective practice
over the course of the module. (programme outcome 5)

demonstrate effective communication with relevant stakeholders in the programme.
(programme outcome 3)

demonstrate the ability to work collaboratively with a student partner, accessing
supervision and guidance appropriately (programme outcome 5)

demonstrate an awareness of professional and ethical issues raised in clinical contexts
within a social model of disability. (programme outcome 4)

demonstrate skills in advocating on behalf of people with aphasia as equal and
competent members of society (programme outcome 4)
Module Learning Aims
Connect is a two-semester clinical module taken by the Junior Freshman students on the
Clinical Speech and Languages Studies programme. It is mandatory that students complete
this module as it provides an initial exposure to clinical contact and a context in which preclinical skills can be applied. This service-learning module seeks to facilitate the students to
engage with individuals with communication disorders, promoting personal, professional and
academic development while engendering a sense of civic engagement. Specifically it aims
to enable participants to develop and apply interpersonal skills to facilitating conversation
with individuals with communication difficulties, to self-reflect on their role as a conversation
partner and to gain first-hand experience of the social model of disability.
Module Content
This is a service learning module which forms part of the clinical curriculum of students in
the on the Clinical Speech and Languages Studies programme. The initial teaching delivery
occurs in the form of a workshop in which training is provided. Students are then expected to
engage in weekly-paired visits with their conversation partner and submit written feedback
on each visit. Two-weekly tutorials provide a forum to discuss issues arising and for the
students to access support as necessary.
Recommended Reading List
1. Parr, S. & Duchan, J. (2003). Aphasia Inside Out: Reflections on Communication
Disability. Open University Press
2. Parr, S. (1997). Talking about Aphasia: Living with Loss of Language after Stroke. Open
University Press.
3. Pound, C., Parr, S., Lindsay, J. & Woolf, C. (2000). Beyond aphasia. Therapy for living
with communication disability. Bicester: Speechmark.
JF Module Handbook 13/14
44
Assessment Details Percentage Weighting 100%
(a) Summative – a reflective log (completed by student pairs) and a summary of learning
(completed individually). Due 12 noon Thursday 3rd April 2014
(b) Formative – weekly feedback forms and reflective logs will be submitted by student pairs
to the relevant tutor, the tutorials provide a forum for formative feedback.
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL1004
SOCIAL PSYCHOLOGY AND LIFESPAN DEVELOPMENT
5
Michaelmas Term
24 hours Lectures; Pre-School visits 15 hours; Baby study
visits 15 hours
Module Co-ordinator and Lecturer - Dr. K. McTiernan
Learning Outcomes
On successful completion of this module, students should be able to:
 Identify, compare and contrast the key theories in social and developmental
psychology
 Describe and discuss factors contributing to human development
 Demonstrate the ability to recognize the impact of heredity, social, cultural, political
and economic diversities that contribute to making individuals and societies unique
 Interpret behaviour in relation to developmental norms and schedules
 Place observations of behaviours into the context of developmental theory
 Apply knowledge of lifespan development necessary for clinical practice
 Develop skills in reporting findings related to questions based on theory which they
have investigated using observational methods
Module Learning Aims
On completion of the course in Social Psychology and Lifespan Development students will
be able to demonstrate knowledge of normal psychological development across the
lifespan. Students will also have experience of observational research methods and report
writing as a result of the Pre-school Study and the Baby Study.
Module Content
1. Basic concepts in psychology: definition, relationship to discipline of SLT.
2. Factors contributing to development: biological bases of behaviour (CNS, brain
structure, endocrine system, genetic influences).
3. Environmental influences on behaviour and development, processes and structure
supporting normal development - family, education, socio-economic class; social
behaviour, beliefs and attitudes (prejudice, conformity, group pressures).
4. Lifespan Development: Theories, issues; factors; implications for later development.
The following aspects of development will be delineated across the lifespan: physical
and motor development; sensory and perceptual development; social and personality
development (social cognition, play, self concept, sex role); cognitive development;
Moral development.
