Roinn an Staidéir Chliniciúil ar Urlabhra agus Teanga,
Scoil na nEolaíochtaí Teangeolaíochta, Urlabhra agus
Cumarsaíde
Clinical Speech and Language Studies,
School of Linguistic, Speech & Communication Sciences
GENERAL INFORMATION AND MODULE DETAILS
2014-2015
JUNIOR SOPHISTER
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
TABLE OF CONTENTS
Letter of Welcome
2
Tutor Information
3
Introduction
4
Staff Information / Contacts
5
Student Information System (SITS)
7
General Department Information
8
Programme Overview
11
European Credit Transfer System (ECTS)
13
Programme Regulations
14
General Information on Assessment
18
General Information on Clinical Education
30
General Guidelines
31
Information on Student Supports
32
Health and Safety
34
Modules and clinical information
36
___________________________________________________________________
A Note on this Handbook
This handbook applies to all students in the Department of Clinical Speech and
Language Studies. It provides a guide to important information regarding the
Department and coursework and what is expected of you on this programme, as well
as the academic and personal support available to you. Please check
http://mymodule.tcd.ie/ for more detailed information on modules and clinical work.
The information provided is accurate at time of preparation. Any necessary revisions
will be notified to students in writing, through email, and will be posted on the
relevant Student Notice Board, located in the Student Preparation Area. It is the
responsibility of each student to regularly check their own email and
noticeboards for updates or changes, etc. Remember, at registration you will
receive a copy of the Calendar Regulations that govern your course for this year.
Please note that, in the event of any conflict or inconsistency between the General
Regulations published in the University Calendar and information contained in
course handbooks, the provisions of the General Regulations will prevail.
The Department gratefully acknowledges the support of the HEA Strategic Skills
Initiative Fund.
JS Module handbooks 2014-2015
2
Dear Student,
A very warm welcome back to the Department of Clinical Speech & Language Studies! I
hope you all managed to have a good break over the warm Summer months and got a
chance to ‘re-charge your batteries’.
As you ease yourself back into the course, it is important to reflect on your achievements
and successes in the previous year. Reflecting in this way will help to give you the
confidence to approach the year ahead, as you continue on your educational journey to
become a Speech and Language Therapist
.
Whatever stage of the course you are at, I encourage you to continue to enjoy your
engagement with the course and with your fellow students. Don’t be afraid to look to others
for support when you need it, and don’t forget that your Tutors, and we in the Department
are here to support you and your learning.
Our teaching team is energetic, committed and highly- motivated, each member supported
by his/her own strong research and clinical background. At all times, we strive to give our
students the best educational experience we can offer, an experience that is not only high
class, but one which contributes to the objective of life-long learning and enquiry. Core to
our teaching philosophy is responding to and supporting the curious mind. We in the
Department are here to feed and nurture that curiosity, by continuing to expose you to a
deep, rich and enjoyable learning experience.
There have been a couple of changes to roles and responsibilities in the Department since
the last academic year. For one, I have stepped in to Dr Martine Smith’s shoes, as the new
Head of Discipline, while Martine herself has risen the position of Head of School. I know
you all join with me in wishing her the very best of luck with her new role.
Finally, as your new Head of Discipline, I warmly welcome each and every one of you back,
wishing you the very best of luck with your studies this year.
Go for it!
Dr. Irene P. Walsh,
Head of Discipline,
Department of Clinical Speech & Language Studies.
September, 2014.
JS Module handbooks 2014-2015
3
TUTOR INFORMATION
Your Tutor
Undergraduate students are assigned a College Tutor when they are admitted to
College. On registering you should have received a handbook describing the role of
the tutor, please refer to this for general information relating to the role of the Tutor.
What is a Tutor?
A Tutor is a member of the academic staff who is appointed to look after the general
welfare and development of the students in his/her care. Whilst the Tutor may be
one of your lecturers, the role of College Tutor is quite separate from the teaching
role. Tutors are a first point of contact and a source of support, both on arrival in
College and at any time during your time in College. They provide CONFIDENTIAL
help and advice on personal as well as academic issues or on anything that has an
impact on your life. They will also, if necessary, support and defend your point of
view in your relations with the College.
For example, you would contact your Tutor for help and advice on issues such as:
course choices; exam results; family conflicts; bereavement; financial difficulties;
taking a year out, and other issues. Please note however, that the Tutor is not a
supervisor of studies.
Students are advised to check the Student Information System to identify their own
College Tutor who has been assigned to them. For further information please refer
to:
https://www.tcd.ie/Senior_Tutor/your-tutor/
CONTACT INFORMATION FOR YOUR TUTOR (complete the information below
for your own record):
Direct phone number: _________________________
Mobile phone number: ________________________
E-MAIL: ____________________________________
JS Module handbooks 2014-2015
4
INTRODUCTION
The Department of Clinical Speech and Language Studies (CSLS) is one of
three components of the School of Linguistic, Speech & Communication Sciences, in
the Faculty of Arts, Humanities and Social Sciences. The overall Head of School is
Dr. Martine Smith.
Each unit within the School is led by a Head of Discipline/Department, as listed
below. The School also has three Directors, addressing the areas of Undergraduate
and Postgraduate Teaching and Learning, as well as Research. Student involvement
is encouraged across all levels of School activities.
Postal Address / Contact information: Department of Clinical Speech and
Language Studies, 7 – 9 South Leinster Street, Dublin 2
The main contact for the department is through Reception Office:
phone 01 -896 1496 and fax 232 1005.
OPENING HOURS
Access to 7-9 South Leinster Street is regulated by outside security services.
During Lecture Term, the student preparation area and other areas on the ground
floor are open to students at the following times only:
Monday – Thursday
8.30 a.m. – 5 p.m.
Friday
9 a.m. – 5 p.m.
Lectures may be scheduled in the teaching room on the first floor (Room 103-104)
after that time, as noted in student timetables. Students are responsible for
removing their belongings from all ground floor rooms before the lock-up time
please.
Please ensure you read the Safety Information included in this handbook and
familiarise yourself with safety procedures within the building.
Outside normal lecture term, and particularly over the Summer months, restricted
opening hours apply. Students are advised to arrange prior appointments with staff,
and to check whether they may be able to access any equipment required, before
coming to the Department during these periods.
The building is closed to students at weekends and Bank Holidays.
JS Module handbooks 2014-2015
5
STAFF INFORMATION / CONTACTS
Head of School
Dr. Martine Smith
Directors
Teaching and Learning (Undergraduate)
Teaching and Learning (Postgraduate)
Research
Dr. Pauline Sloane
Dr. Christer Gobl
Prof. L. Leeson
Heads of Discipline
Clinical Speech and Language Studies
Dr. Irene Walsh
Centre for Language & Communication Studies
and
Dr. Elaine Uí Dhonnchadha
Centre for Deaf Studies
Members of staff can be consulted individually, or at the regular staff meetings that
Class Representatives may attend. Each member of staff has many different
responsibilities, and it can often be difficult to meet with a student unless an
appointment has been pre-arranged. Effective time management is a life skill that
will stand you in good stead throughout your student and professional career. Some
questions are more easily answered if you check through the various handbooks
you have been given (or the relevant web pages/ Blackboard etc.), before trying to
consult with a staff member in person.
Often email is the most efficient and effective way of making an appointment with
individual members of staff. Contact information is as follows (all offices are at 7 – 9
South Leinster Street unless otherwise stated):
Name
Contact
numbers
01 896 2420
E-mail address
Room No
ipwalsh@tcd.ie
102
Dr. Pauline Sloane
01 896 1494
psloane@tcd.ie
109
Dr. Margaret Walshe
01 896 2382
walshema@tcd.ie
107
Dr. Kathleen McTiernan
01 896 2947
kathleen.mctiernan@tcd.ie
110
Dr. Caroline Jagoe
01 896 4029
jagoec@tcd.ie
101
Dr. Clothra Ní Cholmáin
01 896 1336
ccholmin@tcd.ie
103
Dr. Martine Smith
01 896 2027
mmsmith@tcd.ie
106
Noreen Coyle
01 896 1588
ncoyle@tcd.ie
105
Sarah Ryan
01 896 1496
cslssec@tcd.ie
Reception
Dr. Irene Walsh
Head of Discipline
JS Module handbooks 2014-2015
6
MEMBERS OF STAFF
Dr. Irene Walsh. Head of Discipline and Associate Professor in Speech and
Language Pathology; lectures on discourse analysis, developmental language
disorder and language and communication disorders associated with mental health
disorders. Research interests include: discourse analysis in clinical/non-clinical
interactions and in the media; language and communication disorders associated
with mental health disorders; professional identity.
Dr. Martine Smith. Head of School; Associate Professor in Speech and Language
Pathology: lectures on developmental speech and language disabilities, and
augmentative communication. Main research interests are in augmentative and
alternative communication, language acquisition in atypical circumstances and
language-literacy connections.
Dr Pauline Sloane. Director of Teaching and Learning (Undergraduate); Associate
Professor in Speech and Language Pathology; lectures on pre-clinical skills, voice
and vocal health problems; assessment and intervention. Special interest in vocal
health problems and related disorders such as reflux, cough and irritable larynx
syndrome.
Dr. Margaret Walshe. Assistant Professor in Speech and Language Pathology;
Taught Postgraduate Course Director; lectures on acquired motor speech disorders,
dysphagia, research methods and evidence based practice within the postgraduate
courses. Main research interests include evidence-based practice; outcome
measurement in communication impairment and dysphagia.
Dr. Kathleen McTiernan. Assistant Professor in Psychology; lectures on social and
developmental psychology; cognitive neuropsychology; research design and
methodology and counselling. Dr. McTiernan also coordinates the Sophister
projects. Research interests include psychosocial issues related to communication
disorders; gender and aging; and speech and language therapy intervention and
education.
Dr. Caroline Jagoe. Assistant Professor in Speech and Language Pathology;
lectures on acquired language and communication disorders within the
undergraduate and postgraduate programmes. Main research interests relate to
enhancing community engagement of people with acquired communication
disorders; reciprocal relationship between community engagement and wellbeing;
language and communication in adults with mental health disorders; application of
Relevance Theory to acquired communication disorders; communication disorders
and issues of access in developing and developed countries.
Dr. Clothra Ní Cholmáin. Senior Speech and Language Therapist (Health Service
Executive); Practice Education Co-ordinator. Main research interests include
phonology and learning difficulties.
Noreen Coyle, Senior Executive Officer and Sarah Ryan Secretary / Clinic
Receptionist. Sarah will take messages from clients / patients, and will help you find
test equipment and other materials at certain times.
In addition to the full time members of staff, some lecturers from other Departments
in College contribute to the courses given in the department, as do practising
Speech and Language Therapists and other professionals.
JS Module handbooks 2014-2015
7
In Junior Freshman year, students also attend courses given by the Departments of
Anatomy and Physiology and Centre for Language and Communication Studies in
different locations across College. Information is included in the notes and on the
timetables for the relevant year.
N.B. Keep the Secretary and your Tutor informed of your up-to-date address
and contact number. Notify the Student Records Office if you change address.
Do not use the Department’s address for your personal mail.
Roles and Responsibilities:
1. The Director of Teaching & Learning (Undergraduate) has responsibility for, for
example, course development and promotion; articulating the position of the
School in student cases and - together with the Head of School and Heads of
Discipline - ensuring adequate teaching infrastructure and examination of
modules.
2. The Head of Discipline acts as the contact person for student representatives in
relation to year-relevant academic queries. These queries may also be brought to
staff meetings by the student representatives (e.g. specific queries in relation to
curriculum content, timetabling, examination and assessment issues), as
appropriate.
3. The Module co-ordinator acts as the contact person for student representatives
in relation to module-relevant academic queries, monitors student attendance,
through reports submitted by individual lecturers from attendance taken at PBL
group meetings, lectures, seminars and tutorials and liaises directly with the
Head of Discipline (Dr Irene Walsh) and Director of Undergraduate Teaching and
Learning (Dr Pauline Sloane), as necessary.
STUDENT INFORMATION SYSTEM (SITS)
Access via my.tcd.ie <https://my.tcd.ie/>
Over the last few years, College has invested in a brand new student information
system which is accessible to all staff and students via the web portal my.tcd.ie
<https://my.tcd.ie/>
This means that almost all communications from College are sent to you via your
online portal which will give you access to an ‘intray’ containing your messages. You
will also be able to view your timetables online, both for your teaching and for your
examinations. All fee invoices/payments, student levies and commencement fees
are issued online and all payments are carried out online. You will be able to view
your personal details in the new system – some sections of which you will be able to
edit yourself. End of year examination results will be communicated to you via the
online portal.
JS Module handbooks 2014-2015
8
GENERAL DEPARTMENT INFORMATION
The Department of Clinical Speech and Language Studies is the longest-established
course in Speech and Language Therapy in Ireland. Currently the Department offers
a four-year honors degree leading to a professional licence to practice, as well as a
suite of taught MSc and Postgraduate Diploma courses, covering a range of
specialist topics including child language, acquired language disorders and
dysphagia. In addition, postgraduate students pursue research degrees (MSc and
PhD), under the supervision of staff within the department.
Student representation
Student representation is welcomed at many different levels within the Department
and the School. Two student representatives should be elected by your class, at the
beginning of each academic year.

Departmental meetings: Each year group is entitled to elect TWO class
representatives to attend departmental meetings, held twice each term. At this
forum, representatives are invited to contribute to discussions on matters relevant to
undergraduate education within the Department, and to raise any concerns on behalf
of their year group. Students are asked to advise Noreen Coyle (ncoyle@tcd.ie)
of the elected representatives as soon as possible.
