Roinn an Staidéir Chliniciúil ar Urlabhra
agus Teanga,
Scoil na nEolaíochtaí Teangeolaíochta,
Urlabhra agus Cumarsaí
Clinical Speech and Language Studies,
School of Linguistic, Speech &
Communication Sciences
Junior Sophister
Module Information
2013/14
JS Module handbooks 13/14
40
PLEASE NOTE FOR SUBMISSION OF ASSIGNMENTS
Michaelmas Term:
Weeks
5 – 16
(23rd September – 13th December - Teaching)
Hilary Term:
Weeks
21 – 32
13th January – 4th April Teaching
Week
33 – 35
Revision weeks
Week
36 - 37
Annual exams
May/June 2013
Placement 2.2 case and caseload management - block
placement
NOTE: Further information on all modules, assignments and course-related
materials is available through http://mymodule.tcd.ie/.
JS Module handbooks 13/14
41
Week
Week 5
23rd Sept
Week 6
30th Sept
Course
Intervention EBP
Neurology
Psychiatry
Discourse (all term)
Clinical Practice (all term)
Research principles and
practices
Assessment
Week
SVF 2 assignments (see below)
DA 1 assignment
Service caseload management
Statistics class test, research
proposal
Voice
Week 21
13th Jan
Course
Aphasia
Discourse Analysis (all
term)
Research methods (all
term)
Week 22
20th Jan
Aphasia
Research methods
Week 7
7h Oct
Fluency
Week 23
27th Jan
Aphasia
Research methods
Week 8
14th Oct
Acq’d motor speech
Week 24
3rd Feb
Aphasia
Research methods
Week 9
21st Oct
Acq’d motor speech
Week 10
28th Oct
Developmental speech
Week 26
17th Feb
TBI
Research methods
Dementias
Research methods
Week 11
4th Nov
Developmental speech
Week 27
24th Feb
Lang and Psych
Research methods
Week 12
11th Nov
Developmental speech
Week 28
3rd March
Dev’l lang
Research methods
Week 13
18th Nov
CFA
Week 2 9
10th March
Dev’l lang
Research methods
Week 14
25th Nov
Cochlear implant
Week 30
17th March
Dev’l lang
Research methods
SVF / Problem Resolution
Week 25
10th Feb
Week 15
2nd Dec
AAC
Statistics Class Test
Week 31
24th March
Dev’l lang
Research methods
Week 16
9th Dec
FEDS
SVF individual essay due
Week 32
31st March
Lang and Psych
Research methods
Discourse Analysis
JS Module handbooks 13/14
Assessment
L&C 2 assignments (see below)
DA 2 assignment (see below)
DA (1) assignment due
2 assignments (see below)
CA L&C Group assignment
Research assignment 1
PDL
Research Assignment
CA L&C written assignment due
DA (2) assignment due
42
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, Ms Gudny Bjork
Thorvalsdottir
Learning Outcomes On successful completion of this module, students should be able
to:
 describe linguistic discourse as a phenomenon worthy of systematic investigation
(programme outcome 1,7)
 explain fundamental concepts from several major approaches to discourse analysis
and apply these concepts in analysing spoken and signed discourse (programme
outcome 1, 7)
 analyse features of discourse in ordinary and extraordinary contexts (e.g. educational
contexts, clinical contexts, service encounters) (programme outcome1, 2, 4, 6)
 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 contexts, including the clinical context.
Module Content
Semester 1: Theoretical and Analytic Perspectives on Discourse
(Dr. B. O'Rourke, Ms Gudny Bjork Thorvalsdottir)
Semester 1: Theoretical and Analytic Perspectives on Discourse
(Dr. B. O'Rourke, Ms Gudny Bjork Thorvalsdottir)
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. J.
Kallen, Ms Gudny Bjork Thorvalsdottir)
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.
