HS833-7-PS-CO:
Speech and Language Therapy - Paediatrics 3
2023/24
Health and Social Care (School of)
Colchester Campus
Spring & Summer
Postgraduate: Level 7
Current
Monday 15 January 2024
Friday 28 June 2024
15
29 February 2024
Requisites for this module
(none)
(none)
(none)
(none)
(none)
MSC B62024 Speech and Language Therapy (Pre-Registration)
This module builds upon and extends the knowledge gained from modules HS830, HS831 & HS832 to develop the students experience and understanding of aspects of more complex speech and language pathology in children. An emphasis is placed on the application of this knowledge within clinical practice while considering the impact on the client and their family.
The module introduces additional skills and concepts fundamental to the practice of speech and language therapy at a more advanced level. These include development of a differential diagnosis and prognosis in more complex cases. Principles of intervention planning and therapeutic tools and techniques are further developed.
Students continue to apply the evidence base underpinning all aspects of speech and language therapy practice for more complex SLCN
Students will continue to apply information regarding inter-professional / inter-agency working within an SLT context.
MODULE CONTENT:
-Specific language impairment (SLI)
-Developmental dyapraxia of speech (DAS)
-Pragmatic language impairment (PLI)
-Autistic spectrum disorders (ASD)
-Learning difficulties in children
-Cerebral palsy
-Further diagnosis and developing a prognosis
-Teaching and learning strategies
-Clinical content
-Assessment
This module aims to develop student's understanding of more complex paediatric communication needs, their impact and how they are managed within SLT with reference to the client's safety, choice and quality of life.
Students continue to apply the evidence base underpinning all aspects of speech and language therapy practice for more complex SLCN
Students will continue to apply information regarding inter-professional / inter-agency working within an SLT context.
On successful completion of this module, the student will be able to:
•Critically consider the aetiology and presenting characteristics of children with complex conditions
•Critically appraise the impact of complex conditions on the client and significant others and its importance to professional practice
•Critically evaluate the role of the SLT, client, family and inter-professional interagency team in the management of complex paediatric conditions considering client safety, choice and quality of life and in light of evidence based practice, current legislation and guidelines
The third module of year one enables students to study more complex cases within Speech and Language Therapy including:
- Specific Language Impairment (SLI) – now known as Developmental Language Disorder (DLD)
- Developmental Verbal Dyspraxia (DVD)
- Pragmatic Language Impairment (PLI)
- Autistic Spectrum Disorders (ASD)
- Cerebral Palsy (CP)
- Learning Disability (LD)
Students are encouraged to apply and integrate knowledge developed in modules HS830, HS831 & HS832 to explore the nature, impact and management of individuals with the above complex conditions.
A focus is placed on the development of evidence based clinical reasoning skills in the decision making process for clients including the development of a differential diagnosis and prognosis. It is in this module that the student will first consider issues of 'appropriateness' for treatment and the nature and importance of 'prognostic indicators'. Principles of intervention planning and therapeutic tools and techniques are further developed.
The role of the SLT and wider inter-professional team in reducing the impact of these conditions and difficulties is considered with reference to the client, their family and wider social network.
The emphasis is on the application of underlying knowledge to the understanding of aspects of complex paediatric communication difficulties and the work of the speech and language therapist within current legislative, national and professional guidelines.
Application of theory to practice, clinical skills and graduate employability skills are embedded throughout the delivery of the HS833 module.
This module combines the use of interactive lectures, workshops and self-guided study to enable the student to critically appraise and apply their learning throughout delivery, grounding theoretical learning in practice.
Lectures:
Interactive lectures combine theory, case studies and student led activities
Independent:
This involves the student using learning resources such as recommended reading, course study notes, library resources and Communications Lab resources.
Online:
Resources are available through Moodle, professional and government websites and organisations in the third sector. Students are encouraged to access a range of online resources to support learning on this module.
Tutorials:
Available by appointment
Skills:
Application of theory to practice, professional reasoning skills and graduate employability skills are embedded throughout the delivery of the HS833 module.
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Association for All Speech-Impaired Children (2011)
Listening to children and young people with speech, language and communication needs. Edited by S. Roulstone and S. McLeod. Guildford: J&R. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/2141331.
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Paul, R., Norbury, C. and Gosse, C. (2018)
Language disorders from infancy through adolescence: listening, speaking, reading, writing, and communicating. Fifth edition. St. Louis, Missouri: Elsevier. Available at:
https://www-sciencedirect-com.uniessexlib.idm.oclc.org/book/9780323442343/language-disorders-from-infancy-through-adolescence.