 Clinical Forum meetings: Clinical Forum meetings are held each term to
discuss any matters relating to clinical education that may arise across the year.
Students are invited to nominate two representatives (who need not be the class
representatives) to present their views at these meetings. There is no obligation to
attend but SF, JS and SS years are encouraged to ensure they are represented. To
facilitate discussion, students should submit items for discussion to Noreen Coyle
(ncoyle@tcd.ie) at least two days prior to the meeting.
 School Committee meetings: Two student representatives are entitled to
represent the student body at the School Committee meeting, held on the last
Tuesday of each term, one representative of the Freshman students (JF & SF) and
one representative of the Sophister students (JS & SS). Students are asked to
advise Noreen Coyle (ncoyle@tcd.ie) of the elected representatives as soon as
possible, so that their names can be forwarded to the School Committee.
 School Executive meetings: One representative of the Sophister students
is entitled to represent undergraduate students at meetings of the School Executive.
 Individual meetings with staff: Students who are asked to meet with staff
for feedback on performance within the programme are welcome to invite a peer or
their College Tutor to accompany them as an observer. Where there are other
participants involved in the meeting, procedures to address confidentially must be
agreed at the start of the meeting.
JS Module handbooks 2014-2015
9
Fitness to Practice Committee: Clinical education is a vital component of
educational programmes that enable health care students to achieve both academic
and professional qualifications on graduation. The achievement of these outcomes is
dependent on partnerships between the Higher Education Institutions (HEIs), Health
Service Executive (HSE) and the health service agencies at managerial level, but is
more keenly dependent on good working partnerships between those directly
involved in delivering learning opportunities to students in colleges and clinics. It is
important to remember that at all times in this process, clients’ and patients’ interests
and safety take precedence over students’ education.
The School Fitness to Practice Committee is convened as required, at the request of
a Head of Discipline, to consider matters of concern in relation to professional
practice. This committee is appointed by the School Executive Committee, with
representation from two members from within the School and one member from a
non-Faculty School, where Fitness to Practice is a requirement of the course.
Students called to appear before the Fitness to Practice Committee are entitled to be
represented by their tutor. A copy of the School’s Fitness to Practice document is
available on http://mymodule.tcd.ie/.
Dignity and Respect Policy
Trinity College strives to create an environment that is supportive and conducive to
work and study. The Department of Clinical Speech and Language Studies
promotes, and is committed to, supporting a collegial environment for its staff,
students and other community members, which is free from discrimination, bullying,
harassment and sexual harassment.
The College Dignity and Respect Policy, developed in partnership with the College
group of trade unions, has a strong preventative focus and highlights that staff and
students have a duty to maintain an environment in which the dignity of everyone is
respected. Our goal is to ensure that all interactions with staff and students reflect
respect for the individuals involved. This policy extends to outside clinical settings
where students may be placed.
The Trinity College policy includes practical advice on tackling communication
breakdowns or inter-personal disputes. The policy also sets out a framework for
complaint resolution using informal and formal procedures and through the use of
mediation. The policy also contains useful information on support sources for all
parties to a complaint.

For the full up-to-date accessible viewing policy, go
to: www.tcd.ie/about/policies/respect.php Dignity and Respect Policy
brochure (PDF1.6MB)
JS Module handbooks 2014-2015
10
Department Facilities
There are a number of departmental facilities, as outlined below. Students are
reminded of the extensive library and computer facilities provided across the
campus.
Students’ Preparation Area
Room 006, Ground floor, may be used by students for work in connection with the
course - studying, preparing clinical materials etc. Materials left after the end of term
will be removed. Please ensure that this room is kept clean and tidy, and remove
any food or drink items as you leave.
Computers
Students may use the computer facilities in the Department for course work only.
Printing facilities are not available in the Department for general work. Three
computers are situated in Student Preparation Room as well as in the 2 clinic rooms
(002 and 004) and 3 seminar rooms (005/ 103/ 104).
Clinic Rooms
The clinic rooms 002 and 004 (ground floor) may be booked for PBL tutorial groups
by students. Sarah (Reception) keeps the room booking sheets and all bookings
must be made through her. Students may not bring food or drinks (other than
water) into the clinic rooms.
Lectures
Lectures are given in shared teaching space within College and within the
Department (7 – 9 South Leinster Street) where appropriate - see your notice board.
Lectures begin on the hour and end at 10 minutes to the hour. Students may not
bring food or drinks (other than water) into the lecture rooms.
Students are reminded that the use of mobile phones during lectures / clinics
is strictly prohibited. Phones must be switched off in lecture / clinic rooms.
Students who are using mobile phones to keep time, or as stopwatches must ensure
that the phone call function is not active, unless explicitly requested by the
Placement Educator.
Notice Boards
Each Year Group has a special notice board in the Student Preparation area. These
should be consulted often for information about timetable, placements, supervision
etc. Notes for individual students from staff may be left on notice boards; please
check regularly. Please do not use these notice boards for personal messages
etc.
Tests and clinical equipment
Tests and clinical equipment may be borrowed for use on-site only and booked out
in the Test/Equipment Booking Diary. Please treat all tests and clinical equipment
with the utmost care as they are extremely expensive to replace, given their
specialist nature. All tests and clinical equipment must be returned immediately
after use. Please ensure all components of the test are returned in the folder
(e.g. test manual, booklet, sample test form etc). Incomplete tests should be
returned to the Secretary with a note indicating missing component(s).
JS Module handbooks 2014-2015
11
PROGRAMME OVERVIEW
The professional honors degree course in Clinical Speech and Language Studies
provides recognition to practise as a Speech & Language Therapist in Ireland.
Successful graduates are eligible to apply for membership of the Irish Association
of Speech & Language Therapists (IASLT) and the Royal College of Speech &
Language Therapists (RCSLT), as well as for registration with the Health
Professionals Council (HPC) in the UK. The undergraduate programme received
full professional accreditation from the IASLT in 2009, and is due for accreditation
review in 2014. CORU, the Health and Social Care Professional Council, is expected
to open its registration board for speech and language therapists on October 31st,
2014. The Department will then also be under the accreditation review of CORU and
graduates will be eligible to apply for registration.
Given that students are bound by a professional code of ethics when on clinical
placement, students are expected to apply for student membership of IASLT prior to
their first clinical placement.
Programme structure
Students are required to successfully complete all modules within the programme,
including Broad Curriculum options. Students who are successful in their Junior
Sophister examinations may be permitted to graduate with the ordinary B.A. degree
if they choose not to complete the degree course. The ordinary B.A. degree does not
carry a license to practise as a Speech & Language Therapist.
To progress to the Senior Sophister year, students must achieve an overall creditweighted mark of at least 40 per cent (grade III) in each module and accumulate 60
credits in their Junior Sophister year. Students may choose, at the beginning of
their Junior Sophister year, to opt for a non-clinical route*. Such students may
substitute the Linguistics Project (Module code LI4036 – 10 credits) for the Clinical
Skills module. Students who successfully pass all modules in the non-clinical route
or students who otherwise successfully pass the Junior Sophister year and choose
not to proceed to the Senior Sophister year, may be permitted to graduate with the
ordinary B.A. degree.
Students who have been unsuccessful in the examinations of the Senior Sophister
year of the B.Sc. degree may nevertheless be allowed the ordinary B.A. degree on
their answering in the Senior Sophister examination, provided that a special
recommendation to that effect is made by the court of examiners.
Except by permission of the University Council, on the recommendation of the
executive committee of the school, the ordinary degree of B.A. may be conferred
only on candidates who have spent at least three years in the University. The
ordinary B.A. degree does not carry a license to practise and graduates with this
degree are not eligible to register with the Health and Social Care Professionals
Council (CORU).
*Senior Freshman Students
Students who find at the end of the SF year or early in the JS year, that their
interests and abilities do not lie in clinical practice, may opt for the non-clinical route.
JS Module handbooks 2014-2015
12
Socrates opportunities
The Department has strong links with a range of European partners and has
participated in a Thematic Network for many years. This network affords students
the opportunity to participate in an Intensive Programme (IP) of study over a 2-week
period, typically in the latter half of August every year. Participation in this activity is
contingent on the student body participating in one fundraising event each year. In
addition, the Department supports student exchange agreements, where appropriate
recognition of academic work can be facilitated. Dr Pauline Sloane is the
departmental coordinator for all Socrates-related activities.
Programme outcomes
The following programme outcomes for the degree B.Sc.in Clinical Speech &
Language Studies have been developed referencing: (i) discipline-specific
competencies (the National Clinical Competencies developed by the Therapy
Advisory Unit of the Department of Health and Children and ratified by the IASLT; (ii)
institutional level descriptors (TCD Calendar, Part 1); national descriptors (the NQAI
National Qualifications Framework), Level 8; and European requirements (the
‘Dublin Descriptors’). The outcomes comprise both discipline-specific and generic
competencies and attributes.
Outcome
1.
2.
3.
4.
5.
6.
7.
Graduates will critically interpret, reflect upon
and apply the evolving theoretical knowledge
base in communication and swallowing and
their associated disorders, and relate this body
of knowledge to evidence-based clinical
decision-making.
Graduates will be able to apply relevant
principles of assessment, diagnosis and
intervention within their clinical practice
Graduates will demonstrate effective
communication skills with the full range of
relevant stakeholders, in their clinical practice,
in their professional liaisons and in the larger
community.
Graduates will demonstrate a commitment to
ethical action and social responsibility in their
professional practice
Graduates will demonstrate the ability to work
both as self-directed autonomous professionals,
and collaboratively with the full range of
stakeholder groups.
Graduates will be able to apply core principles
of research design and implementation, with
some degree of autonomy.
Graduates will demonstrate skills required to
sustain intellectual interest and critical thinking
as professionals through application of scientific
literacy skills in the pursuit of lifelong learning.
JS Module handbooks 2014-2015
TCD
NQAI
Level 8
Dublin
Descriptor
1, 2
a, b
1, 2
3
b, c, d
2
7
g
4
6
5,6
f
3
3
8
e, h
5
13
EUROPEAN CREDIT TRANSFER SYSTEM (ECTS)
The European Credit Transfer and Accumulation System (ECTS) is an
academic credit transfer and accumulation system representing the student
workload required to achieve the specified objectives of a study programme. It is
designed to enable academic recognition for periods of study, to facilitate student
mobility and credit accumulation and transfer. The ECTS is the recommended
credit system for higher education in Ireland and across the European Higher
Education Area.
The ECTS weighting for a module is a measure of the student input or workload
required for that module, based on factors such as the number of contact hours,
the number and length of written or verbally presented assessment exercises,
class preparation and private study time, laboratory classes, examinations, clinical
attendance, professional training placements, and so on as appropriate. There is
no intrinsic relationship between the credit volume of a module and its level of
difficulty.
In College, 1 ECTS unit is defined as 20-25 hours of student input. Therefore, a
10-credit module is designed to require 200-250 hours of student input, including
class contact time and assessments.
The College norm for full-time study over one academic year, at undergraduate
level, is 60 credits.
The Trinity academic year comprises 40 weeks from the start of Michaelmas Term
to the end of the Annual Examination period
ECTS credits are awarded to a student only upon successful completion of the
course year. Progression from one year to the next is determined by the course
regulations. Students who fail a year of their course will not obtain credit for that
year even if they have passed certain component courses. Exceptions to this rule
are one-year and part-year visiting students, who are awarded credit for individual
modules successfully completed.
JS Module handbooks 2014-2015
14
PROGRAMME REGULATIONS
Attendance at all lectures, seminars, tutorials, clinical placements, workshops
and practicals is compulsory for all students in accordance with College
regulations.
(a) Lectures: A signed attendance record will be kept for lectures for each group of
students. A penalty will be applied for unexcused absence from lectures,
seminars, tutorials and workshops, including clinical placements and PBL
tutorials. In the case of attendance at lectures, any student who is absent without
excuse, for three or more hours of any module, regardless of module size, will
have a penalty 5% deduction applied to their examination mark for that module,
even where such a penalty results in a fail grade being returned for that student.
Each subsequent hour of unexcused absence will attract a further 5% penalty,
to a maximum of 15% penalty. Excused absences include only those absences
involving medical certification, tutor notification or as agreed in writing, between
individual staff and student on a case-by-case basis. Students who are identified
as signing in for students who are not present will have a 10% penalty applied
for each instance of infringement and may be reported to the Junior Dean.
(b)
Attendance at tutorials, including PBL tutorials is compulsory. Any
student who is absent without excuse, for two or more hours of any tutored PBL
element of a module, regardless of module size, will have a penalty 10% deduction
applied to their continuous assessment mark for that PBL assignment. Students who
miss more than 25% of tutored PBL slots, for whatever reason, are excluded from
participating in the assessment associated with the PBL process and will be set an
alternative assignment.
(c) College stipulates that students from all years may be deemed unsatisfactory if
they miss more than one third of the lectures in any course in any term.
Attendance records are maintained for each course. It is your responsibility to
ensure your attendance is accurately recorded.