Recommended Reading List
Indicative resources available in Blackboard
Assessment Details
Annual Examination paper: 3-hour paper, 2 sections four questions to be answered (60%)
2 Continuous Assessment Assignments:
Assignment 1: paired assignment (20%). Submission date 6th December 2013 (Dr B
O’Rourke) (12 noon)
Assignment 2: paired assignment (20%). Submission date Friday 4th April 2014 (Dr I.
Walsh)
JS Module handbooks 13/14
43
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 / M. Leahy
Learning Outcomes
On successful completion of this module, students should be able to
1. synthesize knowledge and critically evaluate the intervention process related to
speech, voice and fluency disorders
2. describe and identify appropriate models of intervention upon intervention strategies
may be devised for each disorder area.
3. appreciate complexity in evaluating intelligibility, and demonstrate formulation of
appropriate strategies for remediation.
4. critically evaluate the evidence base for specific intervention approaches with clients
with complex communication impairments
5. 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
Introduction to intervention and EBP
Developmental disorders of speech
Craniofacial anomalies
Acquired motor speech disorders: acquired dysarthria and apraxia of speech (AOS)
Fluency disorders in children and adults
Voice disorders.
Cochlear Implant: Intervention in SLT
AAC
JS Module handbooks 13/14
44
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: Baltimore, 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.
Publ. 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. London: Paul H Brookes.
Duffy, J. R. (2006). Apraxia of speech in degenerative neurologic disease. Aphasiology,
20(6), 511-527.
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.
JS Module handbooks 13/14
45
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
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 23rd October 2013, M Leahy, Dr P Sloane
b) Individual Essay Assignment: 25%: Due 13th December 2013 to Dr M Smith
Irrespective of marks attained on continuous assessment assignments, students are
required to achieve an overall mark of 35% or higher on the Examination paper in order to
pass this module overall
JS Module handbooks 13/14
46
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:
1. demonstrate knowledge of the principles and processes of intervention with clients
with a range of language and communication impairments (programme outcome 1, 2,
7)
2. recognise and distinguish between contrasting medical, social, and bio-psychosocial
frameworks in intervention, with particular reference to clients’ activity limitations and
participation (programme outcome 1, 2, 7)
3. 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)
4. 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)
5. 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 decisionmaking in intervention and will be facilitated in evaluating therapy efficacy and
effectiveness in relation to disorders of language and communication.
Module Content
Developmental Language Disability
Language/Communication Disorders and Psychiatry
TBI
Aphasia
The Dementias.
Intervention workshops will also be provided.
Recommended Reading List
Aphasia (core reading)
1. Brumfitt, S. (2010). Psychological Well-Being and Acquired Communication
Impairments. London: Wiley-Blackman
2. Chapey, R. (2008). Language intervention strategies in aphasia and related neurogenic
communication disorders. 4th edition, Baltimore: Lippincott, Williams and Wilkins.
3. Duchan, J., & Black, M. (2001). Progressing Toward Life Goals : A Person-centered
approach. Topics in Language Disorders, 21(4), 37-49.
JS Module handbooks 13/14
47
4. Helm-Estabrooks, N. & Albert, M.L. (2003). Manual of Aphasia and Aphasia Therapy.
Austin, TX: Pro-Ed, 2003.
5. Hersh, D., Worrall, L., & Howe, T. (2012). SMARTER goal setting in aphasia
rehabilitation. Aphasiology, 26(2), 37-41.
6. Nickels, L. (2002). Therapy for naming disorders: Revisiting, revising, and reviewing.
Aphasiology, 16 (10), 935-979
7. Paradis, M. (2001). Manifestations of Aphasia Symptoms in different languages.
Pergamon Press.
8. Marshall, R.C. (2002). Having the courage to be competent: persons and families living
with aphasia. Journal of Communication Disorders, 35:139-152
9. Martin, N., Thompson, C. & Worrall, L., (2007). Aphasia Rehabilitation: The Impairment
and its Consequences. San Diego: Plural Publishing.