5. Processes that can interfere with development: physical disability, intellectual
impairment, mental illness, social disadvantage, and inadequate family support.
Recommended Reading List
1. Augoustinos, M., Walker, I. & Donaghue, N. (2006). Social cognition: An integrated
introduction. London: Sage.
2. Bee, H. & Boyd, D. (2011). The Developing Child. Harper and Row.
3. Barrett, M. (2001). The development of language. East Sussex: Psychology Press.
JF Module Handbook 13/14
45
4. Bernstein, D., Penner, L.A., Clark-Stewart, A. & Roy, E.J. (2011). Psychology. New
York: Houghton Mifflin Company.
5. Blake, B.J. (2008). All about language. Oxford: Oxford University Press.
6. Brehm, S.S., Kassin, S.M. & Fein, S. (2010). Social psychology. Boston: Houghton
Mifflin.
7. Bremner, G. & Lewis, C. (2004). Developmental psychology. London: Sage.
8. Carpendale, J. & Lewis, C. (2006). How children develop social understanding.
Oxford: Blackwell.
9. Franzoi, S.L. (2003). Social Psychology. London: McGraw Hill.
10. Gazzaniga, M. & Heatherton, T. (2003). Psychological Science. London: Norton.
11. Gleitman, H., Fridlund, A.J. & Reisberg, D. (2004). Psychology. London: Norton and
Co.
12. Goldberg, S. (2000). Attachment and development. London: Arnold.
13. Gray, P. (2010). Psychology. New York: Worth Publishers.
14. Harley, T.A. (2008). The psychology of language: From data to theory. Hove:
Psychology Press.
15. Meadows, S. (2006). The child as thinker: The development and acquisition of
cognition in childhood. Sussex: Routledge.
16. DeLamater, D. & Myers, D.G. (2010). Social psychology. London: McGraw Hill.
17. Newman, B.M., and Newman, P.R. (2011). Development through life: A psychosocial
approach. UK: Thomson Wadsworth.
18. Oller Jr., J.W., Oller, S.D. & Badon, L.C. (2006). Milestones: Normal speech and
language development across the lifespan. Oxford: Plural Publishing.
19. Parke, R.D. & Locke, V.O. (2008). Child psychology: A contemporary viewpoint.
London: McGraw Hill.
20. Sheridan, M. (2008). From birth to five years. Taylor and Francis, Inc.
21. Smith, P. Cowie, H. & Blades, M. (2005). Understanding children's development.
Oxford: Blackwell.
22. Stantrock, J.W. (2006). Adolescence. London: McGraw Hill.
23. Stantrock, J.W. (2004). Child development. London: McGraw Hill.
24. Sternberg, R.J. (2009). Psychology. London: Thomson Wadsworth.
25. Weiten, W. (2010). Psychology themes and variations. UK: Wadsworth.
26. Whitbourne, S.K. (2010). Adult development and aging: Biopsychosocial
perspectives. NJ: John Wiley and Sons.
27. Wood, C., Littleton, K. & Sheehy, K. (2008). Developmental psychology in action.
Oxford: Blackwell Publishing
Assessment Details
One 3-hour examination paper (60%).
Students are required to achieve a minimum mark of 35% overall on this paper in order to be
eligible for compensation from continuous assessment assignments.
Continuous Assessment 1: Pre-School Study Report (20%): Each student visits a Preschool (see separate handout for details), every morning, during week 2 HT (6th - 10th
January 2014) and submit a Pre-school Study Report which links observations with key
theories in Social and Developmental Psychology. This is due at noon on Friday 7th
February, 2014.
Continuous Assessment 2: Baby Study Report (20%): Each student follows the progress
of a baby for five months - from October/ November to March/April (see separate handout
for details) and submits a report linking observations with key theories in Social and
JF Module Handbook 13/14
46
Developmental Psychology. The Initial Baby Study Report is due on Friday 6th December
2013 (noon). The Final Baby Study Report is due at noon on Thursday, 27th March, 2014.