Students may be deemed to be non-satisfactory if they fail to fulfil course work and
attendance requirements. Students may be deemed non-satisfactory if they miss
more than one third of a required component course/module in any term. The
Director of Teaching and Learning (Undergraduate) may report such students to the
Senior Lecturer as being non-satisfactory for that term. In the first instance, the
report is sent by the Director of Teaching and Learning (Undergraduate) to the
student's Tutor, who will normally interview, or otherwise contact, the student and
respond on the student's behalf to the Director of Teaching and Learning
(Undergraduate), detailing any mitigating circumstances surrounding the student's
non-satisfactory performance. On the specific written recommendation of the
Director of Teaching and Learning (Undergraduate) to the Senior Lecturer, a student
returned as non-satisfactory for both the Michaelmas and Hilary terms may be
refused permission to take their annual examinations and may be required by the
Senior Lecturer to repeat their year. Further details, and a copy of the Report on a
Non-Satisfactory Student, can be viewed at http://www.tcd.ie/undergraduatestudies/academic-progress/attendance-course-work.php
JS Module handbooks 2014-2015
15
Practice Placements
The undergraduate education programme aims to provide students with learning
opportunities to develop the required knowledge base over the four-year course. The
clinical education programme has been developed in association with the profession,
the professional association and the HSE. The programme links to the other strands
of the course by providing opportunities to develop and acquire the professional
knowledge, skills, attributes and attitudes required to become a competent
practitioner.
Students will be assigned to a number of practice placements in a range of service
settings during the undergraduate programme. These are arranged through the
Department. Students may not, under any circumstances, make independent
arrangements because of insurance implications.
Attendance at all clinical placements is compulsory. In the event of an
emergency or illness, the supervising clinician (i.e. Practice Educator) and the
Practice Education Coordinator (Dr Clothra Ní Cholmáin) must be informed as soon
as possible. Where applicable, medical certificates covering the duration of absence
from the clinical placement should be submitted to the student’s College Tutor.
Students may be required to retrieve clinical placement days lost through illness.
Supervision of clinical practicum both on college premises and in HSE clinics in 2 nd,
3rd and 4th year is undertaken by Speech and Language Therapists who may be
members of staff, Regional Placement Facilitators, placement tutors or therapists
undertaking the role of Practice Educator. Practice Educators take responsibility for
providing students with learning opportunities in clinical settings. They provide
guidance for students on professional conduct, policies and procedures in the health
service agencies in which they work as well as supervising, monitoring and
evaluating the student’s clinical work. Students should download a copy of the
Guidelines for Good Practice in Practice Education (Therapy Project Office
2008)
http://www.hse.ie/eng/staff/Leadership_Education_Development/healthsocialc
areprofs/Projectoffice/goodpracticeguidelinesforpred.html and endeavour to
comply fully with the guidelines throughout the clinical education programme.
Students are advised to download the Practice Education Handbook each year
from the departmental website.
Punctual attendance at clinics is compulsory. In the event of an emergency or
illness, the supervising clinician (Practice Educator) must be given adequate
notice of students’ inability to attend before the appointed time.
Students are expected to take responsibility for their behaviour as student Speech
and Language Therapists by complying with all legal and professional guidelines.
Please also note:
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.
JS Module handbooks 2014-2015
16
 Garda/police vetting
Students on programmes with clinical or other professional placements or on
programmes that will bring them into professional contact with children and/or
vulnerable adults, are required to undergo vetting by the Garda Síochána or other
relevant police force prior to registration. If, as a result of the outcome of these
vetting procedures, a student is deemed unsuitable to attend clinical or other
professional placements, he/she may be required to withdraw from his/her
programme of study. Please see Garda/Police Vetting (paragraph 2) at:
http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-generalinformation/faculty-of-arts-humanities-and-social-sciences/school-of-linguisticspeech-and-communication-sciences/
If you lived outside Ireland for a consecutive period of 6 months or more, then police
clearance will be required from the country or countries in which you resided. These
documents should be returned to the Admissions Office with your completed Garda
Vetting form. You should keep copies of all these clearance forms in case you need
them for future employment.
 Immunisation
Failure to be appropriately immunised may preclude attendance at some clinics.
 Immunisation against Rubella
All students are urged to ensure that they are immune to rubella. Arrangements can
be made through the Student Health Service for students to check their status and
be immunised where necessary.
 Immunisation against TB
All students in Health Sciences should be immunised against tuberculosis. A BCG
programme is organised annually through the Faculty of Health Sciences office.
Students should contact the Student Health Service if immunisation is required.
 Hepatitis B
All students in the Department must be immunised against Hepatitis B. Information
on vaccination requirements is made available to all students on application, and
students are required to act in accord with the appropriate regulations and
procedures to maintain appropriate health and safety standards.
 Precautions against AIDS
Guidelines have been issued for health personnel, including speech and language
therapists, whose work may bring them into contact with patients at risk for Aids.
Students are urged to consult these guidelines see
http://www.tcd.ie/Health_Sciences/students/vaccination.php
 First Aid
All Freshman students are encouraged to take a course in First Aid, in their own
time. The following Agencies offer First Aid courses: St. John’s Ambulance Brigade
of Ireland, 29 Upper Leeson Street, Dublin 4, Telephone: 6688077 and Order of
Malta – Ireland, St. John’s House, 32 Clyde Road, Dublin 4, Telephone: 01 6140035.
JS Module handbooks 2014-2015
17
Students are expected to join the Irish Association of Speech & Language
Therapists (IASLT) and to be familiar with their Code of Ethics and with
guidance on conduct and ethics for students (HPC UK) (read the document in
full at www.hpc-uk.org):












You should always act in the best interests of your service users
You should respect the confidentiality of your service users
You should keep high standards of personal conduct.
You should provide any important information about your conduct,
competence or health to your education provider.
You should limit your study or stop studying if your performance or
judgement is affected by your health.
You should keep your professional knowledge and skills up to date
You should act within the limits of your knowledge and skills.
You should communicate effectively with service users and your
education provider and placement providers.
You should get ‘informed consent’ from service users to carry out any
intervention, except in emergencies.
You should keep accurate records on service users.
You should behave honestly.
You should make sure that your behaviour does not damage public
confidence in your profession.
Students are expected to take responsibility for their own learning during all
stages of the clinical programme by:








Acquiring an adequate knowledge base for placements.
Working actively to develop professional knowledge, skills and attitudes.
Reflecting on developing professional knowledge and skills.
Practicing honest self-evaluation of performance and professional
behaviour.
Identifying learning needs.
Communicating needs to clinical educators.
Accepting feedback from clinical educators and modifying behaviour if
requested.
Respecting client, clinical educators, co-workers and the service.
Students on the clinical education programme must adhere to the Professional Code
of Ethics and should be professional in all dealings with clients, clinical educators
and co-workers. Professional ethics and standards of conduct in relation to clinical
practice must be observed throughout the course. A student may be required to
defer clinical practice, including any practical examination, if the Head of Discipline,
on the recommendation of the Practice Education Co-ordinator (Dr Clothra Ní
Cholmáin), determines that such a deferral is necessary on professional grounds
(see Academic progress and examinations (paragraph 12) at
http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-othergeneral-information/faculty-of-arts-humanities-and-social-sciences/school-oflinguistic-speech-and-communication-sciences/
JS Module handbooks 2014-2015
18
GENERAL INFORMATION ON ASSESSMENT
Continuous Assessment
(a) All continuous assessment assignments MUST be submitted by 12 noon on the due
date and signed in at the Reception desk. Students are required to keep an electronic
copy of ALL work submitted for assessment.
(b) For all assignments, students may be required to upload an electronic version of the
assignment to TurnItIn, a plagiarism detection system. Students will be advised by
individual lecturers where this applies. In all instances, students must also submit
hardcopy versions and sign them in at Reception. When submitting assessment work by
email, students must use their College username and e-mail account; submission of material
for assessment will not be accepted from external e-mail addresses.
(c) Deadlines can only be changed by direct consultation with the staff member
concerned, IN ADVANCE of the submission date. It is the student's responsibility to ensure
that agreement regarding any extension of a deadline has been reached with the relevant
staff member. In the event of late submission of an assignment, without such agreement, a
penalty will apply.
Marks will be reduced in accordance with the extent of the delay with 5 marks being
deducted if the assignment is up to one week late and 10 marks will be deducted if the
assignment is between one and two weeks late. Assignments will not be accepted, without
agreement, more than 14 days after the submission date. Receipt of assignments after this
time, will normally result in a fail mark being recorded. Agreement to submit after this time,
must be made in consultation with the student’s college Tutor and can only be allowed on
the basis of illness (medical certificate required) or similar personal circumstances.
NB
Students are required to submit all CA components. Failure to do so may result in a
student being returned as “Absent” and “Excluded” from College.
Students are required to perform satisfactorily in each type of activity. Compensation within
a module may be permitted at the discretion of the court of examiners. Students who are
unsuccessful in their annual examinations may be required to resubmit continuous
assessment or project work, to sit a formal supplemental examination paper, or to be reassessed in clinical practice, as appropriate.
For SS students the maximum mark for any such re-submission is 40%.
In line with College policy, the Department is keen to ensure that Continuous Assessment
components are included where possible and appropriate across all courses taken as part of
the Degree programme. The Department recognises that feedback on performance plays an
important educational role in relation to continuous assessment. To this end, every effort will
be made to return continuous assessment assignments to students within a timely fashion.
College policy requires that all assignments will be returned within 20 working days of
submission. If there is likely to be a delay in meeting this deadline, students will be advised
by the relevant lecturer. Feedback, including information regarding the grade awarded to the
assignment will be returned to the student, either on an inserted sheet, or written directly
onto the assignment. In all instances, in order to protect student confidentiality, such
information will be included at the back of the assignment, so that it is not visible to other
students. Students who submit assignments without a complete bibliography or other
essential components will not receive feedback about their grade, until after submission of
the missing information.
JS Module handbooks 2014-2015
19
In the event of illness, the relevant lecturer or College Tutor should be contacted in advance
of the due date where possible; otherwise a certificate is needed to vouch for the illness ( or
in case of bereavement, etc.) and extensions will ordinarily be granted only to cover days
covered by the certificate. Medical certificates should be submitted to your College Tutor.
(d) Week numbers: In line with practice across College, dates for assignments are noted
according to the week of the academic year, rather than the week of the specific teaching
term. Week 1 of Michaelmas Term equates with week 5 of the academic year, week 1 of
Hilary Term with week 21. Please ensure that you check carefully for the dates of
submission
Examinations
(i)
Examination Results: These will be on the relevant notice boards when available
and on mytcd portal. Students will not be given results by phoning the Department
under any circumstances.
(ii)
Breakdown of Results: Students can obtain a breakdown of their results through
the mytcd portal, or through the Department, either in person, by prior appointment, with
the Head of Discipline (ipwalsh@tcd.ie) or the Director of Teaching and Learning
(Undergraduate) (psloane@tcd.ie). Results will not be released by any member of staff to
anyone other than the student, in order to conform with the Data Protection Act. Students
are also invited to review their scripts and discuss their examination performance. Normally,
students are advised of a day and time when scripts can be reviewed. Please note that
resource constraints mean that student requests to review scripts, outside the designated
times, may not be accommodated.
(iii)
Assessment marks: Marks disclosed during the course of the year for prescribed
assessments are subject to moderation by internal and, where appropriate, external
examiners, and as such are to be considered provisional until the end-of-year results are
confirmed by the Court of Examiners
(iv)
Anonymous marking: A sample of a completed front cover of an anonymous
examination booklet is included in this handbook. Please familiarise yourselves with all the
details in advance of your examinations.
(v)
Assessment and Examinations: The following institutional marking scale applies
across College:
First 70-100%
II.1
60-69%
II.2
50-59%
III
40-49%
F1
30-39%
F2
0-29%
This marking scale is used within the department for both continuous assessment and
examination purposes. Marks in the F2 band are usually deemed non-compensatable.
Independent of any mark achieved by students on continuous assessment assignments,
students are required to achieve a mark of at least 35 per cent on certain examination
papers in SF and JS years and must achieve a minimum mark of 40 per cent on three
questions within each of these specific examination papers in order to be considered
satisfactory, see Module section of handbooks and calendar entry at
http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-generalinformation/faculty-of-arts-humanities-and-social-sciences/school-of-linguistic-speech-andcommunication-sciences/
(vi)
University guidelines for students taking examinations are included in this handbook;
see also Conduct of examinations paragraphs 43-50 http://www.tcd.ie/calendar/14152/part-2-undergraduate-courses-and-other-general-information/general-regulationsand-information/academic-progress/
JS Module handbooks 2014-2015
20
ASSIGNMENT FEEDBACK FORM
Clinical Speech & Language Studies
MODULE:
MODULE CO-ORDINATOR:
STUDENT NAME:
STUDENT NUMBER:
The headings below identify the key
elements against which your tutor
assesses your work
Use of literature & evidence of reading
I
II.1
II.2
III
F1
F2
Knowledge & understanding
Accuracy & analysis of information
Development of core principled argument
Evidence of critical thinking
Originality
Relevance to learning outcomes
Structure & organisation
Presentation & style
Referencing
Marker’s comments:
To help improve your future work you are recommended to:
Follow more carefully the
Carefully proof read your assignment
guidelines for assignment given
before submission
Ensure your work reflects the
Pay particular attention to:
assignment brief and module
spelling/punctuation/sentence
learning outcomes
construction/paragraphs/coherence
Read more widely
Follow College’s referencing guidelines
Arrange to meet course lecturer
Note adjustment of marks for late
submission
Marker:
Date:
Moderator (if appropriate):
Date:
JS Module handbooks 2014-2015
21
ESSAY MARKING CRITERIA (Adapted from HE in FE Teaching Resource Exchange)
FIRST (70% +)
UPPER FIRST (I, a First 85%+)
 Depth of Reading: Evidence of comprehensive reading above expectations
 Structure of Argument: Scholarly, extremely well crafted
 Discussion and Interpretation: Superior and original engagement with
conceptual issues
 Use of Evidence: Rigorous use of sound theoretical knowledge base.