10. Meinzer, M., Rodriguez, A. D., Rothi, L. J. G., M, A. M., Ad, R., & Rothi, G. (2012). First
Decade of Research on Constrained-Induced Treatment Approaches for Aphasia
Rehabilitation. Archives of Physical Medicine and Rehabilitation, 93(1), S35-S45.
11. Simmons-mackie, N., & Damico, J. S. (2011). Counseling and Aphasia Treatment:
Missed opportunities. Topics in Language Disorders, 31(4), 336-351.
Further relevant reading will be provided in lectures
Dementia (Core Reading)
1. Bayles, K.A. and Tomoeda, C.K. (2007). Cognitive-communicative disorders of
dementia. Plural Publishing.
2. Bryan, K., and Maxim, J. (2006). Communication Disability in the Dementias. Wiley
3. Grant, I., and Adams, K. (2009). Neuropsychological Assessment of Neuropsychiatric
and Neuromedical Disorders. Oxford University Press.
4. Hopper, T. (2001). Indirect interventions to facilitate communication in Alzheimer's
disease. Seminars in Speech and Language, 22(4), 305-315.
5. Mahendra, N. (2001). Direct Interventions for Improving the Performance of Individuals
with Alzheimer's Disease. Semin Speech Lang, 22: 291-304
6. Practice guidelines published in the Journal of Medical Speech-Language Pathology
(available on ancds.org) Further relevant reading will be provided in lectures
7. Worrall, L. & Hickson, L.M. (2003). Communication disability in aging: from prevention
to intervention. New York: Thomson Delmar Learning
Childhood Language and Communication Disorders Essential
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. Paul, R. (2007). Language disorders from infancy through adolescence: Assessment
and Intervention. Mosby Elsevier: Missouri, US.
Core
4. Adams, C., Byers Brown, B. & Edwards, M. (1997). Developmental Disorders of
Language. London: Whurr.
5. Bogdashina, O. (2005). Communication Issues in Autism and Asperger Syndrome.
London: Jessica Kingsley.
6. Cohen, N. (2001). Language Impairment and Psychopathology in Infants, Children and
Adolescents. London: Sage.
7. Lees, J. & Urwin, S. (1997). Children with Language Disorders. London: Whurr . (page
14-16 definitions; intervention chaps 4,5,6)
JS Module handbooks 13/14
48
Recommended
8. Damico, J., Müller, N. & Ball, M. J. (eds) (2010) The handbook of language and speech
disorders. Oxford : Wiley-Blackwell.
9. Norbury, C., Tomblin, B. and Bishop, D. (2008). Understanding developmental
language disorders: From theory to practice. Hove: Psychology Press
10. Reed, V. (2005). An Introduction to Children with Language Disorders. Allyn & Bacon:
Boston.
Assessment Details
Annual Examination Paper (60%). 3-Hour Exam Paper (4 questions to be answered)
2 Continuous Assessment Assignments:
a) Group assignment (15%). Oral presentation due 21st February 2014 to Dr C Jagoe
b) Written assignment (25%). Due 28th March, 2014 to Dr I Walsh
Irrespective of marks attained on continuous assessment assignments, students are
required to achieve an overall mark of 35% or higher on the Examination paper in order to
pass this module overall
JS Module handbooks 13/14
49
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:
1. 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)
2. Describe symptom profiles and etiologies associated with commonly occurring
neurological disorders in children and adults (Programme outcomes 1-3)
3. Evaluate the impact of a disordered neurological system on speech language and
communication functioning (Programme outcomes 1-3)
4. 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:
1. Identify likely symptom profiles of individuals with commonly occurring
psychological and psychiatric disorders (Programme outcomes 1-3)
2. Evaluate the potential impact of commonly occurring psychological and psychiatric
disorders on speech, language and communication functioning (Programme
outcomes 1-3)
3. Identify intervention approaches used in the management of individuals with
commonly occurring psychological and psychiatric disorders (Programme outcomes
1-3)
4. 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 ()
Epileptic and non-epileptic seizures
Coma and acute encephalopathy
Neuromuscular disorders, including cerebral palsy and muscular dystrophy
Neurocutaneous disorders including Neurofibromatosis