JF Module Handbook 13/14
47
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL1005
SPEECH AND HEARING
5
Hilary term
Lectures 24 (12 x Audiology, 6 x Fluency, 6 x Voice),
Assignment 30, Total 204 hours
Module Co-ordinator and Lecturer – Dr. P. Sloane
Lecturer - M. Leahy
Lecturer - Dr. S. Laoide-Kemp
Learning Outcomes
On successful completion of this module, students should demonstrate understanding of:
 the phases of fluency development and influencing factors.
 definitions; acquisition of fluency and the major factors that affect acquisition and its
maintenance.
 the relationship of fluency and language acquisition.
 Students will demonstrate a theoretical and practical understanding of the
communicative functions of voice, the biomechanics and determinants of phonation;
acoustics of the voice and voice development, infancy to senescence.
 Students will demonstrate knowledge of the physics of sound, development of
hearing and of listening; the nature, causes and types of hearing loss, and their effect
on the communication process; the measurement of auditory functions in closed
circuit and free field
Module Learning Aims
The student will demonstrate knowledge of the development of voice and fluency and the
nature, causes and types of hearing impairment and their effect on the communication
process.
Module Content
1. Communicative functions of the voice. Overview and revision of respiratory, laryngeal
and supralaryngeal structure and function in relation to voice production. Theories of
phonation; phonatory physiology. vocal characteristics; vocal quality;
pitch/fundamental frequency; pitch perturbation; loudness/ intensity; amplitude
perturbation; harmonics to noise ration; resonance, normal vocal variants; normative
data on physiological, acoustic and psychoacoustic parameters
2. Normal voice development, infancy to senescence.
3. Phases of fluency development and influencing factors.
4. Definitions; acquisition of fluency and the major factors that affect acquisition and its
maintenance.
5. Fluency acquisition and its relationship to language acquisition.
6. Overview; Terminology. Development of hearing and listening.
7. Hearing loss; types, causes and differential diagnosis.
8. Measurement of auditory functions; pure tone, speech and free field audiometry;
tests appropriate to developmental age.
9. Effect of types and degree of hearing loss in child and adult
10. Management of hearing impairment in the context of speech and language therapy
services.
JF Module Handbook 13/14
48
Recommended Reading List
Gregory, H. (2003). Stuttering Therapy: rationale and procedures. Boston: Allyn and Bacon,
JF NB CHAPTER 1
Shapiro, D. (1999). Stuttering Intervention. Austin: Pro-Ed. JF: NB Chapters 1 and 2
Curlee, R.F. & Siegel, G.M. (1997). The Nature and Treatment of Stuttering: new
directions. Boston: Allyn and Bacon. JF NB: chapters 3 and 5 (Yairi; Bernstein Ratner)
Stewart, T. & Turnbull, J. (1995). Working with Dysfluent Children. Bicester: Winslow Press.
JF:NB chapters 1, 2,3.
Bloodstein, O. (2006). Handbook of Stuttering. Has good introduction to stuttering
controversies.
Royal National Institute for Deaf People (RNID), www.rnid.org.uk RNID Library (run jointly
with University College London Library) www.ucl.ac.uk/Library/RNID/ The National
Deaf Children's Society www.ndcs.org.uk
For Noise Induced Hearing Loss use GOOGLE search engine and key in `Noise Induced
Hearing Loss’
Assessment Details
Annual Examination Paper (70%)
Section - Audiology (30%) (2 questions to be answered)
Section - Fluency and Voice (40%) (2 questions to be answered)
Students are required to achieve a minimum mark of 35% on each section of this paper in
order to be eligible for compensation from continuous assessment assignments.
1 Assignment - Audiology (30%):
Problem Based Learning assignment. Group written product with the problem incorporating
a practical hearing screening component. Full details are given at commencement of course.
Due date 12 noon 27th March 2014.