 Organisation and Formatting: Very clear and imaginative; excellent use of
illustrations (if appropriate);
 Academic Referencing: Exemplary use of academic referencing conventions.
LOWER FIRST (I, a First )70-84%)
 Depth of Reading: Detailed, accurate, relevant; key points highlighted.
 Structure of Argument: Rigorously argued, logical, easy to follow.
 Discussion and Interpretation: Extensive evidence of independent thought and
critical analysis
 Use of Evidence: Key points supported with evidence, critically evaluated;
exemplary awareness of key issues.
 Organisation and Formatting: Clear, imaginative; excellent use of illustrations (if
appropriate);
 Academic Referencing: Exemplary use of academic referencing conventions.
UPPER SECOND (II.1) (60-69%)
 Depth of Reading: Detailed, accurate, relevant.
 Structure of Argument: Directly addresses question.
 Discussion and Interpretation: Attempts to go beyond the ideas presented in
secondary literature.
 Use of Evidence: Most points illustrated with relevant evidence.
 Organisation and Formatting: Generally clear, good use of illustrations (if
appropriate)
 Academic Referencing: Good use of academic referencing conventions.
LOWER SECOND (II.2) (50-59%)
 Depth of Reading: Generally accurate and relevant, but perhaps some gaps
and/or irrelevant material.
 Structure of Argument: Not always clear or logical; may be overly influenced by
secondary literature rather than the requirements of the topic. Addresses some
aspects of question.
 Discussion and Interpretation: Little attempt to go beyond or criticise secondary
literature.
 Use of Evidence: Some illustrative material but not necessarily well selected and
not critically evaluated.
 Organisation and Formatting: Some organisation and presentation glitches but
generally competent.
 Academic Referencing: A reasonable attempt at using the conventions of
academic citation but some inconsistencies or errors.
JS Module handbooks 2014-2015
22
THIRD (III) (40-49%)
 Depth of Reading: Limited knowledge, with gaps and/or errors.
 Structure: Argument underdeveloped and not entirely clear. Answers a closely
related question.
 Discussion and Interpretation: Fairly superficial and generally derivative and
uncritical.
 Use of Evidence: Some mentioned, but not integrated into presentation or
evaluated.
 Organisation and Formatting: Not always clear or easy to follow.
 Academic Referencing: Some attempt at showing which sources have been
employed, but little evidence of a sound grasp of the conventions of academic
citation.
FAIL I (30-40%)
 Depth of Reading: Very limited, with many errors and gaps.
 Structure of Argument: Of incidental relevance only. Argument completely
lacking structure.
 Discussion and Interpretation: Entirely derivative, generally superficial.
 Use of Evidence: Little or no evidence discussed.
 Organisation and Formatting: Clumsy, disjointed, difficult to follow.
 Academic Referencing: Very poor and executed with many errors
FAIL II (Below 30%)
 Depth of Reading: Little evidence of knowledge of the topic.
 Structure of Argument: Muddled, incoherent.
 Discussion and Interpretation: Serious conceptual errors.
 Use of Evidence: Incorrect use of evidence.
 Organisation and Formatting: Disorganised and poorly formatted.
 Academic Referencing: Incomplete or entirely absent.
WORD LIMIT
Word limit for essays ranges from 2,000 – 3,500.
A 5% penalty for exceeding word limit will be applied.
JS Module handbooks 2014-2015
23
ESSAY EVALUATION FORM
STUDENT:
…………………………………………………………………………
COURSE:
…………………………………………………………………………
LECTURER:
.....................................................................................................
DATE:
…………………………………………………………………………
Depth of Reading
Sound, relevant
GOOD
POOR
Sketchy, irrelevant, incorrect
Structure of Argument
GOOD
POOR
Coherent, logical
Muddled, fragmentary
Discussion and Interpretation
GOOD
Sophisticated, original
POOR
Superficial, narrow, derivative
Use of Evidence
GOOD
Exemplary use of primary
secondary sources
Organisation and Formatting
GOOD
Imaginative
POOR
Few sources, poorly chosen or
POOR
Disjointed
Academic Referencing
GOOD
Exemplary
POOR
Absent or poorly executed
Best features of essay:
Suggestions for improvement:
Mark:
Signed:………………………………
Internal Assessor 1 / 2
Date:……………..
JS Module handbooks 2014-2015
24
Access to scripts and discussion of performance at exams
(from http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-generalinformation/general-regulations-and-information/academic-progress/):
51
Access to scripts and discussion of performance
(i)
All students have a right to discuss their examination and assessment
performance with the appropriate members of staff as arranged for by the director of
teaching and learning (undergraduate) or the head of department as appropriate.
This right is basic to the educational process.
(ii)
Students are entitled to view their scripts when discussing their examinations
and assessment performance.
(iii)
Students’ examination performance cannot be discussed with them until after
the publication of the examination results.
(iv)
To obtain access to the breakdown of results, a student or his/her tutor should
make a request to the director of teaching and learning (undergraduate), course coordinator or appropriate member of staff.
(v)
Examination scripts are retained by schools and departments for thirteen
months from the date of the meeting of the court of examiners which moderates the
marks in question and may not be available for consultation after this time period.
52
Re-check/re-mark of examination scripts
(i)
Having received information about their results and having discussed these
and their performance with the director of teaching and learning (undergraduate) or
the head of department and/or the appropriate staff, students may ask that their
results be reconsidered if they have reason to believe:
(a) that the grade is incorrect because of an error in calculation of results;
(b) that the examination paper specific to the student’s course contained
questions on subjects which were not part of the course prescribed for
the examination; or
(c) that bias was shown by an examiner in marking the script.
(ii)
In the case of (a) above, the request should be made through the student’s
tutor to the director of teaching and learning (undergraduate) or course co-ordinator
as appropriate.
(iii)
In the case of (b) and/or (c) above, the request should be made through the
student’s tutor to the Senior Lecturer. In submitting such a case for reconsideration
of results, students should state under which of (b) and/or (c) the request is being
made.(Details of the procedures relating to the re-check/re-mark of examination
scripts are available on the College website at
https://www.tcd.ie/academicregistry/exams/results/recheck/)
(iv)
Once an examination result has been published it cannot be amended without
the permission of the Senior Lecturer.
(v)
Requests for re-check or re-mark should be made as soon as possible after
discussion of results and performance and no later than twelve months from the date
of the meeting of the court of examiners which moderated the marks in question.
(vi)
Any student who makes a request for re-check or re-mark that could have
implications for their degree result is advised not to proceed with degree conferral
until the outcome of the request has been confirmed.
JS Module handbooks 2014-2015
25
Calendar Extract on Plagiarism
(from http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-other-generalinformation/general-regulations-and-information/academic-progress/):
Plagiarism
82 Plagiarism is interpreted by the University as the act of presenting the work of
others as one’s own work, without acknowledgement. Plagiarism is considered as
academically fraudulent, and an offence against University discipline. The University
considers plagiarism to be a major offence, and subject to the disciplinary
procedures of the University.
83 Plagiarism can arise from deliberate actions and also through careless thinking
and/or methodology. The offence lies not in the attitude or intention of the
perpetrator, but in the action and in its consequences.Plagiarism can arise from
actions such as:
(a) copying another student’s work; (b) enlisting another person or persons to
complete an assignment on the student’s behalf; (c) quoting directly, without
acknowledgement, from books, articles or other sources, either in printed, recorded
or electronic format; (d) paraphrasing, without acknowledgement, the writings of
other authors.
Examples (c) and (d) in particular can arise through careless thinking and/or
methodology where students:
(i) fail to distinguish between their own ideas and those of others; (ii) fail to take
proper notes during preliminary research and therefore lose track of the sources
from which the notes were drawn; (iii) fail to distinguish between information which
needs no acknowledgement because it is firmly in the public domain, and
information which might be widely known, but which nevertheless requires some sort
of acknowledgement; (iv) come across a distinctive methodology or idea and fail to
record its source.
All the above serve only as examples and are not exhaustive.
Students should submit work done in co-operation with other students only when it is
done with the full knowledge and permission of the lecturer concerned. Without this,
work submitted which is the product of collusion with other students may be
considered to be plagiarism.
84 It is clearly understood that all members of the academic community use and
build on the work of others. It is commonly accepted also, however, that we build on
the work of others in an open and explicit manner, and with due acknowledgement.
Many cases of plagiarism that arise could be avoided by following some simple
guidelines:
(i) Any material used in a piece of work, of any form, that is not the original thought
of the author should be fully referenced in the work and attributed to its source. The
material should either be quoted directly or paraphrased. Either way, an explicit
citation of the work referred to should be provided, in the text, in a footnote, or both.
Not to do so is to commit plagiarism; (ii) When taking notes from any source it is
very important to record the precise words or ideas that are being used and their
precise sources; (iii) While the Internet often offers a wider range of possibilities for
researching particular themes, it also requires particular attention to be paid to the
distinction between one’s own work and the work of others. Particular care should be
taken to keep track of the source of the electronic information obtained from the
JS Module handbooks 2014-2015
26
Internet or other electronic sources and ensure that it is explicitly and correctly
acknowledged.
85 It is the responsibility of the author of any work to ensure that he/she does not
commit plagiarism.
86 Students should ensure the integrity of their work by seeking advice from their
lecturers, tutor or supervisor on avoiding plagiarism. All schools and departments
should include, in their handbooks or other literature given to students, advice on the
appropriate methodology for the kind of work that students will be expected to
undertake.
87 If plagiarism as referred to in §82 above is suspected, in the first instance, the
head of school, or designate, will write to the student, and the student’s tutor
advising them of the concerns raised and inviting them to attend an informal meeting
with the head of school, or designate, (The director of teaching and learning
(undergraduate) may also attend the meeting as appropriate. As an alternative to
their tutor, students may nominate a representative from the Students’ Union to
accompany them to the meeting) and the lecturer concerned, in order to put their
suspicions to the student and give the student the opportunity to respond. The
student will be requested to respond in writing stating his/her agreement to attend
such a meeting and confirming on which of the suggested dates and times it will be
possible for the student to attend. If the student does not in this manner agree to
attend such a meeting, the head of school, or designate, may refer the case directly
to the Junior Dean, who will interview the student and may implement the
procedures as referred to under Conduct and College Regulations §2.
88 If the head of school, or designate, forms the view that plagiarism has taken
place, he/she must decide if the offence can be dealt with under the summary
procedure set out below. In order for this summary procedure to be followed, all
parties attending the informal meeting as noted in §87 above must state their
agreement in writing to the head of school, or designate. If the facts of the case are
in dispute, or if the head of school, or designate, feels that the penalties provided for
under the summary procedure below are inappropriate given the circumstances of
the case, he/she will refer the case directly to the Junior Dean, who will interview the
student and may implement the procedures as referred to under Conduct and
College Regulations §2.
89 If the offence can be dealt with under the summary procedure, the head of
school, or designate, will recommend to the Senior Lecturer one of the following
penalties:
(a) that the piece of work in question receives a reduced mark, or a mark of zero; or
(b) if satisfactory completion of the piece of work is deemed essential for the student
to rise with his/her year or to proceed to the award of a degree, the student may be
required to re-submit the work. However the student may not receive more than the
minimum pass mark applicable to the piece of work on satisfactory re-submission.
90 Provided that the appropriate procedure has been followed and all parties in §87
above are in agreement with the proposed penalty, the Senior Lecturer may approve
the penalty and notify the Junior Dean accordingly. The Junior Dean may
nevertheless implement the procedures as referred to under Conduct and College
Regulations §2.
JS Module handbooks 2014-2015
27
Calendar extract on Conduct of Examinations
http://www.tcd.ie/calendar/1415-2/part-2-undergraduate-courses-and-othergeneral-information/general-regulations-and-information/academic-progress/
Conduct of examinations
43 Except as provided for below, candidates for examination are forbidden during an
examination to do or to attempt to do, any of the following: to have in their
possession or consult or use any books, papers, notes, memoranda, mobile phones
or written or electronic material of any nature, or to copy from or exchange
information with other persons, or in any way to make use of any information
improperly obtained.
44 Where the examination is of such a nature that materials are provided to the
candidates, or where the candidates are allowed by the rules of that examination to
have materials in their possession, then candidates may of course make use of such
materials, but only of such materials, and the general prohibition above continues to
apply in respect of any and all other materials.
45 Where candidates have the prior written permission of the examiner(s), of the
Senior Lecturer, or of the Disability Officer, to have materials in their possession
during an examination, then candidates may of course make use of such materials,
but only of such materials, and the general prohibition above continues to apply in
respect of any and all other materials.
46 Where candidates are allowed to bring personal belongings into the examination
venues upon condition that such belongings are stored in an area – such as the
back of the venue – away from the area in which the candidates are sitting their
examinations, then candidates may bring personal belongings into the hall, provided
that they are placed in the indicated area and are not returned to by the candidates
until they have finished their examinations and are leaving the hall.
47 Any breach of this regulation is regarded as a major offence for which a student
may be expelled from the University (see Conduct and College Regulations).
48 Students must not leave the hall before the time specified for the examination has
elapsed, except by leave of the invigilator.
49 Examinations or other exercises which are part of continuous assessment are
subject to the same rules as other College examinations. Where submitted work is
part of a procedure of assessment, plagiarism is similarly regarded as a major
offence and is liable to similar penalties (see §§82-90).