Developmental delay
Adult neurology (J. Regan)
Relevance of neurology to the Speech and Language Therapist
Revision of the central nervous and peripheral nervous systems
Upper and lower motor neurone / Pyramidal system and associated communication and
swallowing disorders
Extra-pyramidal system and associated communication and swallowing disorders
Cerebellar system and associated communication and swallowing disorders
Disorders associated with pathology in a combination of systems
Dementia
JS Module handbooks 13/14
50
Child Psychiatry (Dr. B. Doody)
 Overview of the field of child psychiatry
 Genetic influences; Environmental influences
 Changing perceptions of parent-child relationship
 Sexual abuse
 Emotional and conduct disorders
 Developmental delay and developmental disorders
Adult Psychiatry (E. Fortune)
 Psychiatric classification
 Mental mechanisms Freud's theory of neurosis
 Affective disorders
 Psychosomatic illnesses and anorexia nervosa
 Schizophrenic syndromes
 Alcoholism, drug abuse, dependence
 Organic illnesses
 Personality disorder
 Suicide and grief.
 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.
JS Module handbooks 13/14
51
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL3006
RESEARCH METHODS
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:
1. Outline the purposes of research and demonstrate an awareness of the advantages
and limitations of quantitative and qualitative approaches
2. Differentiate between a range of designs and approaches suitable for application in
research projects on human communication
3. Control variables in the design of projects and demonstrate the necessity for internal
and external validity
4. Choose appropriate sampling strategies and methods of data collection for a project
in human communication
5. Design a research project and write a research proposal for that project
6. Acquire, if necessary for the project, ethical approval
7. Use statistics as a tool to help make sense of data and enable predictions and
generalizations to be made
8. 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
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. 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
1. Introduction to the requirements of the sophister research project, literature reviews
and the critical analysis of research papers.
2. Overview of the sections research papers and journal articles
3. Overview of the components of a research project, refining the research question,
developing a plan for investigating the research question
4. Designing a research study, sampling, data collection and analysis, ethical
considerations of research
5. Development of a research question and research proposal
6. Writing structured abstracts
Recommended Reading List
Aron, A. & Aron, E. (2010). Statistics for the behavioural sciences: A brief course. New
Jersey: Prentice Hall.
Bell, J. (2005), Doing your own research project. Open University.
Blaxter, L., Hughes, C. & Tight, M. (2006). How to do Research. Open University Press.
Bryman, A. & Cramer,D. (2005). Quantitative data analysis for social scientists. London:
Routledge.
JS Module handbooks 13/14
52
Denzin, N.K. & Lincoln, Y.S. (2003). Collecting and interpreting qualitative materials.
London: Sage Publications.
Elms, D.G., Kantowitz, B.H. & Roediger III, H.L. (2006). Research methods in psychology.
London: Thompson Wadsworth.
Field, A. & Hole, G. (2003). How to design and report experiments. London: Sage.
Flick, U. (2009). An introduction to qualitative research. London: Sage.
Glenberg, A.M. & Andrzejewski, M.E. (2008). Learning from data: An introduction to
statistical reasoning. London: Lawerence Erlbaum.
Gravetter, F.J. & Wallnau, L.B. (2008). Essential statistics for the behavioral sciences.
Wadsworth Thompson Learning.
Greene, J. & D'Olivera, (2006). Learning to use statistical tests in psychology.
Howell, D. (2010). Fundamental statisticsfor the behavioural sciences. Wadsworth.
Kane, E. (2001). Doing your own research. Dublin: Turoe Press
King, B.M. and Minium, E.w. (2008). Statistical reasoning in the behavioural sciences. NJ:
John Wiley and Sons.
Kirkpatcick, L.A. and Feeney, B.C. (2011). A simple guide to SPSS. UK: Wadsworth
Cengage.