JF Module Handbook 13/14
49
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL1SPH
PHONETICS
10
Michaelmas and Hilary terms
48 Hours Lectures
Lecturer - Dr. R. O'Halpin
Learning Outcomes
On successful completion of this module, students should be able to
 Identify speech sounds presented in IPA notation and describe the manner of
articulation of speech sounds identified Prog outcome 2
 Classify speech sounds on the basis of perceptual and production features Prog
outcome 2
 Transcribe speech sounds using IPA notation on the basis of both audio recordings
and live speech samples Prog outcome 2
 Describe and apply the principles of speech transcription Prog outcome 2
Module Learning Aims
 To develop understanding of the ways in which speech sounds are produced, can be
described and can be transcribed
 To introduce students to phonetic transcription practice
 To familiarise students with notation associated with broad phonetic transcription
 To develop skills in speech transcription of recordings and live speech samples
Module Content
Introduction to phonetics
Production and classification of speech sounds (including prosody)
Transcription of speech sounds
Recommended Reading List
Handbook of the International Phonetic Association. 1999. Cambridge: Cambridge
University Press
Ladefoged, Peter. 2001. Vowels and Consonants: An Introduction to the Sounds of
Language. Oxford: Blackwell.
Ladefoged, P. and Johnson, K. (2010). A Course in Phonetics. Heimle: 6th Edition, Int’l
Edition
Assessment Details
Written Annual Examination 3 hour paper (70%)
Students are required to achieve a minimum mark of 35% on this paper in order to be
eligible for compensation from continuous assessment assignments.
Practical Tests in Phonetic Transcription (30%)
JF Module Handbook 13/14
50
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
LI1008
LANGUAGE, THE INDIVIDUAL AND SOCIETY
5
Michaelmas term
Lectures: 22 hours (1 term, 2 hours per week)
Denise O'Leary; Dr. Breffni O'Rourke; Dr. Gessica De Angelis;
Dr. Lorna Carson; Gudny Thorvaldsdottir; Pat Matthews; Dr.
Kathleen McTiernan
Learning Outcomes
By the end of this course students should have the capacity to:
 Engage in critical discussion on a range of relationships that hold between language,
the individual and society.
 Problematise the idea that only spoken languages are 'real' languages.
 Evaluate the impact of Age on the rate and route of first and second language
acquisition.
 Weigh the merits of different accounts of the relationship between language and
thought.
 Critically assess information and views relating to language attitudes, language
acquisition and language transmission in multilingual contexts
 Critically analyse issues relating to language and gender.
 Critically assess data and opinions about language endangerment and language
revitalisation.
 Explain the evolution of writing systems
Module Learning Aims
1. To enable students to critically evaluate a range of theories and evidence in the fields
of Applied Linguistics, Sociolinguistics and Psycholinguistics that relate to language,
the individual and society.
2. To facilitate critical debate on a variety of themes central to our understanding of the
relationship between language, the individual and society. This critical debate
includes the following questions among others:
 How do we acquire language?
 How are we to interpret the fact that language use varies according to geography,
social class, gender and context?
 Why do languages die?
 What is the impact of immigration on language attitudes, language acquisition and
language transmission?
Module Content
Each week a new topic is introduced and discussed at length over the two lectures. The
topics are given below for each week of the course.
Week 1: Introduction – D. O’Leary. Week 2: How do babies learn language? – Dr. De
Angelis Week 3: Do children learn languages better than adults? – D. O’Leary. Week 4: Who
speaks the best English? – Dr. O’Rourke. Week 5: Does the way you think depend on the
language you speak? – Dr. O’Rourke. Week 6: Can threatened languages be saved? – D.
O’Leary. Week 7: READING WEEK – NO LECTURES. Week 8: Is Irish a dead language? –
D. O’Leary. Week 9: Are signed languages real languages? – P. Matthews/
G.Thorvaldsdottir. Week 10: If you want to live here you should speak our language! – Dr.
Carson. Week 11: How did writing systems develop? – Dr. O’Rourke. Week 12: Language
and gender – Dr. McTiernan.
Recommended Reading List
JF Module Handbook 13/14
51
O’Grady, W., J. Archibald and F. Katamba. (2011) Contemporary Linguistics: An
Introduction. 2nd ed. London: Longman.
Fromkin, V., R. Rodman and N. Hyams. (2007) An introduction to language. Boston, MA:
Thomson Wadsworth.
