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 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
SF Module Handbook 13/14
40
PLEASE NOTE FOR SUBMISSION OF ASSIGNMENTS
Michaelmas Term:
Weeks
5 – 16
(23rd September – 13th December - Teaching)
Hilary Term:
Weeks
19 - 20
Foundation Scholarship Exams
Weeks
21 – 32
13th January – 4th April Teaching
Week
33 – 35
Revision weeks
Week
36 - 37
Annual exams
Michaelmas Term 2014:
Week
2-4
15 day Clinical Placement
NOTE: Further information on all modules, assignments and course-related
materials is available through http://mymodule.tcd.ie/.
SF Module Handbook 13/14
41
Week
Week 5
23rd Sept
Week 6
30th Sept
Week 7
7h Oct
Week 8
14th Oct
Week 9
21st Oct
Week 10
28th Oct
Week 11
4th Nov
Week 12
11th Nov
Week 13
18th Nov
Week 14
25th Nov
Week 15
2nd Dec
Week 16
9th Dec
Course
Ax of speech
Linguistics
Clinical Practice
Experimental / Clinical phonetics
Dev’l speech
Experimental / Clinical phonetics
Linguistics
Clinical practice
Dev’l speech
Linguistics
Clinical practice
Experimental / Clinical phonetics
Dev’l speech
Linguistics
Clinical practice
Experimental / Clinical phonetics
CFA
Linguistics
Clinical practice
Experimental / Clinical phonetics
AAC
Linguistics
Clinical practice
Experimental / Clinical phonetics
Acq. motor speech
Linguistics
Clinical practice
Experimental / Clinical phonetics
Voice
Linguistics
Clinical practice
Experimental / Clinical phonetics
Voice
Fluency
Linguistics
Clinical practice
Experimental / Clinical phonetics
Fluency
Linguistics
Clinical practice
Experimental / Clinical phonetics
Dysphagia
Linguistics
Clinical practice
Experimental / Clinical phonetics
Acq. motor speech
Linguistics
Clinical practice
Experimental / Clinical phonetics
SF Module Handbook 13/14
Assessment
2
1
Week
Week 21
13th Jan
Course
Dev’l lang
Cog and neuropsychology
Clinical practice
Week 22
20th Jan
Dev’l lang
Cog and neuropsychology
Clinical practice
Week 23
27th Jan
Dev’l lang
Cog and neuropsychology
Clinical practice
Week 24
3rd Feb
Dev’l lang
Cog and neuropsychology
Clinical practice
Week 25
10th Feb
Lang and Psych
Cog and neuropsychology
Clinical practice
Week 26
17th Feb
Aphasia
Cog and neuropsychology
Clinical practice
Week 27
24th Feb
Aphasia
Cog and neuropsychology
Clinical practice
Week 28
3rd March
Aphasia
Cog and neuropsychology
Clinical practice
Assessment
2
1
Linguistics Essay due for JK (tbc)
3
CA2 Group Product
Week 2 9
10th March
Assessment Protocol
CA1 SVF (Individual
Product)
Aphasia
Cog and neuropsychology
Clinical practice
CA2 L&C: Group Product
Cog. Neuro assignment due
Case Reports
Week 30
17th March
TBI
Cog and neuropsychology
Clinical practice
Week 31
24th March
Dementia
Cog and neuropsychology
Clinical practice
Case Presentation
Week 32
31st March
Lang and Psych
Cog and neuropsychology
Clinical practice
Submission of PDL log
Lab test phonetics (tbc)
42
CA1 L&C Case-based Essay
MODULE TITLE:
ECTS Value
BROAD CURRICULUM
5
Broad Curriculum Language Modules
The provision of language modules by the Centre for Language and Communication
Studies (CLCS) encourages students to increase their knowledge of a language module
and enhance their communication skills and future mobility. The courses are designed to
help develop practical communication skills for study or work experience abroad.
Language Modules are available in many languages and proficiency levels (depending
upon sufficient enrolment), including:
 A1 level (absolute beginners): German, Turkish, Italian, French
 A2 level (beginners, elementary): German, Turkish, Italian, French, Irish
 B1 level (non-beginners, intermediate - Leaving Certificate or equivalent required):
German, French, Spanish, Irish
 B2 level (non-beginners, advanced - Leaving Certificate or equivalent required):
German, French, Spanish, Irish