JS Module handbooks 2014-2015
28
JS Module handbooks 2014-2015
29
SCHOLARSHIP & DEPARTMENT AWARDS
The Foundation Scholarship
Foundation Scholars are elected annually on the results of examinations held at the
beginning of Trinity Term. Students take the examination in their second year in
College. In addition to the prestige of being a scholar of TCD, other specific privileges that
students are entitled to are (For further information contact your College Tutor)
(a) Commons free of charge (Commons is the traditional evening meal served in the
College Dining Hall).
(b) rooms free of charge.
(c) remission of fees for post-graduate study
The general examination topic for this academic year is
ANALYSIS AND EVALUATION OF SPEECH1 DISORDERS, DEVELOPMENTAL AND
ACQUIRED.
It is important to note that intending students are responsible for obtaining
application forms from the Senior Lecturer’s Office and submitting same before
Friday 14th November 2014. Scholarship Examinations will take place in January.
DEPARTMENT AWARDS & PRIZES
BEGGS LEASK PRIZE
This prize was first awarded in 1994 to mark the twenty-fifth year of education of speech and
language therapists in Ireland. It was founded by Rebecca Beggs Leask, who as Deputy
Director assisted the Director, Dr Marie de Montfort Supple, in initiating the education of
speech and language therapists in Ireland in 1969. It is awarded annually to the Senior
Sophister student who presents the best research project.
DE MONTFORT PRIZE
This prize is awarded annually to the Junior Freshman student who achieves the highest
mark overall. (This award is presented by the IASLT).
THE FOUNDER’S PRIZE
This prize is awarded annually to the Junior Sophister student who achieves the best overall
mark in the end of year examinations. The Founder’s prize is funded by a stipend donated
by the founder of the former School of Clinical Speech and Language Studies, and the
former Director of the School, Dr Marie de Montfort Supple.
NORA DAWSON MARIAKIS PRIZE
This prize is awarded annually to the Junior Sophister student who achieves the highest
mark in the clinical practice module. The award is funded by the class of 1972 (D.C.S.T.), in
memory of the pioneering lecturer and clinician, Nora Dawson Mariakis.
OTWAY-FREEMAN AWARD
This prize is awarded annually to the Senior Sophister student who achieves the highest
mark in the clinical practice module.
QUATERCENTENARY PRIZE
This prize is awarded annually to the Senior Sophister student who achieves the highest
overall marks in the year.
WALKER PRIZE
This prize is awarded annually to the student acquiring the highest grade in speech and
language pathology in the Senior Freshman year.
1
NOTE: ‘speech’ refers to all aspects of speech production, including voice and fluency
JS Module handbooks 2014-2015
30
GENERAL INFORMATION ON CLINICAL EDUCATION
See Clinical handbook on http://mymodule.tcd.ie/ for detailed information on Clinical
Education.
Students are required to chart their professional development using the departmental
Professional Development Logs (PDL), which are available from Reception (Cost: €30).
Students are required to submit both qualitative (completed PDL activities) and quantitative
evidence (completed certified hours forms) of clinical learning throughout the programme.
Professional Development Logs
Students should use the Professional Development Log to record relevant preclinical and
clinical learning experiences and to retain evidence that they have achieved the necessary
learning outcomes. 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.
Clinical Forum Meetings
Students are invited to attend meetings to discuss the clinical education programme and
related matters. One meeting is scheduled each term with two representatives from each
year and two staff members. There is no obligation to attend but SF, JS and SS years are
encouraged to ensure they are represented. To facilitate discussion, students should submit
items for discussion at least two days prior to the meeting to Noreen Coyle (ncoyle@tcd.ie).
Students may not undertake assessments or provide therapy without supervision of a
qualified Speech and Language therapist assigned to them by the College throughout
the clinical education programme.
Students may not under any circumstances accept remuneration for clinical work.
Enquiry-Based Learning (EBL)
See separate handbook for further details available at http://mymodule.tcd.ie/.
JS Module handbooks 2014-2015
31
GENERAL GUIDELINES
BRIEF GUIDE TO REFERENCE AND BIBLIOGRAPHY J. Kallen 2002
Citation and references: why bother?
During the course of your academic career, you will write many papers that rely on the
work of other people. When you rely on this work — whether you quote someone directly,
give their words approximately (also known as paraphrasing), or present knowledge from
another source that is not generally known — you must give credit to that source for the text
which you are quoting or for the information which you are using. In order to make the
process of giving credit clear and efficient, academic writers in different disciplines have
evolved a consensus on the form and style for citing other work. The basic principle of
citation in academic papers is that the writer should cite sources in order to enable the
reader to find the material that has been quoted or otherwise used. The reader may want
this information for many different reasons: to find out more information, to check the
accuracy of quotations, to form an opinion for or against that of the original source, and so
on. Whatever the reason, the essential principle of citation in academic writing is simply that:
• any use of text, or of knowledge that is not generally known, which is not your own
must have a citation in your paper which will identify the original source of the
material you are using.
To use material written by someone else without giving proper citation is a form of
plagiarism, and is a very serious academic offence.
Students must follow the formal conventions for citing the work of others. These conventions
can be complex. A comprehensive guide to the conventions has been developed by Dr Jeff
Kallen. This document is available as a PDF or Word file on http://mymodule.tcd.ie/
Administration files and as hard copy for reference at reception. Please ensure that you
consult this document carefully.
Academic Skills for Successful Learning is a module designed by Student Learning
Development which is available to all students from http://mymodule.tcd.ie/
Students who submit work without appropriate bibliographies will not have their
marks released, and students who fail to acknowledge relevant sources within their
assignments may find themselves in breach of plagiarism guidelines.
JS Module handbooks 2014-2015
32
INFORMATION ON STUDENT SUPPORTS
A wide range of academic resources is available to students, including exceptional library
facilities, as well as support from ISS, CAPSL and Student Counselling. As noted, a small
number of specific resources are provided within the department. If there are specific
resources you come across through your work either in College or in your clinical practice,
that you feel would be of benefit to the student body, please let us know and your
recommendation will be reviewed by staff.
ACADEMIC SKILLS FOR SUCCESSFUL LEARNING
This module is an online resource designed by Student Learning Development and is
available to all students via Blackboard, http://mymodule.tcd.ie/
ACCOMMODATION http://www.tcd.ie/accommodation/StudentsandStaff/Students/
The Accommodation Office, West Chapel, may be able to help you to find lodgings. They
sometimes have information about self-catering accommodation, but this is limited. Rooms
in College are normally only granted to Sophister students. Rooms in Trinity Hall may be
applied for through the Warden, Trinity Hall. The Students Union sometimes can help too.
CAPSL, Student Learning Services: http://www.tcd.ie/CAPSL/learning_development/
CAREERS ADVISORY SERVICE: http://www.tcd.ie/Careers/students/
Careers Advisory Service offers advice and information to help students and graduates plan
their future. Vacancies, presentations and seminar listings are posted regularly.
COLLEGE HEALTH SERVICE: Telephone: 8961556 http://www.tcd.ie/College_Health/
The College Health Service is available to all registered students. It take a holistic approach
to Student Health and in addition to providing on campus, primary health care for all full-time
students it focuses on the psychological and occupational aspects of Student Health and
Health Education. Student consultations are free of charge with modest charges for
additional services. Absolute confidentiality is maintained. All medical records are retained in
the Health Centre and do not form part of the University's Student Records. Information is
only given to third parties with the patient's consent.
The Health Centre is open normal office hours during term and non-term time. The hours of
attendance for students are as follows: 10.30 a.m - 1.00 p.m
2.00 p.m - 4.40 p.m.
Emergency appointments available at 9:30am and 2pm. If demand is heavy, lists may
be closed early. Consultations are normally by prior appointment only.
DUBDOC (OUT OF HOURS DOCTORS COOPERATIVE)
Outside office hours in cases of emergency, students should contact DUBDOC 6pm - 10pm
weekdays, 11am - 7pm weekends and Bank Holidays. The telephone number for this
service is 4545607. This service is based in St. James Hospital. Students (with the
exception of Non Irish E.U. Students or Students with Medical Cards) will be responsible for
any fees incurred for consultation or home visits.
House Calls: Outside these hours, please telephone the Contactors Bureau at 8300244,
who will send a doctor on request. Students (with the exception of Medical Card Holders) will
be responsible for any fees incurred.
JS Module handbooks 2014-2015
33
DISABILITY SERVICE:
http://www.tcd.ie/disability/
The Disability Service aims to provide appropriate advice, support and information to help
students and staff with disabilities. Students with disabilities are encouraged to register with
the Disability Service in order to seek supports and facilitate participation in their course, as
soon as possible. Students on professional courses who do not disclose a disability cannot
avail of reasonable accommodations while on practice placement, and cannot claim that
they have been discriminated against (on grounds of disability), if they have not disclosed a
disability. For further information, or to discuss the supports that are available to students
with disabilities, contact the Disability Service at: "http://www.tcd.ie/disability"
INFORMATION SYSTEMS SERVICES: http://isservices.tcd.ie/
SENIOR TUTOR’S OFFICE: http://www.tcd.ie/Senior_Tutor/
Your Tutor
Undergraduate students are assigned a tutor when they are admitted to College. The tutor,
who is a member of the teaching staff, takes a personal interest in the students’ progress,
represents the students before the College authorities, and will give confidential advice on
courses, discipline, examinations, fees and other matters. On registering you should have
received a handbook describing the role of the tutor, please refer to this for general
information relating to the role of the Tutor. The tutor is not a supervisor of studies.
Students are advised to check the Student Information System to identify their tutor.
For role of tutor see handbook you received on registration
STUDENT COUNSELLING: http://www.tcd.ie/Student_Counselling/
This website aims to provide you with information on the support options available to you if
you are experiencing either personal and/or academic/study concerns. Please avail of these
services if you are having difficulties. The services are free and confidential to registered
Trinity College students.
S2S STUDENT 2 STUDENT
From the moment you arrive in College right the way through to your end of year
exams Student 2 Student (S2S) is here to make sure your first year is fun, engaging
and a great foundation for the rest of your time in Trinity. You’ll meet your two S2S
mentors in Freshers’ Week and they’ll make sure you know other people in your
course before your classes even start. They’ll keep in regular touch with you
throughout your first year and invite you to events on and off campus. They’ll also
give you useful information about your course and what to look out for. Mentors are
students who have been through first year and know exactly what it feels like, so you
never have to worry about asking them a question or talking to them about anything
that’s worrying you.
S2S also offers trained Peer Supporters if you want to talk confidentially to another student
or just to meet a friendly face for a coffee and a chat. S2S is supported by the Senior Tutor's
Office and the Student Counselling Service.
http://student2student.tcd.ie,
E-mail: student2student@tcd.ie, Phone: + 353 1 896 2438
JS Module handbooks 2014-2015
34
STUDENT LEARNING AND DEVELOPMENT:
http://www.tcd.ie/Student_Counselling/student-learning/individuals.php
The learning support team at the Student Counselling Service offers one-to-one
appointments to students that may cover study and organisational strategies, academic
writing skills, managing examinations, presentation skills and other topics related to
academic study. If you would like to make an appointment with one of the learning support
psychologists please call in to 7-9 South Leinster Street (3rd Floor). Alternatively you can call
896 1407 or email student.learning@tcd.ie to make an appointment.
STUDENTS’ UNION http://www.tcdsu.org/
The Students' Union is the only representative body for all students in the College. It
represents students' interests both inside and outside College and it provides student
services. The offices of the Union are in No 6, College, as are the student shop and the
employment bureau.
HEALTH AND SAFETY
Health & Safety Officer for the Department is
Dr. Kathleen McTiernan - kathleen.mctiernan@tcd.ie, extension 2947.
She should be consulted if you have any concerns in this regard. All accidents or other
safety problems should be reported to her.
Security
Security within the building relies on EVERYONE ensuring that access is restricted to those
with legitimate reason for being on the premises.
Please ensure:
i)
that you do not let anyone into the department unless he or she is known to you
ii)
that all visitors to the department see the secretary at reception
iii) that you report any security concerns to the security staff at the front desk.
Emergency details
In the event of an incident requiring emergency assistance, the fire/emergency services or
medical assistance: Contact the Security Desk (ext. no 4335) or University Central Security
Control Room (Ext No 1999) using the nearest telephone or 01 8961999 if using a mobile
phone. Extension 1317 will also contact the Control Room.
First Aid
During normal office hours emergency medical attention can be obtained from the Student
Health Services by contacting ext. 1556.
First Aid Personnel
Should the medical services providers in the Student Health Centre be unavailable then the
emergency services can be contacted on extension 1999.
Fire Procedure
If you discover a fire, sound the alarm by breaking the nearest break glass unit.
JS Module handbooks 2014-2015
35
ON HEARING THE FIRE ALARM:
1. Leave by your nearest available exit.
2. Report to your designated assembly point
 DO NOT TAKE ANY PERSONAL RISKS
 DO NOT RETURN TO THE BUILDING FOR ANY REASON UNTIL AUTHORISED TO
DO SO BY THE SENIOR FIRE OFFICER OR OTHER AUTHORISED PERSON AND
UNTIL THE FIRE ALARM HAS BEEN SWITCHED OFF
Fire Assembly Point
The Assembly point for the Department of Clinical Speech & Language Studies is located
ON SOUTH LEINSTER STREET BY THE LANEWAY WHICH IS SITUATED TO THE LEFT
OF THE ENTRANCE ON EXITING BUILDING
Fire Hazards
a)
In accord with health and safety legislation, smoking is not permitted on the premises.
b)
Fire alarms have been installed in South Leinster Street. Fire drills are held from time
to time. Fast and safe evacuation of the premises by students, staff and clients is
essential in the event of an emergency.
c)
Please familiarise yourself with the location of the recommended escape routes on
your arrival in the Department. Please remember to check escape routes for both the
ground floor and the first floor.