Assessment Details
Students are required to submit an essay of 2,500 words. In addition they are required to
answer two questions on Language, the Individual and Society in the summer examination.
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
LI1031
INTRODUCTION TO SYNTAX
5
Hilary term
22 hours (1 term, 2 hours per week)
Elaine Uí Dhonnchadha
Learning Outcomes
On successful completion of this module students should be able to:

Analyze the major syntactic phrases of English

Identify heads and dependent elements inside major phrases

Describe the relationship between syntax and other levels of linguistic analysis.
Module Learning Aims
To introduce the student to basic techniques of syntactic analysis and to apply these
techniques to English syntax.
Module Content
Structural linguistics; the generative approach to language; the basics of phrase structure
grammar; lexical information about heads; recursion and clauses; dependency relations in
syntax.
Essential Textbook
Analysing Sentences: An introduction to English Syntax. Noel Burton-Robers (2011). 3rd.
Edition. Longman.
Recommended Reading List
O’Grady, W., J. Archibald and F. Katamba. (2011). Contemporary Linguistics: An
Introduction. 2nd. Edition. London: Longman.
Chapter 5 Syntax: The Analysis of Sentence Structure.
Chapter 13 Brain and language
Fromkin, V., R. Rodman and N. Hyams. (2007). An Introduction to Language. Boston, MA:
Thompson Wadsworth.
Chapter 4 The Sentence Patterns of Language.
Tallerman, M. (2011). Understanding Syntax. 3rd. Edition. Hodder Education.
Chapter 1 What is syntax?.
Radford, A., Atkinson, M., Britain, D., Clahsen, H., Spencer, A. (2009). Linguistics: An
Introduction. 2nd. Edition. Cambridge University Press.
Chapter 26 Syntactic Disorders.
Assessment Details
Class test (50%)
One section on three hour written examination (50%)
JF Module Handbook 13/14
52
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
LI1032
INTRODUCTION TO CHILDES
5
Hilary term
24 hours (1 term, 2 hours per week)
Denise O'Leary, Elaine Uí Dhonnchadha
Learning Outcomes
Through a hands-on, practical introduction to language transcription and analysis programs
(Childes CHAT & CLAN programs), students are facilitated in learning how to:
Transcribe speech data
Linguistically annotate speech data
Undertake elementary analysis on transcribed data
Explain the uses and possibilities of transcribed data and how it contributes to their field of
study.
Module Learning Aims
The general aim of this course is to introduce students to language transcription, coding and
analysis of child speech data and of adults recovering from Aphasic Disorders. Students are
facilitated in learning how to: 1. recognise different kinds of linguistic data. 2. collect samples
of child language 3. transcribe spontaneous speech data from children, and adults with
Aphasia. 4. code transcripts of speech data in basic format. 5. conduct some basic analysis
of transcriptions in order to investigate an aspect of child language development and/or
language impairment.
Module Content
In addition to the hands-on, practical introduction to language transcription and analysis
programs, students are also introduced to the various theoretical perspectives on child
language acquisition. In particular we look at how language transcription and analysis might
help us to answer questions that arise about the rate and route of child language acquisition.
Similarly we look at how programs such as CHILDES may contribute to our understanding of
children with Specific Language Impairments and adults recovering from Aphasic disorders.
Recommended Reading List
The main references for this course (in addition to a number of recommended readings) are:
MacWhinney, B. (2012) The CHILDES Project. Tools for analyzing talk - electronic edition.
Volume 1; Part 1: The CHAT transcription format.
(http://childes.psy.cmu.edu/manuals/chat.pdf)
MacWhinney, B. (2012) The CHILDES Project. Tools for analyzing talk - electronic edition.
Volume 2; Part 2: The CLAN programs.
(http://childes.psy.cmu.edu/manuals/clan.pdf)
MacWhinney, B. (2000). The CHILDES Project: Tools for Analyzing Talk. 3rd Edition.