Language Model Course Booklet
For all enquiries relating to language modules, please contact the Centre for Language
and Communication Studies, email: clcsinfo@tcd.ie.
Broad Curriculum Cross-Faculty Modules
A key initiative of the Broad Curriculum, cross-faculty modules provide students with the
opportunity to study outside their principal discipline. Trinity currently offers Broad
Curriculum modules in literature, linguistics, film studies, art and society, philosophy,
psychology, politics, globalisation, the Irish landscape, environmental change,
environmental law, business studies, and history.
These modules are designed specifically for students who are studying another subject
area and are available to students in the Senior Freshman (second) year only in Clinical
Speech and Language Studies, for a maximum of 5 ECTS.
Website: http://www.tcd.ie/Broad_Curriculum/cfc/index.php
Assessment Regulations for Broad Curriculum Cross-Faculty Courses
For full details of assessment/examination regulations for Broad Curriculum cross-faculty
courses please familiarise yourself with the following Assessment and Examination
Regulations at
http://www.tcd.ie/Broad_Curriculum/administration/assessment.php
Candidates intending to present for Foundation Scholarship (Schol), please note that it is
not possible to substitute a BC cross-faculty course as an element of the scholarship
examination.
SF Module Handbook 13/14
43
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL2005
SPEECH SCIENCES
5
Michaelmas term
36 hours Lectures
Module Co-ordinator and Lecturer: A. Ni Chasaide
Lecturer: I. Yanushevskaya
Learning Outcomes
On successful completion of this module, students should be able to
Clinical Phonetics
 use the symbols of the extension to the International Phonetic Alphabet (ExtIPA) for
the transcription of disordered speech as well as the symbols for the transcription of
voice quality VoQS
 apply phonetic transcription skills to the analysis of samples of disordered speech.
Speech Acoustics and Clinical Applications of Experimental Techniques
 demonstrate knowledge of basic concepts of speech acoustics, relating them to
speech production and perception
 conduct technical analyses, interpret results and relate theory and data to clinical
practice
Module Learning Aims
Clinical Phonetics The introduction to clinical phonetics is designed to familiarise
students with the Extensions to the International Phonetic Alphabet (ExtIPA) and to give
students practice in its use, along with the IPA, for the transcription of disordered speech.
The course uses a combination of lecture presentations relating to clinical phonetics, and
practical experience in transcribing disordered speech. Students will be expected to build
on the phonetic knowledge and skills acquired in the Junior Freshman year and to develop
further skills in the perception and transcription of clinical data.

Speech Acoustics and Clinical Applications of Experimental Techniques There are
three aims. The first is to provide an introduction to the acoustics of speech, relating the
basic physical, acoustic dimensions to the speaker's production and the listener's
perception. The second aim is to introduce students to speech analysis techniques and to
develop their skills through practical analytic tasks. The main focus is on acoustic analysis
techniques and, time permitting, articulatory and aerodynamic techniques may be
introduced. A further aim is to develop students’ awareness of how specific techniques
(acoustic and non-acoustic) are of relevance to the analysis and possible remediation of
clinically disordered speech.
Module Content
Clinical Phonetics The principles of phonetic transcription using the IPA are revisited and
the ExtIPA notation is introduced. Speech samples representative of common speech
disorders are transcribed and analysed.
SF Module Handbook 13/14
44
Speech Acoustics and Clinical Applications of Experimental Techniques
The course provides a short introduction to basic acoustics, relating the main concepts to
speech production (source filter theory) and to the correlated auditory categories (pitch,
loudness, quality). Through wide and narrow band spectrographic analysis the basic
concepts are revisited and demonstrated. Students are taught how to segment broadband
spectrograms, and how to identify the spectral characteristics of individual classes of
speech sounds in a rudimentary way, and consideration is given as to how hearing loss in
specific frequency regions is likely to affect people's ability to discriminate specific classes
of speech sounds. Pitch analysis is introduced and the spectral correlates of voice quality
illustrated. Non-acoustic techniques, such as electro-palatography (EPG) and airflow
measurement may also be briefly introduced. An attempt is made throughout to provide an
overview of how instrumental techniques can be used not only for research, but also to
assist in the analysis, diagnosis and (sometimes) the remediation of speech disorders.
Recommended Reading List












Clinical Phonetics
Ball, M.J., Rahilly, J. and Tench, P. (1996). The Phonetic Transcription of Disordered
Speech. London: Singular Publishing.
Handbook of the International Phonetic Association. (1999). Cambridge: Cambridge
University Press.
Ladefoged, P. & Johnson, K. (2010). A Course in Phonetics (6 ed.): Wadsworth, Cengage
Ladefoged, P. (2001). Vowels and Consonants: An Introduction to the Sounds of
Language. Oxford: Blackwell.
Wells, J. (1982). Accents of English. Cambridge: Cambridge University Press.
Speech Acoustics and Clinical Applications of Experimental Techniques
Ladefoged, P. (1999). Elements of Acoustic Phonetics. Chicago, University of Chicago
Press. Illustrations will involve excerpts from the following sources. Copies of these can be
consulted at the CLCS Phonetics and Speech Laboratory.
Fry, D. (1979). The Physics of Speech, Chapter 10. Cambridge, Cambridge University
Press.
Hardcastle,W. and Gibbon, F. (2005). Electropalatography as a research and clinical tool:
30 years on, in A Figure of Speech: a Festschrift for John Laver, W. Hardcastle and J.
Mackenzie Beck eds., Lawrence Erlbaum Associates, New Jersey, pp 39-63.
Kane, P. and Ní Chasaide, A (1992). A. Voice source analysis: a comparison of dysphonic
and normal voice, in Journal of Clinical Speech and Language Studies, 2, pp 17-29.
Ladefoged, P. & Johnson, K. (2010). A Course in Phonetics (6 ed.): Wadsworth, Cengage
MacKenzie Beck, J. (2005). Perceptual analysis of voice quality: the place for vocal profile
analysis, in A Figure of Speech: a Festschrift for John Laver, W. Hardcastle and J.
Mackenzie Beck eds., Lawrence Erlbaum Associates, New Jersey, pp 285-322.
Gobl, C., & Ní Chasaide, A. (2010). Voice source variation and its communicative
functions. In W. J. Hardcastle, J. Laver & F. E. Gibbon (Eds.), The Handbook of Phonetic
Sciences (2 ed., pp. 378-423). Oxford: Blackwell Publishing Ltd.
O'Halpin, R. (1990). Contrastive Stress in Profoundly Deaf Speakers: an Auditory and
Acoustic Analysis Before and After Training. Unpublished M.Litt Thesis, CLCS, TCD.
Assessment Details
Clinical Phonetics
Two class tests (25% each) that involve transcription of a disordered speech sample.
Speech Acoustics and Clinical Applications of Experimental Techniques
Written practical assessment is carried out during the term (50%)
SF Module Handbook 13/14
45
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL2006
COGNITIVE AND NEUROPSYCHOLOGY
5
Hilary term
24 hours lectures, 6 hours SDL contact
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 major theories of contemporary neuropsychology and
cognitive psychology