Kumar, Ranjit. (2005). Research Methodology. Sage
Pring, T. (2005). Research methods in Communication Disorders. Wiley.
Robson, C. (2002). Real world research. Oxford: Blackwell
Assessment Details
Continuous Assessment (100%)
The two-part assignment related to this module is detailed below.
Part 1
Students must submit a critique on a topic area, addressing the following questions:





What work has been done in this area in the past?
What research questions have been asked?
What methodologies have been used?
What ethical issues exist in this area and how have they been addressed?
What questions have not been asked?
Part 2
Students must also attach a brief research proposal (2 paragraphs) to the above essay
which outlines their proposed, or a potential, final year research project.
Research Project Proposal due at 12:00 noon, 21st March, 2014
Further assessment details available on separate handout
JS Module handbooks 13/14
53
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:
• Appreciate the purposes of research and gain an awareness of the advantages and
limitations of quantitative and qualitative approaches
• Differentiate between a range of designs and approaches suitable for application in
research projects on human communication
• Control variables in the design of projects and demonstrate the necessity for internal
and external validity
• Choose appropriate sampling strategies and methods of data collection for a project in
human communication
• Critically analyse literature relevant to potential research projects
• 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 should 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.
Module Content
Research Design and Methods Topics:
1. Definition of research; theories of knowledge; contexts of inquiry and of discovery;
scientific method and critique
2. The process of research - research loop; finding and refining a research question;
types of question; how to survey the literature before formulating a hypothesis
3. Setting up a study - checkpoints and flowchart; selecting an approach; basic
approaches outlined; qualitative vs. quantitative research compared
JS Module handbooks 13/14
54
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Case and field study research; observation techniques
Archival research; historical research; descriptive research: - what involved;
strengths, weaknesses
Developmental research, correlational research; causal/comparative research: - what
involved; strengths, weaknesses
Experimental research and quasi-experimental research - strong and weak designs
Potential pitfalls - threats to internal and external validity
Action research; time-series designs - what involved; strengths and weaknesses
Sampling - general principles of subject and event sampling
Methods of data collection: general principles of instrumentation; tests, observation,
physical records
Survey research, questionnaires and interviews
Attitude scales- developing a Likert scale
Making sense of the data - summarizing, categorising, analysing and depicting
Writing a research report
Data Presentation and Analysis Topics
1. Definitions of terms: statistics, descriptive and inferential statistics; samples and
populations, variables, observations, values, levels of measurement.
2. Arrays of data, univariate frequency distribution; ranked frequency distribution, grouped
frequency distribution, relative frequencies; cumulative frequencies; cumulative relative
frequencies
3. Graphical representation: Line diagram; bar-chart; dot-diagram, pie-chart; stacked barchart; stem and leaf chart
4. Measures of central tendency - mean median mode
5. Normal distribution, skewed distributions;
6. Measures of dispersion - range, variance, standard deviation
7. Standard scores (z scores, sigma units) using the tables of normal distribution to find
percentages under the curve
8. Sampling distribution of the mean; standard error of the mean; estimating from normal
distribution
9. Probability; inferential statistics; hypotheses - null, experimental, alternative; one-tailed,
two-tailed; degrees of freedom
10. Non-parametric tests - why use? Principles of non-parametric tests. Mann-Whitney or
Wilcoxon.
11. Tests of association and correlation - linear relationships; Pearson, Spearman, point-biserial, Phi Coefficient and their uses; work out examples of Pearson, Spearman,
12. Chi Square Test as test of goodness of fit, as test of independence and as test of
normal distribution.
13. Testing for differences - t tests; analysis of variance; outline of uses.
14. Choosing an appropriate test - flowchart; parametric vs non-parametric considerations.
Recommended Reading List
Aron, A. & 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.
Blaxter, L., Hughes, C. & Tight, M. (2006). How to do Research. Open University Press.
Bryman, A. & Cramer,D. (2005). Quantitative data analysis for social scientists. London:
Routledge.