STUDENTS ALSO MUST SIGN FIRE SAFETY NOTICE HELD AT RECEPTION
JS Module handbooks 2014-2015
36
Junior Sophister Module Information
2014/15
Term Dates
Michaelmas Term:
Weeks
5 – 16
22nd September – 12th December – Teaching
Hilary Term:
Weeks
21 – 32
12th January – 3rd April
Trinity Term:
Week
33 – 35
Week
36 - 39
May – June
6th April – 24th April
– Revision weeks
th
nd
27 April – 22 May
– Annual exam period
6 week Practice Placement
– Teaching
PLEASE NOTE ABOVE WEEKS / DATES FOR SUBMISSION OF ASSIGNMENTS
NB
Students are required to submit all continuous assessment components of a module.
Failure to do so may result in a student being returned as “Absent” and
“Excluded” from College.
Students are required to perform satisfactorily in each type of activity. Compensation
within a module may be permitted at the discretion of the court of examiners.
Students who are unsuccessful in their annual examinations may be required to
resubmit continuous assessment or project work, to sit a formal supplemental
examination paper, or to be re-assessed in clinical practice, as appropriate.
For Final Year Students the maximum mark for any such re-submission is 40%.
NOTE: Further information on all modules, assignments and course-related
materials is available through http://mymodule.tcd.ie/.
JS Module handbooks 2014-2015
37
Week
Week 5
22nd Sept
Week 6
29th Sept
Week 7
6h Oct
Week 8
13thOct
Week 9
20th Oct
Week 10
27th Oct
Week 11
3rd Nov
Week 12
10th Nov
Week 13
17th Nov
Course
Intervention EBP
Neurology
Psychiatry
Discourse (all term)
Clinical Practice (all term)
Research principles and
practices
Assessment
SVF 2 assignments (see below)
DA 1 assignment
Service caseload management
Statistics class test, research
proposal
Voice
Fluency
Acq’d motor speech
Acq’d motor speech
Week
SVF / Problem Resolution
Developmental speech
Developmental speech
Developmental speech
CFA
Week 21
12th Jan
Week 22
19th Jan
Week 23
26th Jan
Week 24
2nd Feb
Week 25
9th Feb
Week 26
16th Feb
Week 27
23rd Feb
Week 28
2nd March
Week 2 9
9th March
Aphasia
Discourse Analysis (all
term)
Research methods (all
term)
Assessment
L&C 2 assignments (see below)
DA 2 assignment (see below)
DA (1) assignment due
2 assignments (see below)
Aphasia
Aphasia
Aphasia
TBI
Dementias
CA L&C Group assignment
Lang and Psych
Dev’l lang
Dev’l lang
Case Presentation
Week 30
16th March
Dev’l lang
DA Assignment (2a)
Dev’l lang
Discourse Analysis
CA L&C written assignment due
DA (2b) assignment due
PDL / FEDS portfolio
Week 14
24th Nov
Cochlear implant
Week 15
1st Dec
AAC
Statistics Class Test
Week 31
23rd March
Week 16
8th Dec
FEDS
SVF individual essay due
Week 32
30th March
JS Module handbooks 2014-2015
Course
Lang and Psych
Research methods
Research Assignment
38
Module Code
SL3001
Module Name
DISCOURSE ANALYSIS AND DEVELOPMENT
ECTS weighting
10
Semester/term taught Michaelmas and Hilary terms
Contact Hours
48 hours Lectures, 2 assignments 60 hours, Total 204 hours
Module Personnel
Module Coordinator and Lecturer - Dr I. P. Walsh
Lecturers - Dr Breffni O'Rourke, Dr Jeffrey Kallen, Dr.
Lorraine Leeson
Learning Outcomes On successful completion of this module, students should be
able to:
i.
describe linguistic discourse as a phenomenon worthy of systematic
investigation (programme outcome 1,7)
ii.
explain fundamental concepts from several major approaches to discourse
analysis and apply these concepts in analysing spoken and signed discourse
(programme outcome 1, 7)
iii.
analyse features of discourse in ordinary and extraordinary contexts (e.g.
institutional discourse and service encounters) and relate this analysis to the
concerns of their own discipline. (programme outcome 1, 2, 4, 6)
iv.
explain how children develop discourse skills (programme outcome 1, 7)
Module Learning Aims
The aim of this course is to introduce students to a range of theoretical and analytic
perspectives on discourse and to explore the application of discourse theory,
including narrative discourse, to a range of different institutional and other contexts.
Module Content
Semester 1: Theoretical and Analytic Perspectives on Discourse
(Dr. B. O'Rourke, Dr. Lorraine Leeson)
a)
b)
c)
d)
e)
f)
g)
h)
Introduction-What is Discourse Analysis all about?;
Transcribing discourse;
‘Doing things with words’: Speech Act Theory;
Politeness Theory;
Conversational Analysis;
Discourse Markers;
Workshops;
Revision of concepts.
Semester 2: Discourse Development, Dynamics and ‘Disorder’
(Dr. I.P. Walsh, Dr. Lorraine Leeson, Dr. J. Kallen)
i)
j)
k)
l)
m)
n)
o)
p)
Introduction-Development, Difference & Dynamics;
Narrative;
Development of discourse skills, including narrative;
Differences in discourse Part I: clinical and non-clinical populations;
Differences in discourse Part II: the Deaf community;
Dynamics in institutional discourse: Power & Politeness;
Workshops on the analysis of developmental discourse and institutional discourse;
Revision.
Core reading (Further Indicative resources available in Blackboard)
Chapman, S. (2011). Pragmatics. London: Palgrave Macmillan. (Chaps, 1,2,4,6 & 7)
Foster, S. (1990). Communicative Competence of Young Children. London:
Longman.
General Information Handbook 2014-2015
Garvey, C. (1984). Children’s Talk. London: Penguin.
McTear, M. (1985). Children’s Conversation. Oxford: Basil Blackwell.
Assessment Details
Annual Examination paper: 3-hour paper, 2 sections four questions to be answered
(60%) 2 questions from each section
2 Continuous Assessment Assignments:
Assignment 1: Paired assignment (20%). Submission date 16th January 2015 (Dr B
O’Rourke) Assignment 2: Group assignment (20%). Date 16th & 23rd March 2015
(Dr I. P. Walsh)
General Information Handbook 2014-2015
40
Module Code
SL3002
Module Name
INTERVENTION SPEECH VOICE FLUENCY
ECTS weighting
10
Semester/term taught Michaelmas Term
Contact Hours
72 hours lectures/ SDL contact, assignments 120 hours,
Total 200 hours
Module Personnel
Module Co-ordinator and Lecturer - Dr. P. Sloane
Lecturers – Dr. C. Jagoe / Dr. M. Smith / Z. Greene / J.
Linklater
Learning Outcomes
On successful completion of this module, students should be able to
i.
synthesize knowledge and critically evaluate the intervention process related
to speech, voice and fluency disorders
ii.
describe and identify appropriate models of intervention upon intervention
strategies may be devised for each disorder area.
iii.
appreciate complexity in evaluating intelligibility, and demonstrate formulation
of appropriate strategies for remediation.
iv.
critically evaluate the evidence base for specific intervention approaches with
clients with complex communication impairments
v.
construct and rationalize plans for therapy, incorporating long- and short-term
aims, and priorities for clients with complex communication impairments. They
will take into account the variables associated with the ICF (2001) and with
EBP for speech, voice and fluency disorders.
Module Learning Aims
This module introduces JS students to the art and science of intervention,
encapsulating the principles of decision-making in therapy for disorders of speech
production, disorders of voice, and fluency disorders. The construct of intelligibility as
a shared feature of the speaker, listener and the environment is discussed, so that
students may appreciate the potential for breakdown in intelligibility across the
speech processing chain, and the interaction between level of breakdown and focus
of intervention. Building upon the knowledge and skills emerging from the module
dedicated to diagnostics in SF year, students learn about the medical, social and
biopsychosocial frameworks in intervention, with particular reference to activity
limitations and participation. Application of the models to develop strategies for
intervention is discussed. Evidence Based Practice is a central aspect of the course,
to direct intervention appropriately, and to provide a framework for evaluating
therapy efficacy in relation to disorders of fluency, voice and speech production and
intelligibility.
Module Content
a) Introduction to intervention and EBP
b) Developmental disorders of speech
c) Craniofacial anomalies
d) Acquired motor speech disorders: acquired dysarthria and apraxia of speech
(AOS)
e) Fluency disorders in children and adults
f) Voice disorders.
g) Cochlear Implant: Intervention in SLT
General Information Handbook 2014-2015
41
h) AAC
General Information Handbook 2014-2015
42
Recommended Reading List
Aronson, A.E., Bless, D. (2009). Clinical Voice Disorders. 4th Edition. Thieme Medical Publishers,
New York
Beukelman, D. & Mirenda, P. (2005). Augmentative and Alternative Communication. 3rd Ed. Brookes:
MD.
Bislick, L.P., Weir, P.C., Spencer, K. & Yorkston, K.M. (2012). Do principles of motor learning
enhance retention and transfer of speech skills? A systematic review.Aphasiology, (June), 37-41.
Boone, D.R., McFarlane, S.C., vonBerg, S.L. & Zraic, R.I. (2009). Voice & Voice Therapy. Allyn &
Bacon
Bowen, C. (2009) Children’s Speech Sound Disorders. Chichester, UK: Wiley-Blackwell.
Bunning, K. (2004). Speech and language therapy intervention: Frameworks and processes. London:
Whurr.
Butcher, P., Elias, A., Cavalli, L. (2007). Understanding and Treating Psychogenic Voice Disorder: A
CBT Framework. Publ., Wiley
Colton, R., Casper, J.K. & Leonard, R. (2011). 4th Edition. Understanding Voice Problems; A
Physiological Perspective for Diagnosis & Treatment. Publ. Lippincott Williams & Wilkins;
Dodd, B. (2007). Evidence based practice and speech language pathology. Folia Phoniatrica et
Logopaedica, 59, 118-129.
Dodd, B. & Hua, Z. (eds). (2006). Phonological development and disorders in children: A multilingual
perspective. Clevedon: Multilingual Matters.
Dodd. B. (2005). Differential diagnosis and treatment of children with speech disorder. Whurr.
Dollaghan, C. (2007). The handbook for evidence-based practice in communication disorders.
Brookes.
Duffy, J. R. (2006). Apraxia of speech in degenerative neurologic disease. Aphasiology,20(6),511527.
Duffy, J.R. (2005). Motor Speech Disorders: Substrates, differential diagnosis and management. St
Louis: Elsevier Mosby.
Fawcus, M., Freeman, M. (2001). Voice Disorders and their management. Publ., Wiley.
Freed, D. B. (2012). Motor Speech Disorders: Diagnosis and Treatment. 2nd edition. NY: Delmar.
Gallena, S. (2006). Voice & Laryngeal Disorders: A Problem-Based Clinical Guide with Voice
Samples. Publ. Mosby
Gillon, G. (2004). Phonological Awareness: From research to practice. NY: The Guilford Press.
Hunt, J., (2003). Working With Childrens’ Voice Disorders. Publ. Speechmark
Lowit, A. & Kent, R. (2011). Assessment of Motor Speech Disorders. San Diego: Plural Publishing.
Martin, S. (2000). Working with Voice Disorders. Publ. Speechmark.
Mathieson, L., (2001) .Greene & Mathieson’s The Voice and its Disorders. 6th Edition. Publ. Wiley
Pascoe, M., Stackhouse, J. & Wells, B. (2006). Children's speech and literacy difficulties 3: Persisting
speech difficulties in children. London: Wiley
Ramage, L., Morrison, M., & Nichol, H. (2000). Management of the Voice and its Disorders. Pub.
Singular
Reilly, S. Douglas, J. & Dates, J. (2004). Evidence based practice in speech pathology. London:
Whurr.
Robey, R. (2004). A five-phase model for clinical outcome research. Journal of Communication
Disorders, 37, 401-411.
Sapienza, C. & Hoffman, B. (2008). Voice Disorders. Plural Publishing.
Sataloff, R.T., Hawkshaw, M.J. & Anticaglia, J. (2005). Clinical Assessment of Voice. Plural
Publishing.
Stackhouse, J., Vance, M., Pascoe, M. & Wells, B. (2007). Compendium of auditory and speech
tasks. London: Wiley.
Stemple, J.C., Fry, L.T. (2009). Voice Therapy: Clinical Case Studies. Plural Publishing.
Stemple, J.C., Glaze, L. & Klaben, B. (2009). Clinical Voice Pathology: Theory & Management. Plural
Publishing
Weismer, G. (2007). Motor Speech Disorders. San Diego: Plural Publishing.
Yorkston, K.M. Beukelman, D. & Strand, E. (2010). Management of motor speech disorders in
children and adults. 3rd Ed. Austin TX: ProEd.
http://www.afasic.org.uk/pdf/Dyspraxia.pdf
General Information Handbook 2014-2015
43
Assessment Details
Annual Examination Paper: 3-Hour Exam Paper (4 questions to be answered). 60%
Two Continuous Assessment Assignments:
a) Group assignment: 15%. Oral presentation 22nd October 2014, J. Linklater, Dr P
Sloane
b) Individual Essay Assignment: 25%: Due 13th December 2014 to Dr M Smith
Independent of any mark achieved by students on continuous assessment assignments,
students are required to achieve a mark of at least 35 per cent on the examination and
achieve a minimum mark of 40 per cent on three questions within each examination paper in
order to be considered satisfactory.