Outline the major theoretical perspectives in neuropsychology and cognitive
psychology and evaluate the theoretical conclusions analytically

Outline and critically evaluate different methodological approaches within
Neuropsychology

Evaluate the application of neuropsychological knowledge to understanding human
cognition

Contextualise the practical and theoretical importance of neuropsychology and
cognitive psychology in clinical settings

Apply cognitive and neuropsychology theory to the practice of speech and language
therapy
Module Learning Aims
The Cognitive Neuropsychology Course aims to provide an in depth exploration of human
cognition and the neurological basis of behaviour. The course focuses on normal
cognition and neuropsychology and includes the following topics: normal brain structure
and function, attention, perception, multiple memory systems, encoding and retrieval
processes, the role of knowledge, language, and reasoning.
Module Content
1. Normal brain structure and function and illustration of how normal brain function can be
better understood by the study of abnormal functioning.
2. Key topics in neuropsychology of perception: mechanisms underlying facial and object
recognition; the somatosensory; damage and recovery of sensory/motor functions;
visual pathways and agnosia.
3. Contemporary debates in the neuropsychology of memory: types of amnesia,
implications for memory structures and processes, neuropsychological assessment
and recovery of function.
4. Topics in neuropsychology of language: laterality, production & comprehension,
structure and function, role of temporal lobes, aphasia.
5. Review of research on the neuropsychology of attention & mental representations:
propositions and images; split brain research, laterality
6. Neuropsychology of the frontal lobe: problem solving, individual differences, movement
and movement disorders, handedness and sex differences, dementia
7. Cognitive Theories: perception, attention, memory, language and thought, problem
solving, intelligence
8. Theories of motivation and emotion
9. Learning Theory: conditioning, instrumental learning, operant conditioning, behaviour
modification
SF Module Handbook 13/14
46
Recommended Reading List
1. Bhatnagar, S.C. (2008). Neuroscience: For the study of communicative disorders.
Lippincott Williams & Wilkins.
2. Carlson, N. (2010). Foundations of Physiological Psychology. Allyn & Bacon.
3. De Haan, M. & Johnson, M.H. (2003). The cognitive neuroscience of development.
East Sussex: Psychology Press.
4. Eysenck, M.W. & Keane, M.T. (2010). Cognitive psychology: A student’s handbook.
East Sussex: Psychology Press.
5. Gazzaniga, M. (2000). Cognitive Neuroscience, a reader. Blackwell.
6. Kolb, B. & Whishaw, I. (2003). Fundamentals of Human Neuropsychology. Freeman
Lund, N. (2003). Language and thought. London: Routledge
7. Martinez, J.L. & Kesner, R.P. (2012). Neurobiology of learning and memory. London:
Academic Press.
8. Robertson, I. (1999). Types of thinking. London: Routledge.
9. Robertson, I. & Grafman, J. (2003). Plasticity and rehabilitation. Elsevier H.Sciences.
10. Shadden, B.B., Hagstrom, F., & Koski, P.R. (2008). Neurogenic communication
disorders: Life stories and the narrative self. Oxford: Plural Publishing.
11. Sternberg, R.J. & Sternberg, K. (2012). Cognitive psychology (6th ed.). Belmont, CA:
Cengage.
12. Stirling, J. (2008). Introducing Neuropsychology. Psychology Press.
13. Taylor, J.B. (2008). My stroke of insight: A brain scientist’s personal journey. Penguin
Group/Viking.
Assessment Details
One 3-Hour Exam Paper (70%).
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.
One Written assignment (30%). Due at 12 noon, Friday 28th February 2014.
SF Module Handbook 13/14
47
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL2007
ASSESSMENT SPEECH VOICE FLUENCY
15
Michaelmas term
72 hours lectures/ SDL contact, assignments 120 hours.
Total 304 hours
Module Co-ordinator and Lecturer - M. Leahy
Lecturers - Dr. P. Sloane, Z. Greene, Dr. M. Smith, Dr. C.
Jagoe
Learning Outcomes On successful completion of this module, students should be able to







synthesize knowledge and critically evaluate the diagnostic process related to speech,
voice and fluency disorders and disorders of Feeding, Eating, Drinking Swallowing
(FEDS) (programme outcome 1, 4, 5)
describe and identify aetiologies of disorders of voice and speech production and
FEDS. (programme outcome 2, 4)
describe and interpret the impact of symptoms related to structural, neurological and
sensory impairments on speech, voice, fluency and FEDS. (programme outcome 2, 4)
construct and rationalize a plan for assessment that will allow categorization and
differentiation of speech, voice, and fluency disorders to generate appropriate
diagnoses. (programme outcomes 1, 2, 4, 5)
construct and rationalize a plan for assessment that will allow differentiation of factors
impacting on FEDS (programme outcomes 1, 2, 4, 5)
analyze assessment data provided relating to speech disorders and/or FEDS
(programme outcome 1, 2)
plan appropriate case history enquiry related to data on speech and/or FEDS, and link
the outcome of their interpretation to the formulation of both a profile and a differential
diagnosis. (programme outcomes 1, 2, 4, 5)
Module Learning Aims
This module introduces students to assessment models, principles and techniques
relevant to disorders of speech, voice, fluency, and feeding, eating, drinking and
swallowing (FEDS) as well as to principles of decision-making in assessment of disorders
of speech voice and fluency and FEDS.
Module Content






