Module Directory

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.

The aims of this module are:

• To develop students' 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.


• To apply the evidence base underpinning all aspects of speech and language therapy practice for more complex SLCN.


• To apply information regarding inter-professional / inter-agency working within an SLT context.

By the end of this module, students will be expected to be able to:

1. .Critically consider the aetiology and presenting characteristics of children with complex conditions.


2. Critically appraise the impact of complex conditions on the client and significant others and its importance to professional practice.


3. 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.

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.

Indicative content:

The third module of year one enables students to study more complex cases within Speech and Language Therapy including:

• Developmental Verbal Dyspraxia (DVD)


• Autism Spectrum Disorder (ASD)


• Pragmatic Language Disorder / Social Pragmatic Communication Disorders (SPCD)


• Developmental Language Disorder (DLD)


• Cerebral Palsy (CP)


• Learning Disabilities (LD)

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.