Denzin, N.K. & Lincoln, Y.S. (2003). Collecting and interpreting qualitative materials.
London: Sage Publications.
Elms, D.G., Kantowitz, B.H. & Roediger III, H.L. (2006). Research methods in psychology.
London: Thompson Wadsworth.
JS Module handbooks 13/14
55
Field, A. & Hole, G. (2003). How to design and report experiments. London: Sage.
Flick, U. (2009). An introduction to qualitative research. London: Sage.
Glenberg, A.M. & Andrzejewski, M.E. (2008). Learning from data: An introduction to
statistical reasoning. London: Lawerence Erlbaum.
Gravetter, F.J. & Wallnau, L.B. (2008). Essential statistics for the behavioral sciences.
Wadsworth Thompson Learning.
Greene, J. & D'Olivera, (2006). Learning to use statistical tests in psychology.
Howell, D. (2010). Fundamental statisticsfor the behavioural sciences. Wadsworth.
Kane, E. (2001). Doing your own research. Dublin: Turoe Press
King, B.M. & Minium, E.W. (2008). Statistical reasoning in the behavioural sciences. NJ:
John Wiley and Sons.
Kirkpatcick, L.A. & Feeney, B.C. (2011). A simple guide to SPSS. UK: Wadsworth
Cengage.
Kumar, Ranjit. (2005). Research Methodology. Sage
Pring, T. (2005). Research methods in Communication Disorders. Wiley.
Robson, C. (2002). Real world research. Oxford: Blackwell
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 Tuesday 3rd December 2013. The specific time
and venue for the test will be announced in class.
JS Module handbooks 13/14
56
Module Code
Module Name
ECTS weighting
Semester/term taught
Contact Hours
Module Personnel
SL3SCP
CLINICAL SKILLS
10
Michaelmas and Hilary Term
250 plus 20 day placement (counting towards SS module
SL4007)
Module Coordinator / Practice Coordinator - Dr. C. Ni Cholmain
Learning Outcomes On successful completion of this module, students should be able to:

Apply the principles of assessment, evidence based intervention and caseload
management to case management (programme outcome 1, 2, 7)

Devise, implement and evaluate therapy programmes and their outcomes (programme
outcome 1,6,7)

Communicate information on diagnosis, intervention options and professional
recommendation effectively to clients, carers, and co workers orally and in writing
(programme outcome 3, 4)

Discuss principles and evidence underlying therapy approaches and service decisions
(programme outcome 3, 7, 5)

Evaluate own professional competencies and identify learning goals (programme
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 students with opportunities to
assess, diagnose, plan and implement intervention programmes with a small number of
clients in at least two clinical setting. Students work 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 4 week practice placement
in health service clinics (May/June – 16 days direct clinic, 4 research days). Students are
provided with opportunities to develop competencies in 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.
JS Module handbooks 13/14
57
Recommended Reading List
Clinical assessments and test materials from the departmental test library
Professional development log
International Classification of Functioning, Disability and Health. (2001). Classification
Assessment Surveys and Terminology Team for the World Health Organisation. ICID
H-2: http://www.who.int/icidh/.
The Eight Rules of Data Protection from A Guide for Data Controllers from
dataprotection.ie
The International Guidelines for Test Use' (International Test Commission, 2000). Copies
of the Guidelines can be downloaded from http://www.intestcom.org.
Code of Fair Testing Practices in Education. ASHA (2004). Washington, DC:
(http://www.apa.org/science/jctpweb.html.)
Current guidelines and policies from IASLT, RCSLT and ASHA - available on websites.
Clinical Guidelines (Royal College of Speech and Language Therapists, (2005)
Speechmark Publishing Ltd)
Communicating Quality 3 (2005 RCSLT).