Principles of assessment within an ICF framework; Assessment of speech; Theories of
speech motor control; Implications for assessment of speech.
Developmental speech disorders; Nature and assessment of developmental dysarthria,
phonological disorder and developmental verbal dyspraxia.
Developmental dysarthria: Causative factors and diagnostic groups; classification;
models of assessment; associated impairments.
Developmental Verbal Dyspraxia: Description, assessment and classification;
associated factors and consequences; approaches to assessment: structuring and
implementing assessment
Phonological delay and disorders: Factors affecting input, perception and processing;
models of speech processing (Stackhouse & Wells, 1997); assessment models and
approaches; description and categorisation of profiles.
Craniofacial anomalies: Definition of terms, gross anatomy of velopharyngeal sphincter,
classification of cleft types, linguistic development, speech developments,
SF Module Handbook 13/14
48






velopharyngeal dysfunction, team members and roles, assessment techniques and
procedure.
AAC: Definition of augmentative and alternative communication; classification of use of
AAC; terminology associated with AAC; aided and unaided systems; principles of
assessment; participation model of assessment
Voice and its disorders: Terminology and epidemiology; models of dysphonia; nature &
presentation of voice in children, adolescents and adults. Diagnostic framework;
assessment process and procedures, analysis and evaluation.
Fluency Disorders in children and adults: The nature of developmental/childhood, late
onset/acquired stuttering, and diagnostic practice across the range of fluency
disorders.
Acquired Motor Speech: Dysarthria: neuropathology of dysarthria; effects of
neurological impairments on the speech motor control.
Apraxia of Speech (AOS): neuropathology of AOS. Controversies on motoric vs
linguistic theories on nature of AOS. Issues in differential diagnosis. Assessment:
models of assessment. Structural, physiological, motor, linguistic, cognitive, medical,
communicative, behavioural and psychosocial variables. Assessment templates:
standard and non-standard assessments with critical evaluation of same; perceptual
assessments; neurophysiological and cognitive neuropsychology models. Non verbal
apraxias and their relationship with AOS.
Assessment of feeding, eating, drinking and swallowing. Formal and informal
procedures. Team members. Bedside swallow assessment.
Recommended Reading List
1. Bloodstein, O. & Berstein Ratner, N. (2007). A Handbook on Stuttering. Thomson
Delmar.
2. Bothe, A. (2004). Evidence-Based Treatment of Stuttering. Mahwah NJ: LEA.
3. Curlee, R. and Conture, E. (2007). Stuttering and Related Disorders of Fluency. Third
Edition, Thieme Medical Publishers, Inc.
4. Duffy, JR. (2005). Motor Speech Disorders:Substrates, differential diagnosis and
management. St Louis: Elsevier Mosby.
5. Freed, D. B. (2012). Motor Speech Disorders: Diagnosis and Treatment. New York:
Delmar. 2nd Edition
6. Lowit, A, & Kent, R. (2011). Assessment of Motor Speech Disorders. San Diego:
Plural.
7. Yorkston, K.M. Beukelman, D., and Strand, E. (2010). Management of motor speech
disorders in children and adults. Austin TX: ProEd. 3rd Edition
8. Weismer, G. (2007). Motor Speech Disorders. San Diego: Plural Publishing.
9. Ballard, K., Granier, J. and Robin, D. (2000). Understanding the nature of apraxia of
speech: Theory, analysis, and treatment. Aphasiology. 14 (11) 969-995.
10. Bowen, C. (2009) Children’s Speech Sound Disorders. Chichester, UK: WileyBlackwell.
11. Dodd. B. (2005). Differential diagnosis and treatment of children with speech disorder.
London: Whurr.
12. Pascoe, M., Stackhouse, J. & Wells, B. (2006). Children’s speech and literacy
difficulties 3: Persisting speech difficulties in children. London: Wiley
13. Kamhi, A. (2006). Combining research and reason to make treatment decisions.
Language Speech and Hearing Services in Schools, 37, 255-256.
14. McLeod, S. and Bleile, K. (2004). The ICF: a framework for setting goals for children
with speech impairment. Child Language Teaching and Therapy, 20, 199-219.
SF Module Handbook 13/14
49
15. Broomfield, J. and Dodd, B. (2004). The nature of referred subtypes of primary speech
disability. Child Language Teaching and Therapy, 20(2), 135-151.
16. Aronson, A.E., Bless, D. Clinical Voice Disorders (2009) 4th Edition. Thieme Medical
Publishers, New York
17. Boone, D.R., McFarlane, S.C., vonBerg, S.L., Zraic, R.I., Voice & Voice Therapy.
(2009). Publ. Allyn & Bacon
18. Butcher, P., Elias, A., Cavalli, L., (2007) Understanding and Treating Psychogenic
Voice Disorder: A CBT Framework. Publ., Wiley
19. Colton, R., Casper, J.K., Leonard, R., (2011) 4th Edition. Understanding Voice
Problems; A Physiological Perspective for Diagnosis & Treatment. Publ. Lippincott
Williams & Wilkins
20. Fawcus, M., Freeman, M., (2001) Voice Disorders and Their management. Publ., Wiley
21. Gallena, S.K. (2007). Voice and Laryngeal Disorders: A Problem -Based Guide with
Voice Samples. Publ.Mosby
22. Hunt, J., (2003) Working With Childrens’ Voice Disorders. Publ., Speechmark
23. Martin, S., (2000) Working with Voice Disorders. Publ. Speechmark
24. Mathieson, L., (2001) Greene & Mathieson’s The Voice and its Disorders. 6 th Edition.
Publ., Wiley
25. Ramage, L., Morrison, M., Nichol, H., (2000). Management of the Voice and its
Disorders. Pub., Singular
26. Sapienza, C., Hoffman, B., (2008). Voice Disorders. Plural Publishing
27. Stemple, J.C., Glaze, L., Klaben, B., (2009) Clinical Voice Pathology: Theory &
Management. Plural Publishing