Mahwah, NJ: Lawrence Erlbaum Associates
Assessment Details
Students are required to submit a project involving data collection, transcription, coding and
analysis. (50%)
One section on three hour written examination - one question to be answered. (50%)
JF Module Handbook 13/14
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Module Code:
Module Name:
ECTS weighting:
Semester/term taught:
Contact Hours:
Module Personnel:
AN2S03
ANATOMY
10
Michaelmas and Hilary Term.
Michaelmas Term 22 hours lectures/ 22 hours Practicals
Hilary Term: 24 hours lectures / 13 hours Practicals
Module Co-ordinator and Lecturer: Dr. W. Ryan
Learning Outcomes On successful completion of this module, students should be able to
Head and Neck
 Recognise, describe and classify bones and joints of the head and neck
 Recognise and describe the gross structure and functions of its muscles and nerves of
the region
 Recognise and describe its visceral and endocrine structures
 Recognise and describe the organs of the special senses
 Recognise and describe its blood supply and lymphatic drainage
 Recognise and describe the radiologic features of the head and neck
 Describe the development of the head and neck and related congenital abnormalities
 Apply anatomical knowledge to explain the pathogenesis and natural history of common
clinical disorders of the region
Neuroanatomy
 Recognise and describe the major subdivisions of the central nervous system (CNS)
 Recognise and describe the ventricular system and the production, circulation,
absorption and role of cerebrospinal fluid
 Recognise and describe the structures associated with sensory and motor systems and
their connections
 Recognise and describe the structures associated with language and their connections
 Recognise and describe the limbic system and its connections
 Recognise and classify cranial and spinal nerves and their connections.
 Recognise and describe the blood supply of the CNS
 Describe the development of the CNS and related congenital abnormalities
 Apply anatomical knowledge to explain the normal function of the CNS
 Apply anatomical knowledge to explain the pathogenesis and natural history of common
clinical disorders of the CNS
Thorax
 Recognise and describe the bones and joints of the thorax.
 Recognise and describe the respiratory muscles with their associated nerves and
vessels.
 Recognise and describe the structure and function of the heart and lungs and
oesophagus.
 Recognise and describe the blood supply and lymphatic drainage of the region.
 Recognise and describe the radiologic features of the thorax and its organs.
 Apply anatomical knowledge to explain the pathogenesis and natural history of common
clinical disorders of the region.
Module Learning Aims
It is intended for students of JF Clinical Speech and Language Studies, for whom it is
mandatory. The module supports the academic programme of the Discipline of Clinical
Speech and Language Studies. The aim of the module is to
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54
1. To provide detailed instruction on the gross anatomy of the head and neck and its
embryologic development.
2. To consider the structure of the central nervous system, its subdivisions and their
connections.
3. To provide detailed instruction on the gross anatomy of the thorax
4. To use this knowledge as the basis of understanding of function in health and disease
Module Content
Head and Neck
The cervical vertebrae and skull, with their joints and ligaments; The muscles and nerves of
the region, in functional groups; The visceral and endocrine structures of the head and neck;
The organs of the special senses (vision, hearing, taste); The arteries, veins and lymphatics
of the region; Radiology of the head and neck; Embryologic development of the cervical and
craniofacial regions; Clinical applications of anatomy of the region.
Neuroanatomy
Overview of the nervous system; Cerebral cortex; Cerebellum; Brainstem; Cerebrospinal
fluid; Blood supply of the central nervous system; Cranial nerves; Spinal cord; Ascending
and descending pathways; Language; Thalamus; Basal ganglia; Olfactory, limbic,
autonomic, visual and auditory systems; Radiology of the central nervous system; Clinical
applications
Thorax:
The thoracic wall with its bones and joints; The intercostal muscles and diaphragm; The
mediastinum; The heart; The lungs; Radiology of the thorax; Clinical applications of anatomy
of the region
Reading list/Indicative Resources
A main textbook, neuroanatomy textbook, anatomy atlas and embryology textbook from the
following:
Main Textbooks
Gray’s Anatomy for Students: Drake, Vogl and Mitchell: Elsevier
Last’s Anatomy, regional and applied: Sinnatamby: Churchill Livingstone
Neuroanatomy Textbooks
Neuroanatomy - An Illustrated Colour Text: Crossman & Neary: Churchill
Livingstone
Atlases
Atlas of Human Anatomy: Netter: CIBA-Geigy
Embryology
Langman’s Medical Embryology: Sadler: Williams & Wilkins
Reference
Gray’s Anatomy: Williams et al: Longman
Clinical Neuroanatomy and related Neuroscience: FitzGerald and Folan-Curran: W
B Saunders
Radiographic Images: Online resources ANATOMY.TV
This is an excellent resource for anatomy to which TCD has an institutional subscription.