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Law, J.C. (ed.) (2019)
Managing children with developmental language disorder: theory and practice across Europe and beyond. Abingdon, Oxon: Routledge, Taylor and Francis Group. Available at:
http://www.taylorfrancis.com/books/e/9780429455308.
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Bowen, C. (2015)
Children’s speech sound disorders. Second edition. Chichester: Wiley Blackwell. Available at:
https://onlinelibrary.wiley.com/book/10.1002/9781119180418.
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Kersner, M. and Wright, J.A. (2012)
Speech and language therapy: the decision-making process when working with children. 2nd ed. Abingdon: Routledge. Available at:
http://www.taylorfrancis.com/books/9780203125595.
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Abudarham, S. and Hurd, A. (eds) (2002) Management of communication needs in people with learning disability. London: Whurr.
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Goldbart, J. and Carton, S. (2010) ‘Communication and People with the Most Complex Needs: What Works & Why this is Essential.’ Available at:
https://e-space.mmu.ac.uk/198309/1/Mencap%20Comms_guide_dec_10.pdf.
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Zenko, C.B. and Hite, M.P. (2014)
Here’s how to provide intervention for children with autism spectrum disorder: a balanced approach. San Diego, CA: Plural Publishing, Inc. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=746802&site=eds-live.
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Milton, D. (ed.) (2020)
The Neurodiversity Reader: exploring concepts, lived experience and implications for practise. Hove: Pavilion Publishing and Media Ltd. Available at:
https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=nlebk&AN=3158832&site=eds-live&authtype=sso&custid=s9814295.
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Milton, D. (2017a) Mismatch of Salience. Hove: Pavilion Publishing and Media Ltd.
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Mukherjee, R.A.S. and Aiton, N. (eds) (2022)
Prevention, Recognition and Management of Fetal Alcohol Spectrum Disorders. 1st ed. 2021. Cham: Springer Nature Switzerland AG. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/974600.
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Singleton, N.C. and Shulman, B.B. (eds) (2020)
Language development: foundations, processes, and clinical applications. Third edition. Burlington, Massachusetts: Jones & Bartlett Learning. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1852694.
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Gillam, R.B. and Marquardt, T.P. (2019)
Communication Sciences and Disorders. 4th ed. Burlington: Jones & Bartlett Learning, LLC. Available at:
https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2227268&site=ehost-live.
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Downing, J., Hanreddy, A. and Peckham-Hardin, K.D. (2015)
Teaching communication skills to students with severe disabilities. Third. Baltimore: Paul H. Brookes Publishing. Available at:
https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=955494.
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Bishop, D.V.M.
et al. (2016) ‘CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children’,
PLOS ONE, 11(7). Available at:
https://doi.org/10.1371/journal.pone.0158753.
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Department for Education and Department of Health (no date) ‘Special educational needs and disability code of practice: 0 to 25 Years.’ Available at:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf.
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NICE (2011) ‘Autism: Recognition, Referral and Diagnosis of Children and Young People on the Autism Spectrum - clinical guideline.’ Available at:
http://www.ncbi.nlm.nih.gov/pubmed/22624178.
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NICE 2013 (no date)
Autism spectrum disorder in under 19s: support and management - clinical guideline. Available at:
https://www.nice.org.uk/guidance/cg170/resources/autism-in-under-19s-support-and-management-35109745515205.
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Paradis, J., Genesee, F. and Crago, M.B. (2021)
Dual language development and disorders: a handbook on bilingualism and second language learning. Third edition. Baltimore, Md: Paul H. Brookes Publishing Co. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=6605691.
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Milton, D. (2017b) Mismatch of Salience. Hove: Pavilion Publishing and Media Ltd.
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McLachlan, H. and Elks, L. (2007) Language builders for complex needs: advice and activities to support children with severe and complex communication needs. St Maybn: Elklan.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
3000-Word Assignment |
|
100% |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Sara Garib-Penna, email: sgarib@essex.ac.uk.
Dr Sara Garib-Penna, Dr Nelly Joye, Katie Chadd and external contributors
hscsltadmin@essex.ac.uk - 01206 874496
No
No
No
Prof Gary Morgan
city university
professor psychology
Available via Moodle
Of 39 hours, 39 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
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