28. Stemple, J.C., Fry, L.T., (2009). Voice Therapy: Clinical Case Studies. Plural
Publishing.
29. Sataloff, R.T., Hawkshaw, M.J. and Anticaglia, J. (2005). Clinical Assessment of Voice.
Publ. Plural Publishing Inc.
Further references / reading lists will also be advised by lecturers.
Assessment Details
One 3-Hour Exam Paper - 4 questions to be answered (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 - Essay: Individual product (15%). Due 13th December 2013 to
Dr P Sloane
Continuous Assessment 2 - Group Product (25%). Due 14th November (Dr M Smith, Dr C
Jagoe)
SF Module Handbook 13/14
50
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL2008
ASSESSMENT LANGUAGE AND COMMUNICATION
15
Hilary term
72 hours lectures/SDL contact, assignments 120 hours, Total
304 hours
Module Co-ordinator and Lecturer - Dr. M. Smith
Lecturers – Dr. C. Jagoe, Dr I.P. Walsh
Learning Outcomes On successful completion of this module, students should be able to
1. Describe and critically evaluate the nature of developmental and acquired language
and communication impairments, applying both medical and social model of disability
frameworks (Programme Outcomes 1-4)
2. Apply principles of evidence-based decision making in planning and evaluating
assessments of individuals with developmental or acquired disorders of language and
communication; (Programme Outcomes 1-4)
3. Select and rationalise assessment models appropriate to individuals with language and
communication impairments; (Programme Outcomes 1-4)
4. Develop, describe and rationalise a formal plan appropriate for the assessment of
individuals with language and communication impairments; (programme Outcomes 14)
5. Explain orally and/or in writing the rationale for selection of particular assessment
models and tools. (Programme Outcomes 1-4)
6. Integrate information gathered through assessment to develop an overall profile of an
individual’s communicative competence, highlighting strengths, weaknesses and
possible areas for intervention. (Programme Outcomes 1-4)
Module Learning Aims
The aims of this module are to introduce students to person-centred models of
assessment, including assessment models, principles and techniques relevant to disorders
of language and communication, as well as the core principles of decision-making in
assessment of individuals with suspected impairments of language and communication
within a multidisciplinary team context.
Module Content
 Aphasia Acquired Language Disorders: Historical and current perspectives on
aphasia; Exploring the experience of having aphasia; Models of assessment in adult
aphasia; Issues for consideration during the acute, post acute and chronic stages of
illness; Functional, social and psychosocial approaches to assessment. Cognitive
neuropsychological model of language processing; Sentence production and
comprehension; Progressive versus non-progressive aphasia - assessment
considerations. Assessment of acquired disorders of written language.
 Traumatic Brain Injury: Communication outcomes
 The Dementias
 Language and Psychiatry: Attention deficit (hyperactivity) disorder (ADHD); Autistic
spectrum disorders (ASD); Communication disorders and Psychiatry.
 Developmental Language Disorder: The nature of developmental language
disabilities; causes and consequences; testing and assessment of language skills, both
receptive and expressive; evaluating formal test findings; diagnostic considerations;
language sampling as a source of information; building a comprehensive profile
SF Module Handbook 13/14
51
Recommended Reading List
ASHA (2006). Guidelines for Speech-Language Pathologists in Diagnosis, Assessment
and Treatment of Autism Spectrum Disorders Across the Life Span. Washington DC:
Author.
Adams, C. Byers Brown, B. & Edwards, M. (1997) Developmental Disorders of Language.
London: Whurr
Baumgaertel, A. (2000). Attention deficit disorder. In J. Law, A. Parkinson, and R. Tamhne
(eds.) Communication Difficulties in Childhood. Oxon: Radcliffe Hall. P. 177-186.
Bunning, K. (2004). Speech and Language Therapy Intervention: Frameworks and
processes. London: Whurr.
Cline, T. & Baldwin, S. (2004). Selective Mutism in Children London: Whurr.
France, J and Muir, N. (1997) (eds.) Communication and the Mentally Ill Patient. London:
Jessica Kingsley.
France, J. and Kramer, S. (2001). (eds.) Communication and Mental Illness: Theoretical
and Practical Approaches. London: Jessica Kingsley.
Joffe, N., Cruice, M., Chiat, S. (2008). Language disorders in children and adults” New
issues in research and practice. Chichester: Wiley-Blackwell.
Johnson, M. & Wintgens, A. (2001). The Selective Mutism Resource Manual. Bicester:
Speechmark.
Mathers, M.E. (2006). Aspects of language in children with ADHD Applying functional
analysis to explore language use. Journal of Attention Disorders, 9, (3), 523-533.
O'Callaghan, M., Williams, G., Andersen, M. & Bor, W. (1995). Social and biological risk
factors for mild and borderline impairment of language comprehension in a cohort of
five-year-old children. Developmental Medicine and Child Neurology, 37 (12), 10511061.
Norbury, C.F. Tomblin, J.B., & Bishop, D.V.M. (2008). Understanding developmental
language disorders: From theory to practice. Hove: Psychology Press
Paul, R. & Norbury, C. (2012) Language disorders from infancy through adolescence :
assessment & intervention. London: Mosby
Philofsky, A. (2008). The role of the SLP in autistic spectrum disorder screening and
assessment. Perspectives on Language Learning and Education, 15, 50-59.
Sluckin, A. (2000). Selective Mutism. In J. Law, A. Parkinson, and R. Tamhne (eds.)
Communication Difficulties in Childhood. Oxon: Radcliffe Hall. P. 273-279.