This website should be your first stop for all information about anatomy. It does have some
CT and MR datasets under the anatomical regions.
http://www.anatomy.tv.elib.tcd.ie/new_home.aspx
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Blackboard
Blackboard Learn is used as a teaching resource; among other useful features it contains
the detailed content of each lecture and practical class.
Assessment details
Assessment is by in-course assessment (Spot Examinations), and annual examinations
(Short Answer Question [SAQ] Paper and Station Based Practical [SBP] Examination).
In a Spot Examination students are asked to identify anatomical structures in the Dissecting
Room and answer functional and clinical questions. The SAQ paper has eight questions, all
to be answered in 3 hours. Two of the eight questions will contain internal choices (do A or
B). The Station Based Practical is a 5 station examination, with three ‘Spot’ stations and two
Viva Voce stations (one-to-one oral exam with an Anatomy lecturer). Each station is of three
minutes duration.
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Overall Module Marks Weighting
Spot Examination 1
Head and Neck
Spot Examination 2
Neuroanatomy/skull
SAQ Paper
All
SBP Examination
All
Michaelmas
Hilary
Trinity
Trinity
10%
10%
40%
40%
Pass Criteria
In order to pass, students must achieve an overall mark of 50% (It is not necessary to pass
any of the individual elements). Students with an overall mark of 45% - <50% will be
required to attend a viva voce examination with the External Examiner in Anatomy during the
annual examination period. Subject to a satisfactory performance, the External Examiner
may raise the mark to 50%. Students with an overall mark of less than 45%, or those with an
overall mark of 45% - <50% but who do not satisfy the External Examiner, will be required to
sit the Supplemental Examination.
Distinctions
Students attaining a sufficient standard in anatomy, and at the Module Coordinator’s
discretion, will be invited for a Distinction Viva Voce in Anatomy with the External
Examiner. To be awarded a Distinction in Anatomy the candidate must attend the
examination and satisfy the External Examiner. The External Examiner will not reduce a
candidate’s mark but may decide not to award a Distinction.
Supplemental Examination
The Supplemental Examination is held in August/September. Marks from the Spot
Examinations are not carried forward. The format of the Essay Paper and Practical
Examination and the pass criteria are exactly the same as those of the Annual Examination.
The marking system is different because the Spot examinations are omitted. The format of
the Supplemental Examination and the standard to pass are the same as those of the
Annual Examination (see above), with the exception that the practical examination will
consist of a 10 minute viva voce examination with a member of the Anatomy department
staff. SAQ Paper and Practical Examination each worth 50%.
Overall Weighting of Supplemental exam:
Practical Examination
50%
Essay Paper
50%
As in the Annual Examination, students achieving an aggregate mark of of 45% - < 50% in
the supplemental assessment will be required to attend a pass/fail viva voce examination
with the External Examiner.
Students who fail the Supplemental Examination will be required to repeat the year.
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Module Code:
Module Name:
ECTS weighting:
Semester/term taught:
Contact Hours:
Module Personnel:
PG1000
PHYSIOLOGY ALLIED HEALTH
5
Michaelmas and Hilary terms,
28 hours lectures
Module Co-ordinator: Prof Marina Lynch
Learning Outcomes
On successful completion of this module, students should be able to
Describe the structural characteristics of the basic mammalian cell types.
Explain the functional roles of these cell types and how they interact in the various organ
systems studied during the course.
Explain the mechanisms by which these different organ systems are controlled in the
normal human body.