General Information Handbook 2014-2015
44
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
SL3003
INTERVENTION LANGUAGE AND COMMUNICATION
15
Hilary term
72 hours lectures/SDL contact, assignments 120 hours,
Total 204 hours
Module Personnel
Module Coordinator and Lecturer - Dr I.P. Walsh
Lecturers – Dr. C. Jagoe, Dr. M. Smith, Dr. R. Barrow, P
Bradley
Learning Outcomes On successful completion of this module, students should be
able to:
i.
demonstrate knowledge of the principles and processes of intervention with
clients with a range of language and communication impairments (programme
outcome 1, 2, 7)
ii.
recognise and distinguish between contrasting medical, social, and biopsychosocial frameworks in intervention, with particular reference to clients’
activity limitations and participation (programme outcome 1, 2, 7)
iii.
critically evaluate the evidence base in relation to specific interventions,
models and techniques with clients with a range of language and
communication impairments (programme outcome 1, 2, 7)
iv.
formulate and demonstrate processes in implementation of intervention to
address the language and communication needs of clients within a
multidisciplinary framework, and with all stakeholders concerned with clients'
management (programme outcome 1, 2, 3, 5)
v.
rationalise, justify and evaluate intervention plans with clients with language
and complex communication impairments (programme outcome 1, 2, 5)
Module Learning Aims
The aim of this module is to introduce students to a range of intervention models,
principles and techniques appropriate to clinical work with children and adults with
language and communication impairments. Students will explore the principles of
decision-making in intervention and will be facilitated in evaluating therapy efficacy
and effectiveness in relation to disorders of language and communication.
Module Content
a) Developmental Language Disability
b) Language/Communication Disorders and Psychiatry
c) TBI
d) Aphasia
e) The Dementias.
f) Intervention workshops will also be provided.
Recommended Reading List: This list comprises core reading only. Further
reading will be advised in relation to specific topics across the module.
Acquired Communication Disorders
Bayles, K.A. and Tomoeda, C.K. (2007). Cognitive-communicative disorders of dementia.
Plural.
General Information Handbook 2014-2015
45
Byng S. & Duchan J.F., 2005. Social model philosophies and principles: Their applications to
therapies for aphasia. Aphasiology, 19(10-11), pp.906–922.
Elman, Roberta J., 2007. Group treatment of neurogenic communication disorders: the
expert clinician’s approach, San Diego, CA: Plural Pub.
Chapey, R. (2008). Language intervention strategies in aphasia and related neurogenic
communication disorders. 4th edition, Baltimore: Lippincott, Williams and Wilkins.
Martin, Nadine, Thompson, Cynthia K., and Worrall, Linda, 2008. Aphasia rehabilitation: the
impairment and its consequences, San Diego: Plural Pub.
Worrall, L. & Hickson, L.M. (2003). Communication disability in aging: from prevention to
intervention. New York: Thomson Delmar Learning
Practice guidelines published in the Journal of Medical Speech-Language Pathology
(available on ancds.org)
Childhood Language and Communication Disorders
*Essential
Paul, R. & Norbury, C. (2012). Language Disorders from Infancy through Adolescence:
Assessment and Intervention. Mosby Elsevier: Missouri, US.
Recommended
1. Hoodin, R.B. (2011). Intervention in Child Language Disorders: A Comprehensive
Handbook. London: Jones & Bartlett Learning.
2. McCauley, R. & Fey, M. (2006). Treatment of Language Disorders in Children. London:
Paul Brookes.
3. Adams, C., Byers Brown, B. & Edwards, M. (1997). Developmental Disorders of
Language. London: Whurr.
4. Bogdashina, O. (2005). Communication Issues in Autism and Asperger Syndrome.
London: Jessica Kingsley.
5. Cohen, N. (2001). Language Impairment and Psychopathology in Infants, Children and
Adolescents. London: Sage.
6. Lees, J. & Urwin, S. (1997). Children with Language Disorders. London: Whurr (page 1416 definitions; intervention chaps 4,5,6)
7. Damico, J., Müller, N. & Ball, M. J. (eds) (2010) The Handbook of Language and Speech
Disorders. Oxford: Wiley-Blackwell.
8. Norbury, C., Tomblin, B. and Bishop, D. (2008). Understanding developmental language
disorders: From theory to practice. Hove: Psychology Press
9. Reed, V. (2005). An Introduction to Children with Language Disorders. Allyn & Bacon:
Boston.
*Note: Further reading will be given at lectures and posted on Blackboard
Assessment Details
Annual Examination Paper (60%). Intervention for Language and Communication; 3-Hour
Exam Paper (4 questions to be answered)
2 Continuous Assessment Assignments:
a)
Group assignment (15%). Group, Oral, Case-Based Assignment; presentation due
20th February 2015
b)
Written assignment (25%). Individual, Written, Case-Based Assignment. Due 27th
March, 2015 to Dr Irene Walsh
Independent of any mark achieved by students on continuous assessment assignments,
students are required to achieve a mark of at least 35 per cent on the examination and
achieve a minimum mark of 40 per cent on three questions within each examination paper in
order to be considered satisfactory
General Information Handbook 2014-2015
46
General Information Handbook 2014-2015
47
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL3004
NEUROLOGY AND PSYCHIATRY
5
Michaelmas term
30 lecture hours; 0 exam hours, Total 111 hours
Module Co-ordinator - Dr. M. Smith
Lecturers - Dr B. Doody, E. Fortune, (Psychiatry)
Lecturers - J. Regan, Dr. B. Lynch, Dr D McDonald
(Neurology)
Learning Outcomes
NEUROLOGY: On successful completion of this module, students should be able to:
i.
Apply understanding of the normal neurological system to rationalise
diagnostic and intervention decisions in relation to impairments of speech,
language, voice and swallowing in children and adults. (Programme outcomes
1-3)
ii.
Describe symptom profiles and etiologies associated with commonly
occurring neurological disorders in children and adults (Programme outcomes
1-3)
iii.
Evaluate the impact of a disordered neurological system on speech language
and communication functioning (Programme outcomes 1-3)
iv.
Rationalise the role of the SLT within the multidisciplinary team in the
management of children and adults with neurological disease or disorders.
(Programme outcomes 1-3)
PSYCHIATRY: On successful completion of this module, students should be able to:
i.
Identify likely symptom profiles of individuals with commonly occurring
psychological and psychiatric disorders (Programme outcomes 1-3)
ii.
Evaluate the potential impact of commonly occurring psychological and
psychiatric disorders on speech, language and communication functioning
(Programme outcomes 1-3)
iii.
Identify intervention approaches used in the management of individuals with
commonly occurring psychological and psychiatric disorders (Programme
outcomes 1-3)
iv.
Contextualise the role of the SLT in the multi-disciplinary management of
children and adults with psychological and psychiatric disorders (Programme
outcomes 1-3)
Module Content
Paediatric neurology (Dr. D. McDonald)
a) Epileptic and non-epileptic seizures
b) Coma and acute encephalopathy
c) Neuromuscular disorders, including cerebral palsy and muscular dystrophy
d) Neurocutaneous disorders including Neurofibromatosis
e) Developmental delay
Adult neurology (Dr. J. Regan)
f) Relevance of neurology to the Speech and Language Therapist
g) Revision of the central nervous and peripheral nervous systems
General Information Handbook 2014-2015
48
h) Upper and lower motor neurone / Pyramidal system and associated
communication and swallowing disorders
i) Extra-pyramidal system and associated communication and swallowing
disorders
j) Cerebellar system and associated communication and swallowing disorders
k) Disorders associated with pathology in a combination of systems
l) Dementia
General Information Handbook 2014-2015
49
Child Psychiatry (Dr. B. Doody)
m) Overview of the field of child psychiatry
n) Genetic influences; Environmental influences
o) Changing perceptions of parent-child relationship
p) Sexual abuse
q) Emotional and conduct disorders
r) Developmental delay and developmental disorders
Adult Psychiatry (E. Fortune)
s) Psychiatric classification
t) Mental mechanisms Freud's theory of neurosis
u) Affective disorders
v) Psychosomatic illnesses and anorexia nervosa
w) Schizophrenic syndromes
x) Alcoholism, drug abuse, dependence
y) Organic illnesses
z) Personality disorder
aa) Suicide and grief.
bb) Psychoneurosis, Anxiety States, Obsessional Disorders, Hysterical Disorders.
Recommended Reading List
Fuller, G and Manford, M. (2010). Neurology: An illustrated Colour text. Edinburgh:
Churchill Livingstone.
Webb, W.G. and Adler, R.K. (2008) Neurology for the Speech-Language
Pathologist. St Louis: Mosby-Elsevier.
Brett, E. (1999). Paediatric Neurology. Cambridge: Cambridge University Press.
Batshaw, M. (2002). Children with Disabilities, 5th Ed. Baltimore: Paul H Brookes
Stanley, F., Blair, E. and Alberman, E. (2000). Cerebral Palsies: Epidemiology and
causal pathways. Cambridge University Press
Puri, P., Laking, I. & Treasaden. B. (2002). Textbook of Psychiatry. Churchill
Livingstone. ISBN 0443070164
Assessment Details
Annual Examination Paper: 2 three hour Exam Papers 100% each paper
Neurology Paper: 2 Sections Child and Adult (4 questions to be answered - 2 from
each section, each section carries equal marks). Students are required to pass both
sections of this paper.
Psychiatry Paper: 2 Sections Child and Adult (4 questions to be answered - 2 from
each section, each section carries equal marks). Students are required to pass both
sections of this paper.
General Information Handbook 2014-2015
50
Module Code
Module Name
SL3006
RESEARCH METHODS
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
5
Hilary Term
24 hours lectures, 1 assignment 60 hours, total 108 hours
Module Coordinator and Lecturer – Dr. K. McTiernan
Lecturers: Academic Staff from the School of Linguistic,
Speech & Communication Sciences.
Learning Outcomes
On successful completion of this module, students should be able to:
i.
Outline the purposes of research and demonstrate an awareness of the
advantages and limitations of quantitative and qualitative approaches
ii.
Differentiate between a range of designs and approaches suitable for
application in research projects on human communication
iii.
Control variables in the design of projects and demonstrate the necessity for
internal and external validity
iv.
Choose appropriate sampling strategies and methods of data collection for a
project in human communication
v.
Design a research project and write a research proposal for that project
vi.
Acquire, if necessary for the project, ethical approval
vii.
Use statistics as a tool to help make sense of data and enable predictions and
generalizations to be made
viii.
Select and apply appropriate statistical procedures for the analysis of non
complex data such as might be collected in the course of an undergraduate
project on human communication.
Module Learning Aims
1. The aim of the course is to prepare students so that they are able to critically
analyze research, develop a research question and plan a research process to
answer the research question posed.
2. By completion of the module, students will have written both a research question
and a research plan to be implemented in their fourth year of study. Students will
be placed under the supervision of an assigned member of staff and will work
closely with that staff member to achieve these aims.
Module Content
a. Introduction to the requirements of the sophister research project, literature
reviews and the critical analysis of research papers.
b. Overview of the sections research papers and journal articles
c. Overview of the components of a research project, refining the research
question, developing a plan for investigating the research question
d. Designing a research study, sampling, data collection and analysis, ethical
considerations of research
e. Development of a research question and research proposal
f. Writing structured abstracts
General Information Handbook 2014-2015
51
Recommended Reading List
Aron, A. and Aron, E. (2010). Statistics for the behavioural sciences: A brief course.
New Jersey: Prentice Hall.
Bell, J. (2010). Doing your own research project. Open University Press.
Booth, W.C., Colmb, G.G. & Williams, J.M. (2008). The craft of research. Chicago:
The Chicago University Press
Blaxter, L., Hughes, C. & Tight, M. (2010). How to do Research. McGraw Hill.
Coakes, S.J. (2012). SPSS: Analysis without anguish. Wiley.
Coleman, A. & Pulford, B. (2011). A crash course in SPSS for windows. Oxford:
Blackwell Publishing.
Howell, D.C. (2010). Fundamental statistics for the behavioural sciences. London:
Duxbury Press.
Murray, R. (2011). How to write a thesis. McGraw Hill.
Oliver, P. (2008). Writing your thesis. London: Sage.
Pallant, J. (2010). SPSS survival manual: A step-by-step guide to data analysis
using SPSS. McGraw Hill.
Robson, C. (2011). Real world research. Wiley.
Assessment Details
Continuous Assessment (100%): Research Ethics Application
Students must submit an ethics application, related to the research they propose to carry out
for their Sophistor Research Project, to their assigned research supervisors. As this
assignment has been set primarily for the purpose of assessing the learning outcomes of the
module, the application for ethics must be completed by all students regardless of whether
or not their proposed research project will actually required approval from an ethics
committee.
The School of Linguistic Speech and Communication Sciences or the Faculty of Health
Sciences ethics appllication, unless the student is otherwise advised by their research
research supervisor, should be used for the purposes of this module assessment. The forms
and related submission guidelines are available on the Trinity College website.
Due: 3rd April, 2015
General Information Handbook 2014-2015
52
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL3007
PRINCIPLES AND METHODS OF EMPIRICAL
RESEARCH
5
Michaelmas Term
24 hours lectures, 1 class test, 1 assignment 60
hours, total 108 hours
Module Co-ordinator and Lecturer – Dr. K. McTiernan
Learning Outcomes
On successful completion of this module, students should be able to:
i.
Appreciate the purposes of research and gain an awareness of the advantages
and limitations of quantitative and qualitative approaches
ii.