Stone, W.L. and Ousley, O.Y. (2000). Autism. In J. Law, A. Parkinson, and R. Tamhne
(eds.) Communication Difficulties in Childhood. Oxon: Radcliffe Hall. P. 187-196.
Walsh, I., Regan, J. Sowman, R., Parsons, B. and McKay, P. (2007). A needs analysis for
the provision of a speech and language therapy service to adults with mental health
disorders. Irish Journal of Psychological Medicine, 24(3); 89-93.
Aphasia, The dementias, traumatic brain injury
Bayles, K. A. & Tomoeda, C. K. (2007). Cognitive–communication disorders of dementia.
San Diego, CA: Plural Publishing.
Bourgeois, M. & Hickey, E. (2009). Dementia: From diagnosis to management—A
functional approach. New York: Taylor & Francis.
Brumfitt, S. (2010). Psychological Well-Being and Acquired Communication Impairments.
London: Wiley-Blackman
Grant, I. & Adams, K. (2009). Neuropsychological Assessment of Neuropsychiatric and
Neuromedical Disorders. Oxford University Press.
LaPointe, L.L. (2012). Aphasia and Related Neurogenic Language Disorders (4th ed.). New
York: Thieme.
Marshall, J. (2010). "Classification of aphasia: Are there benefits for practice?"
Aphasiology, 24 (3), 408-412.
SF Module Handbook 13/14
52
Nickels, L. (2008). The Hypothesis Testing Appraoch to the Assessment of Language. In
B. Stemmer and H.A. Whitaker (Eds). Handbook of the Neuroscience of Language.
Amsterdam: Academic Press Elsevier.
O'Shea, E. (2007) Implementing Policy for Dementia Care in Ireland: The time for action is
now. Dublin: The Alzheimer Society of Ireland.
Parr, S. (2007). Living with severe aphasia: Tracking social exclusion. Aphasiology, 21(1),
98-123.
Patterson, J.P. & Chapey, R. (2008). Assessment of Language Disorders in Adults. In R.
Chapey (Ed). Language intervention strategies in aphasia and related neurogenic
communication disorders. 4th edition, Baltimore: Lippincott, Williams and Wilkins.
Reilly, J., Rodriguez, AM, Lamy, M. & Neils-Svunjas, J. (2010). Cognition, Language and
Clinical pathological features of non-alzheimer’s dementias: An overview. Journal of
Communication Disorders 43, 438-452.
Royal College of Speech and Language Therapists. (2005). Speech and Language
Therapy Provision for People with Dementia: Position Paper. London: RCSLT
Whitworth, A., Wenster, J. & Howard, D. (2005). A Cognitive Neuropsychological
Approach to Assessment and Intervention in Aphasia: A Clinician's Guide. Psychology
Press
Further reading / references list will be advised by lecturers.
Assessment Details
One 3-Hour Exam Paper - 4 questions to be answered (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 – Case-based Essay (15%). Due 21st March 2014 to Dr. C.
Jagoe
Continuous Assessment 2 – Group Product (25%). Due 15th February 2014 (Dr. M. Smith,
Dr. I. Walsh)
SF Module Handbook 13/14
53
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL2009
LINGUISTICS
5
Michaelmas term
24 hours lectures
Lecturer - Dr Jeffrey Kallen
Learning Outcomes
On successful completion of this module, students should be able to demonstrate
understanding of topics in
 universal and language-specific aspects of language acquisition in children
 acquisition of language according to levels of linguistic structure and use
 the relationship between monolingual and plurilingual language acquisition
 ways in which speech and language therapists can contribute to informed decisionmaking in the bilingual upbringing of children
Module Learning Aims
Not available
Module Content
 Universals and particulars in language acquisition
 Phonological development
 Lexical development
 Morphological development
 Syntactic development
 Putting language to use: discourse development
 Bilingual First Language Acquisition (BFLA)
 The social environment and BFLA
 Phonological acquisition and bilingualism
 Vocabulary development and BFLA
 Bilingual syntax acquisition
 Bilingualism and the mind
Recommended Reading List
Baker, Colin. 2006. Foundations of Bilingual Education and Bilingualism. 4th ed. Clevedon:
Multilingual Matters.
De Houwer, Annick. 2009. Bilingual First Language Acquisition. Bristol: Multilingual
Matters.
Lust, Barbara C. and Claire Foley (eds.). 2004. First Language Acquisition: The Essential
Readings. Oxford: Blackwell.
Peccei, Jean Stilwell. 2006. Child Language: A Resource Book for Children. London:
Routledge
Assessment Details
One 3-Hour Exam Paper ( 70%)
1 assignment, details given at lecture (30%)
Minimum overall Pass Mark is 40%
SF Module Handbook 13/14
54
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
SL2010
CLINICAL EDUCATION
10
Michaelmas and Hilary Terms
Assessment workshops: 40 hours
Lectures 5 hours; Clinical workshops 30 hour; Skills practice and Professional
Development Log Assignments with tutorial support 15 hours; Clinic related activities: 90
hours
Practice placement 1.1 Practice placement 1.1. (January – March) 250 hours
Weekly clinic Clinical assessment and case management 30 hours (clinical sessions and
tutorials) Clinical practice (20 hours direct client management) Clinic related activities
Skills practice and Professional Development Log Assignments (90 hours)
Practice placement 1.2 (September) 15 days counting towards JS module SL3SCP
15 day block assessment and case management: 12 days direct clinic, 3 SDL days
focused on service delivery. Clinic related activities: Skills practice and Professional
Development Log Assignments; Case and caseload management report 90 hours.
Placement 1.2 contributes 2 ECT to module SL3SCP (Junior Sophister module)
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.
Module Personnel
Module Coordinator / Practice Coordinator - Dr. C. Ni Cholmain
Learning Outcomes: On successful completion of this module, students should be able to