Websites
Centre for Evidence Based Medicine. The EBP Toolbox
http://cebm.jr2.ox.ac.uk/docs/toolbox.html
Clinical Information Access Program http://www.clininfo.health.nsw.gov.au/Australian
NHS Research and Development Centre for Evidence Based Medicine
http://cebm.jr2.ox.ac.uk/
Cochrane Library - http://cochrane.hcn.net.au/
Health Evidence Bulletins: Wales - http://www.uwcm.ac.uk/uwcm/lb/pep/index.html
NHS Centre for Reviews and Dissemination - http://www.york.ac.uk
PubMed http://www.ncbi.nlm.nih.gov/PubMed/
University of Sydney Medical Library search notes
http://www.library.usyd.edu.au/Guides/Medical/Medlit/ebm.html
Evaluations of therapy programmes
ASHA http://www.asha.org/professionals/information/evaluation.htm
NHS UK general http//www.doh.gov.uk/nhs
M.A.C.S., The Maroondah Approach to Clinical Services - Manual available from reception
for reading on site
Students are also required to read materials from the professional knowledge base
relevant to their clients and the service setting, which will enable them to link and apply
theory to therapy and case, caseload and service management.
Assessment Details
Service management Presentation (10%).
Students learning on placement 1.2 is evaluated through a presentation to their peers in
week 1 of Michaelmas Term (week of 23rd September 2013). Report should include an
outline of services and caseload management policies encountered on placements to
peers. This is evaluated using Form 1.2P caseload and service management report.
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:
JS Module handbooks 13/14
58
(1) File: 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. Clinical exam takes place towards the end of the placement.
(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.
Continuous Assessment of clinical competencies (40%).
The continuous assessment mark awarded for this placement is based on the 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.
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 3rd March 2014.
JS Module handbooks 13/14
59
Junior Sophister
The application of theory to clinical diagnosis and case management is stressed
throughout the third year. From the initial pre-Michaelmas term placement through to
weekly clinics (Placement 2.1) students are given increasing responsibilities for client
management as the year progresses. Students in transition require a moderate level of
supervision, monitoring and feedback to assess and implement therapy programmes
for clients with routine needs. They will also need
 support to identify significant factors for clients with complex needs and to
recognize the effects of general and clinical environmental factors on client
management.
 guidance in the evaluation of therapy programmes and their impact on the clients
and environments.
 reflection time, structured feedback and guidance to develop self monitoring of
professional competencies
By the end of the JS year students should have developed professional knowledge and
skills in:




Diagnosis of communication and FEDS disorders in children and adults.
Planning of therapy programmes both long and short term, with guidance.
Therapy execution and evaluation of effectiveness.
Maintaining case files, writing reports and keeping clinical records record in a
professional manner appropriate to the placement.
They should show knowledge of general principles in both theoretical and practical areas
and should be able to identify their own learning needs in relation to clinical work in
general and client specific issues. Students are examined towards the end of the
placement (after a minimum of eight clinical days). The examination is carried out by the
practice educator and a co therapist and covers evaluation of student record keeping, a
short case presentation, observation of a clinical session and a short viva.
The 20 day clinical block placement (2.2) in May / June allows students to integrate
knowledge acquired during the academic year and apply knowledge and skills to a wide
range of client groups and disorders. During the placement, students should be able to
work with a small caseload under guidance with regular consultation with the supervising
therapist. Students are assigned 4 research days during the placement. During these days
they are required to use an evidence based approach to explore assessment and therapy
approaches, clinical pathways, and service delivery options for the client group with whom
they are involved. Students should be developing competency in self-evaluation and
moving towards a collaborative supervision structure during this placement. They will
require regular feedback on their performance from the practice educator to ensure that
they are setting and achieving appropriate learning goals to enable them to take on the
role and responsibilities of junior therapist in their final year. It is recommended that
therapists schedule time for formal feedback sessions consultations on their block
timetable. Students should be demonstrating evident or enhanced competencies at level 2
(transition) on the national Student Clinical Competency Evaluation form before they enter
the Senior Sophister year.
The students are required to 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.
JS Module handbooks 13/14
60