Give examples of the functional interrelationships that normally exist between the organ
systems during daily life.
List typical normal values for those physiological variables commonly used in clinical
practice.
Module Content
1. Cells, tissues and body organisation (C&T)
2. Nervous and sensory systems (N&S)
3. Muscle function (MSC)
4. Cardiovascular system (CVS)
5. Respiratory system (RESP)
Recommended Reading Lists:
Essential Textbook
Stanfield, C & Germann, WJ. Principles of Human Physiology 4th edition Pearson (ISBN
9780321733672).
Assessment
In-Course Assessment (3): 10% of the final mark in Physiology
Final Examination: 90% of the final mark in Physiology
Further details will be available in your Physiology handbook.
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Junior Freshman Foundation / Preclinical
The Junior Freshman year serves as a preclinical year during which students
acquire the core knowledge and lay down the foundation skills on which professional
competencies can be based. They acquire basic knowledge in anatomy, language
acquisition, linguistics, phonetics, physiology and psychology and are introduced to
the professional role in modules covering service types, clinical contexts and
practice. Foundation skills in the observation and assessment of general
communication skills and in assessment of fluency, hearing, speech, swallowing and
voice are studied and are actuated in preclinical practice in observation of infants
and preschool children and by participation in the CONNECT project.
The clinical learning goals for the Junior Freshman year are to
 Obtain knowledge of the profession and of general client groups
 Develop professional interaction, observation and reporting skills
 Develop clinical problem solving processes and skills
 Develop knowledge and skills in the assessment of fluency, hearing,
speech, swallowing and voice
 Develop skills in identifying clinical learning goals and setting and achieving
personal objectives
During the academic year students participate in the CONNECT project which
enables them to meet many of these learning objectives.
General Client Group Experience
Junior Freshman students are encouraged to gain experience of working with
potential future client groups in a general way (i.e. not direct speech and language
therapy) during the long vacation. The objective of this experience is to broaden
knowledge of individuals with differing needs on a personal basis and to develop
awareness of the impact of special needs on daily life. The experience gained should
develop transferable competencies in
 time management
 observation of workplace procedures in areas such as general health and
safety
 acknowledging and respecting the beliefs and rights of others
 recognising and respecting the personal, social and emotional needs of self
and others
 using a range of interpersonal relationships styles
 observation and recording skills
as well as enabling students to integrate and apply the theoretical knowledge gained
from their studies in speech and language pathology psychology, linguistics and
human biomedical sciences.
Students who feel that they require further experience may organise placements in
schools, day centre/hospitals, etc., independently. They are requested not to
contact Speech and Language Therapists to facilitate such placements. The
learning goals do not require the expertise and supervisory skills of speech
and language therapists and are best met in a broader context with the student
usually working as a volunteer in a service agency or on a specific project.
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Certified clinical hours Junior Freshman hours forms (01)
Junior Freshman students should record time spent on preclinical activities and the
CONNECT programme on the yellow hours forms which will be given to them at the
start of the year. Two copies for these forms are provided and both should be
completed. One must be submitted to reception at the start of the Senior Freshman
year and the other retained in your Professional Development Log (PDL).
Junior Freshman forms should contain a record of time spent on CONNECT,
observation studies and other preclinical activities along with a brief reflective report
on preclinical learning.
The following materials should be downloaded, read and retained in the PDL
Code of ethics (I.A.S.L.T.)
Guidelines for Good Practice in Practice Education (Therapy Project Office
2008)
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 & trips
Health Information and Quality Authority HIQA (www.hiqa.ie)
 National Standards for the Prevention and Control of Healthcare Associated
Infections
 A Guide to the National Standards for the Prevention and Control of
Healthcare Associated Infections (Standards 1, 2:5 6& 7 are stressed as most
relevant to practice education placements)
 Guidelines for Hand Hygiene in Irish Health Care Settings SARI Infection
Control Subcommittee
Submission of certified hours forms
Incoming Senior Freshman students are required to submit their
Junior Freshman preclinical hours form and General client group
experience report by 12 noon on the second Monday of
Michaelmas Term.
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