Describe and adhere to clinical guidelines on health and safety and record keeping
during clinical practice (programme outcome 1-4)
Use appropriate communication, interviewing and recording skills when obtaining
relevant information from clients, family members/carers and co workers (programme
outcome 3)
Use appropriate formats to obtain and record consent, clinical activities (programme
outcome 4)
Use appropriate written professional recording and reporting formats (programme
outcome 3)
Identify and select appropriate activities to obtain a communication and FEDS profile
for a speech and language therapy evaluation (programme outcome 1, 2)
Record, transcribe and analyse observations on communication and FEDS profiles
accurately (programme outcome 1, 2)
Administer score and evaluate clinical assessment procedures competently
(programme outcome 1, 2)
Interpret communication and FEDS behaviours objectively accessing the professional
knowledge base as needed (programme outcome 1,2, 7)
Integrate assessment results with professional knowledge to develop a diagnostic
hypothesis (programme outcome 1, 2, 4, 5, 7)
apply findings from clinical assessment and diagnosis to case management under
supervision (programme outcome 5)
Communicate information on assessment findings and case management effectively to
clients, carers, and co workers in a professional manner; (programme outcome 3)
SF Module Handbook 13/14
55


Describe and critically evaluate of a range of service and caseload management
policies; (programme outcome 4, 5, 7)
Critically evaluate own professional competencies and identify learning goals.
(programme outcome 4, 5, 7).
Module Learning Aims
This is a mandatory module for students undertaking the undergraduate speech and
language therapy clinical education programme. The clinical workshops in term one allow
students to develop competency to the novice clinician level in assessment and diagnosis.
These workshops are followed by 2 practice placements allowing students to consolidate
and develop clinical competencies in clinical contexts while also providing them with
experience of a wide range of professional models across a range of clinical environments.
It is recommended students obtain an average of 3 hours direct client work per day in each
placement. The remaining clinical time is spent in management, observation and
consultation with the supervising clinician. The research days are focused on identifying
caseload and service policies and procedures. It is intended that those who complete this
module should be able to







Apply knowledge of language, anatomy, neurology and psychology to the
assessment of communication skills across a range of client groups and settings
Apply the principles of assessment to observation, recording, analysis and
evaluation of communication samples in clinical contexts
Apply the principles of assessment and intervention to clinical decision making and
case management
Use assessment findings to inform clinical decision making
Work effectively as speech and language therapy assessors under the direction and
guidance of a speech and language therapist
Understand the principles underlying assessment and diagnosis in speech and
language therapy practice
Understand the principles underlying case and caseload management in speech
and language therapy service delivery
Module Content The course comprises lectures, skills practice workshops and practice
placements to allow students to develop competency in observing, recording, analyzing
and evaluating communication samples in clinical and non-clinical populations
Recommended Reading List
Clinical assessments and test materials from the departmental test library Professional
development log International Classification of Functioning, Disability and Health.
(2001).
Classification Assessment Surveys and Terminology Team for the World Health
Organisation. ICID H-2: http://www.who.int/icidh/.
The Eight Rules of Data Protection from A Guide for Data Controllers from
dataprotection.ie
The International Guidelines for Test Use' (International Test Commission, 2000). Copies
of the Guidelines can be downloaded from http://www.intestcom.org. Code of Fair
Testing Practices in Education. ASHA (2004). Washington, DC:
(http://www.apa.org/science/jctpweb.html .)
Current guidelines and policies from IASLT, RCSLT and ASHA - available on websites.
Clinical Guidelines (Royal College of Speech and Language Therapists, (2005)
Speechmark Publishing Ltd)
Communicating Quality 3 (2005 RCSLT).
SF Module Handbook 13/14
56
Websites Centre for Evidence Based Medicine.
The EBP Toolbox http://cebm.jr2.ox.ac.uk/docs/toolbox.html
Clinical Information Access Program http://www.clininfo.health.nsw.gov.au/Australian
NHS Research and Development Centre for Evidence Based Medicine
http://cebm.jr2.ox.ac.uk/ Cochrane Library - http://cochrane.hcn.net.au/
Health Evidence Bulletins: Wales - http://www.uwcm.ac.uk/uwcm/lb/pep/index.html
NHS Centre for Reviews and Dissemination - http://www.york.ac.uk PubMed
http://www.ncbi.nlm.nih.gov/PubMed/
University of Sydney Medical Library search notes
http://www.library.usyd.edu.au/Guides/Medical/Medlit/ebm.html
Evaluations of therapy programmes ASHA
http://www.asha.org/professionals/information/evaluation.htm
NHS UK general http//www.doh.gov.uk/nhs M.A.C.S., The Maroondah Approach to
Clinical Services - Manual available from reception for reading on site
Students are also 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 assessment, diagnosis and therapy.
Assessment Details