Differentiate between a range of designs and approaches suitable for
application in research projects on human communication
iii.
Control variables in the design of projects and demonstrate the necessity for
internal and external validity
iv.
Choose appropriate sampling strategies and methods of data collection for a
project in human communication
v.
Critically analyse literature relevant to potential research projects
vi.
Select and apply appropriate statistical procedures for the analysis of non
complex data such as might be collected in the course of an undergraduate
project on human communication
Module Learning Aims
At the end of the course students will be able
1)
To appreciate the purposes of research
2)
To understand the rationale for design in research projects
3)
To be aware of the advantages and limitations of quantitative and qualitative
approaches
4)
To have knowledge of a range of designs and approaches suitable for
application in research projects on human communication
5)
To be aware of procedures underlying control of variables in the design of
projects
6)
To be sensitive to the necessity for internal and external validity
7)
To have an elementary grasp of sampling strategies
8)
To be aware of methods of data collection and sources of data.
9)
To understand and be able to explain basic concepts in elementary statistics
10)
To see statistics as a tool to help make sense of data and enable predictions
and generalisations to be made.
11)
To be able to summarise, tabulate and present data in appropriate graphical
form.
12)
To understand and use appropriately measures of central location and of
dispersion.
13)
To be able to select and apply appropriate statistical procedures for the
analysis of non complex data such as might be collected in the course of an
undergraduate project on human communication.
General Information Handbook 2014-2015
53
Module Content
Research Design and Methods Topics:
a) Definition of research; theories of knowledge; contexts of inquiry and of
discovery; scientific method and critique
b) The process of research - research loop; finding and refining a research
question; types of question; how to survey the literature before formulating a
hypothesis
c) Setting up a study - checkpoints and flowchart; selecting an approach; basic
approaches outlined; qualitative vs. quantitative research compared
d) Case and field study research; observation techniques
e) Archival research; historical research; descriptive research: - what involved;
strengths, weaknesses
f) Developmental research, correlational research; causal/comparative
research: - what involved; strengths, weaknesses
g) Experimental research and quasi-experimental research - strong and weak
designs
h) Potential pitfalls - threats to internal and external validity
i) Action research; time-series designs - what involved; strengths and
weaknesses
j) Sampling - general principles of subject and event sampling
k) Methods of data collection: general principles of instrumentation; tests,
observation, physical records
l) Survey research, questionnaires and interviews
m) Attitude scales- developing a Likert scale
n) Making sense of the data - summarizing, categorising, analysing and
depicting
o) Writing a research report
Data Presentation and Analysis Topics:
a) Definitions of terms: statistics, descriptive and inferential statistics; samples
and populations, variables, observations, values, levels of measurement.
b) Arrays of data, univariate frequency distribution; ranked frequency
distribution, grouped frequency distribution, relative frequencies; cumulative
frequencies; cumulative relative frequencies
c) Graphical representation: Line diagram; bar-chart; dot-diagram, pie-chart;
stacked bar-chart; stem and leaf chart
d) Measures of central tendency - mean median mode
e) Normal distribution, skewed distributions;
f) Measures of dispersion - range, variance, standard deviation
g) Standard scores (z scores, sigma units) using the tables of normal distribution
to find percentages under the curve
h) Sampling distribution of the mean; standard error of the mean; estimating
from normal distribution
i) Probability; inferential statistics; hypotheses - null, experimental, alternative;
one-tailed, two-tailed; degrees of freedom
j) Non-parametric tests - why use? Principles of non-parametric tests. MannWhitney or Wilcoxon.
General Information Handbook 2014-2015
54
k) Tests of association and correlation - linear relationships; Pearson,
Spearman, point-bi-serial, Phi Coefficient and their uses; work out examples
of Pearson, Spearman,
l) Chi Square Test as test of goodness of fit, as test of independence and as
test of normal distribution.
m) Testing for differences - t tests; analysis of variance; outline of uses.
n) Choosing an appropriate test - flowchart; parametric vs non-parametric
considerations.
General Information Handbook 2014-2015
55
Recommended Reading List:
Aron, A. and Aron, E. (2010). Statistics for the behavioural sciences: A brief course.
New Jersey: Prentice Hall.
Bell, J. (2010). Doing your own research project. Open University Press.
Booth, W.C., Colmb, G.G. & Williams, J.M. (2008). The craft of research. Chicago:
The Chicago University Press
Blaxter, L., Hughes, C. & Tight, M. (2010). How to do Research. McGraw Hill.
Coakes, S.J. (2012). SPSS: Analysis without anguish. Wiley.
Coleman, A. & Pulford, B. (2011). A crash course in SPSS for windows. Oxford:
Blackwell Publishing.
Howell, D.C. (2010). Fundamental statistics for the behavioural sciences. London:
Duxbury Press.
Murray, R. (2011). How to write a thesis. McGraw Hill.
Oliver, P. (2008). Writing your thesis. London: Sage.
Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using
spss. McGraw Hill.
Robson, C. (2011). Real world research. Wiley.
Assessment Details
One 3 hour Annual Exam Paper (70%)
Continuous Assessment: Data Presentation and Analysis (statistics) - class tests
30% of final mark (Students must pass the statistics test in order to pass the course)
The Statistics class test will take place on the 2nd December, 2014.
The specific time and venue for the test will be announced in class.
General Information Handbook 2014-2015
56
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL3SCP
CLINICAL SKILLS
10
Michaelmas and Hilary Term
250 plus 30 day placement (counting towards SS module
SL4007)
Module Coordinator Practice Education Coordinator - Dr.
C. Ni Cholmain. Regional Placement Facilitators, Practice
tutors, Practice Educators
Learning Outcomes On successful completion of this module, students should be
able to:
i.
Apply the principles of assessment, evidence based intervention to case and
caseload management (programme outcome 1, 2, 7)
ii.
Devise, implement and evaluate therapy programmes and their outcomes
(programme outcome 1,6,7)
iii.
Communicate information on diagnosis, intervention options and professional
recommendation effectively to clients, carers, and co-workers orally and in
writing (programme outcome 3, 4)
iv.
Discuss principles and evidence underlying therapy approaches and service
decisions (programme outcome 3, 7, 5)
v.
Evaluate own professional competencies and identify learning goals (prog.
outcome 4,5)
Module Learning Aims
This is a mandatory module for students undertaking the undergraduate speech and
language therapy clinical education programme. Students attend clinical briefings in
the department followed by 2 practice placements which provide them with
opportunities to assess, diagnose, plan and implement intervention programmes with
a small number of clients in at least two clinical settings. Students work with clients
under the under the supervision of professionally qualified speech and language
therapists who aim to provide students with opportunities to develop the
competencies needed to work as a speech and language therapist.
Module Content
Placement 2.1 Case Management – weekly clinic
The placement consists of 2 clinical workshops and one day per week practice in
clinics where students are provided with opportunities to develop competency in
assessment, diagnosis, planning, implementing and evaluating therapy programmes
for clients with communication and/ or eating, drinking and swallowing difficulties.
The placement provides students with opportunities to plan, and implement therapy
episodes appropriate to the needs of individual clients. Each student must take
responsibility for at least one client during this placement. The placement is
assessed by continuous assessment and a clinical examination.
Placement 2.2 case and caseload management - block placement
The block placement consists of two clinical workshops and a 6 week practice
placement in health service clinics (May/June – 24 days direct clinic, 4 research
days). Students are provided with opportunities to develop competencies in
General Information Handbook 2014-2015
57
assessment and diagnosis as well as in implementing and evaluating therapy
programmes for clients with communication and / or eating, drinking and swallowing
difficulties. They are also provided with opportunities to develop caseload
management skills and to acquire knowledge of service and caseload management
policies. The four research days are focussed on evidence based practice for
individual cases and caseload. This placement is evaluated as part of the SS module
SL4007.
Reading
Clinical assessments and test materials from the departmental test library
Professional development log
Data protection HSE staff guidelines
http://www.hse.ie/eng/services/list/3/hospitals/ulh/staff/resources/pppgs/dp/DPstaffg
uide.pdf
Consent: A guide for health and social care professional HSE 2013
http://www.hse.ie/eng/about/Who/qualityandpatientsafety/National_Consent_Policy/c
onsent.html
The Eight Rules of Data Protection from A Guide for Data Controllers from
www.dataprotection.ie
International Classification of Functioning, Disability and Health. (2010).
http://apps.who.int/classifications/icd10/browse/2010/en
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. APA (2004). Washington, DC:
(http://www.apa.org/science/jctpweb.html)
Current guidelines and policies from IASLT, RCSLT and ASHA - available on
websites.
Irish Association of Speech & Language Therapists http://www.iaslt.ie
Speech and Language Therapy Scope of Practice. Standards of Practice for Speech
and Language Therapists on the Management. Feeding, Eating, Drinking and
Swallowing Disorders (Dysphagia) 2012
General guidelines and information leaflets
http://www.iaslt.ie/newFront/information.php
Royal College of Speech and Language Therapists www.rcslt.org Communicating
Quality 3 (2006 RCSLT).
www.rcslt.org/speech_and_language_therapy/standards/CQ3_pdf
American Speech-Language-Hearing Association ASHA Practice Portal
http://www.asha.org/practice-portal/
Compendium of EBP Guidelines and Systematic Reviews
http://www.asha.org/Members/ebp/compendium
Clinical Guidelines (Royal College of Speech and Language Therapists, (2005)
Speechmark Publishing Ltd)
Evidence Based Practice
Speech bite http://speechbite.com/ebp/
NSW Speech Pathology EBP Network http://www.nswspeechpathologyebp.com.au/
The EBP Toolbox http://cebm.jr2.ox.ac.uk/docs/toolbox.html
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
General Information Handbook 2014-2015
58
NHS Centre for Reviews and Dissemination - http://www.york.ac.uk
PubMed http://www.ncbi.nlm.nih.gov/PubMed/
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
Resources for therapy materials
http://www.toolsforeducators.com/
http://bogglesworldesl.com/cards.htm; http://bogglesworldesl.com/
http://bogglesworldesl.com/kids_worksheets/index.htm
http://www.dyslexiahelp.co.uk/DYSLEXIA%20TEACHING%20RESOURCES%20AN
D%20LINKS.HTM#Mindmapping
http://homepages.ed.ac.uk/calarks/arks/indexe.html;
http://www.senteacher.org/Home/
http://tell.fll.purdue.edu/JapanProj/FLClipart
http://members.tripod.com/Caroline_Bowen/wordlists.html
http://www.in2edu.com/downloads
http://www.word-finding.com/index.htm
http://www.hiyah.net/software.html
http://www.enchantedlearning.com/Rhymes.html
http://www.speechteach.co.uk/p_resource/resources_intro.htm
http://www.speechfun.com/
http://www.schoolexpress.com/fws/cat.php?id=2286
http://www.communicationconnects.com/stories.asp
You can use the story maker on this site to create personalized stories targeting
specific sound http://www.freeworksheets.com/
This page has links to SLT resources. Scroll to the bottom of the page for
downloadable materials http://www.mnsu.edu/comdis/kuster2/sptherapy.html
Feeding, eating, drinking and swallowing
Interactive web based resources
Head and neck anatomy & Cranial nerves Wesley Norman, PhD, DSc
http://home.comcast.net/~wnor/lesson11.htm
http://home.comcast.net/~wnor/cranialnerves.htm
http://home.comcast.net/~wnor/practicepractical.htm
http://www.anatomyatlases.org/atlasofanatomy/index.shtml
Swallowing; Assessment of cranial nerve function.
http://www.neuroexam.com/neuroexam/content.php?p=22
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 therapy and case, caseload and service management.
Assessment Details
Placement 2.1
Continuous Assessment of clinical competencies (40%).
The continuous assessment mark awarded for this placement is based on the
General Information Handbook 2014-2015
59
student’s developing competencies. Competencies are evaluated and rated using
the Student Clinical Competency Evaluation Form and indicators (Level 2 Transition)
with the student receiving a moderate level of supervision, monitoring and feedback
depending on the complexity of the client and the placement environment.
General Information Handbook 2014-2015
60
Clinical Examination: (30%).
Students are examined with a client with whom they are familiar or who is from a
client group they have worked with during the placement. The clinical examination
takes place towards the end of the placement. The examination has 4 components:
1) Files
The student files are examined for evidence that appropriate diagnostic and therapy
competencies are developing along with the ability to maintain clinical records.
2) Presentation.
The students are required to give a brief oral summary of a client: relevant history,
diagnosis and summary of therapy. The case presentation may occur before or after
the session and should not last longer than 5 minutes.
3) Clinical Session.
The student is observed working with a client / group by 2 examiners either
separately or in turn.
4) Viva.
The clinical session is followed by a short viva. The mark for the examination is
based on the Level 2 competencies indicators that are relevant to the clinical and the
examination context.
Caseload and Service management Presentation (10%).
Students are required to research service, case and caseload management during
the clinical placement. The information obtained is shared with the class in a short
presentation (10 minutes) in Hilary term (Thursday 12th March 2015). The
presentation should include an outline of service structure and management policies
encountered on placements. This is evaluated using Form 2.1P caseload and
service management report.
Professional Development Log (FEDS portfolio) (20%).
Students are required to submit a copy of the FEDS Portfolio and Log, plus
completed PDL assignments, by Monday 23rd March 2015.
Placement 2.2
Students are provided with formative feedback based on mid and end of placement
evaluations using SCCE level 2. They are required to complete and submit 2 case
reports following this placement to both the clinic and the department. The marks
from these reports contribute to the final year clinical mark (10%)
General Information Handbook 2014-2015
61