Clinical Placement SCCEF Level 1 Continuous assessment (40%)

Assessment Protocol, (20%). Submission Monday 2nd December 2013

Written report (10%). Submission 12 noon, Tuesday 11th March 2014

Case Presentation (10%). Presentations will take place Monday 25th March 2014

PDL assignments (20%). Submission 1st April 2014
1
2
3
4
5
Activity
Clinical workshops and PDL
assignments
Evaluations of formal
assessment / Clinical skills
workshops and clinics
1.1 Clinical placement
Case presentation
Written client assessment report
Total
ECTS
2
Assessment component
Assessment protocol
Marks
20
2
Completion of workshop and log
activities. PDL assignments
20
4
1
1
10
Continuous assess. mark SCCEF level 1
Presentation
Written report
40
10
10
100
The 15-day block placement in September (1.2) contributes 2 ECTs to module SL3SCP
(Junior Sophister module). It allows students to consolidate skills while also providing them
with experience of a wide range of professional models. This placement includes 3
research days when the students are required to become familiar with caseload and
service planning and delivery in interdisciplinary contexts. Student learning on this
placement (1.2) is evaluated through (i) continuous assessment mark derived from the
SCCEF and (ii) presentation to their peers in week 1 of Michaelmas Term, Junior
Sophister year. Both assessment components are equally weighted. The report should
include an outline of services and caseload management policies encountered on
placements to peers. This report is evaluated using Form 1.2P caseload and service
management report.
See Clinical handbook on http://mymodule.tcd.ie/ for detailed information on Clinical
Education.
SF Module Handbook 13/14
57
Professional Development Logs
Students should use the Professional Development Log to record relevant preclinical
and clinical learning experiences and to retain evidence that specific learning outcomes
have been achieved. Learning experiences include all activities related to professional
clinical development and are not confined to direct client observation/therapy sessions.
Clinical logs are kept by the student as a learning tool to reflect on experiences, identify
learning that has occurred and set future learning goals. Students should have their clinical
logs at all clinical workshops and tutorials where they may be used in discussion and
learning reviews.
Students are required to chart their professional development using the departmental
Professional Development Logs (PDL). Students are required to submit both qualitative
(completed PDL activities) and quantitative evidence (completed certified hours forms) of
clinical learning throughout the programme.
Academic course work is linked to clinical practice throughout the Senior Freshman year
by the use of problem-based learning, lectures, video observation and discussions. Clinical
assessment skills are targeted in general and area specific workshops during the first
term. These workshops focus on integrating academic knowledge to clinical practice in the
following areas: observation, transcription, recording and analyses, use of formal and
informal assessments, evaluating assessment findings and developing diagnostic and
reporting skills.
The weekly clinical placement (1.1) in the Hilary term provides the students with
opportunities to develop practical assessment and client management skills under
direction and supervision. During the 10-12 week placement (1 day per week) students are
expected to begin to apply knowledge and skills of assessment to direct work with clients
under the supervision of the practice educator. As novice students they need
 support to identify problems and solutions within the clinical context
 guidance to develop a holistic approach to the client and clinical context
 time to focus on their own performance and reflect on developing competencies
 structured feedback on developing competencies from practice educators

By the end of the second year students should be integrating knowledge from speech
pathology, linguistics and psychology and applying this to clinical work and should have
developed skills in
 Administering, scoring and evaluating formal and informal speech, language and
feeding, eating, drinking and swallowing (FEDS) assessments with a range of
clients and client groups
 Formulating diagnostic hypotheses and discussing possible clinical pathways
including onward referral, direct/ indirect intervention, etc.
 Reporting and discussion of client needs both informally in tutorials and formally in
case reports and presentations.
Students should be demonstrating competencies at level 1 (novice) on the majority of
competencies rated on the Student Clinical Competency Evaluation form before they enter
the Junior Sophister year.
Students may not undertake assessments or provide therapy except under the
supervision of a suitably qualified Speech and Language Therapist at any stage of
the undergraduate education programme. Students may not under any
circumstances accept remuneration for clinical work.
SF Module Handbook 13/14
58