University of Essex

HS834-7-LV-CO:
Speech and Language Therapy - Paediatrics 4

The details

Year: 2023/24

Department: Health and Social Care (School of)

Campus: Colchester Campus

Term: Long Vacation

Level: Postgraduate: Level 7

Status: Current

Start date: Monday 25 March 2024

End date: Wednesday 02 October 2024

Credits: 15

Last updated: 29 February 2024

Requisites for this module

Pre-requisites: (none)

Co-requisites: (none)

Pre and / or co-requisites: (none)

Prohibited modules: (none)

Key module (requisite for): (none)

Key module for

MSC B62024 Speech and Language Therapy (Pre-Registration)

Module description

This module builds upon and extends the knowledge and skills gained in HS830, HS831, HS832 & HS833 to develop the students experience and understanding of specialist areas of paediatric Speech and Language Therapy. This module also supports students to explore concepts fundamental to professional practice at a more advanced level.
Module HS834 is linked to a 5 week block placement in a paediatric setting where students will further develop their clinical skills and application of knowledge to practice.

Module aims

This module aims to develop student’s understanding of highly complex communication difficulties in the paediatric population, their impact and how they are managed within SLT with reference to the client’s safety, choice and quality of life.

Students will continue to apply the evidence base underpinning all aspects of speech and language therapy practice for highly complex paediatric communication difficulties.

Students will continue to apply information regarding inter-professional / inter-agency working within an SLT context.

Module learning outcomes

On successful completion of this module, the student will be able to:

• Identify and critically consider the aetiology and presenting characteristics of highly complex paediatric conditions and specialist areas of practice
• Critically appraise the impact of highly complex paediatric 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 highly complex paediatric conditions considering client safety, choice and quality of life and in light of current evidence based practice, legislation and guidelines
• Apply evidence base clinical reasoning skills to develop management plans for paediatric clients with highly complex conditions

Module information

This final module of year one enables students to study highly complex and specialist areas of paediatric Speech and Language Therapy.

Students are encouraged to apply and integrate knowledge developed in modules HS830, HS831, HS832 & HS833 to explore the nature, impact and management of individuals with Special Needs, Cleft Lip and Palate, Hearing Impairment, mental health conditions and bilingual clients with communication difficulties. A focus is placed on the development of evidence base clinical reasoning skills in the decision making process for paediatric clients with highly complex and specialist conditions. 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 highly 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 classroom delivery of the HS834 module. These skills are further extended through opportunities on clinical placement.

Learning and teaching methods

This module combines the use of lectures, workshops and self-guided study to enable the student to critically appraise and apply their learning throughout delivery, grounding theoretical learning in practice. Students will have the opportunity to develop clinical skills through the 5 week block clinical placement attached to this module. 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 communication lab resources. Placement: This module is linked to a 5 week block clinical placement under the direct supervision of a Speech and Language Therapist in a range of paediatric settings 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: Tutorial support is available by appointment Skills: Application of theory to practice, clinical skills and graduate employability skills are embedded throughout the classroom delivery of the HS834 module. These skills are further extended through opportunities on clinical placement.

Bibliography

Pert, S. (2023) Working with children experiencing speech and language disorders in a bilingual context: a home language approach. London: Routledge. Available at: https://essex.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3914074310007346&institutionId=7346&customerId=7345.
BATOD/RCSLT (2007) ‘Position Paper: Collaborative Working Between Speech and Language Therapists and Teachers of the Deaf.’ Available at: https://www.batod.org.uk/wp-content/uploads/2017/11/SLTprotocol.pdf.
Beazley, S., Merritt, R. and Halden, J. (2012) ‘Working with Deaf Children’, in Speech and language therapy: the decision-making process when working with children. 2nd ed. Abingdon: Routledge, pp. 126–135. Available at: https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203125595-18/working-deaf-children-sarah-beazley-ruth-merritt-judy-halden?context=ubx&refId=3bfb6f9e-c150-459b-89a1-90d67d5cabad.
Coupe-O’Kane, J. and Goldbart, J. (1998) Communication before speech: development and assessment. 2nd ed. London: David Fulton. Available at: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1140166.
Edwards, L. and Crocker, S. (2008) Psychological processes in deaf children with complex needs: an evidence-based practical guide. London: Jessica Kingsley Publishers. Available at: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=236266.
Cross, M. (2004) Children with emotional and behavioural difficulties and communication problems: there is always a reason. London: Jessica Kingsley Publishers. Available at: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=129880.
Stow, C. and Pert, S. (no date) ‘SLT Assessment and Intervention: Best practice for children and young people in bilingual settings.’ RCSLT. Available at: https://www.rcslt.org/-/media/Project/RCSLT/best-practice-cyp-bilingual-settings.pdf.
De Lamo White, C. and Jin, L. (2011) ‘Evaluation of speech and language assessment approaches with bilingual children’, International Journal of Language & Communication Disorders, 46(6), pp. 613–627. Available at: https://doi.org/10.1111/j.1460-6984.2011.00049.x.
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.
Department of Health (2009) ‘Valuing People Now: a New Three-Year Strategy for People with Learning Disabilities.’ Available at: http://webarchive.nationalarchives.gov.uk/20130107105354/http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_093375.pdf.
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.
Goldbart, J. and Carton, S. (no date) ‘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.
Goldbart, J., Chadwick, D. and Buell, S. (2014) ‘Speech and language therapists’ approaches to communication intervention with children and adults with profound and multiple learning disability’, International Journal of Language & Communication Disorders, 49(6), pp. 687–701. Available at: https://doi.org/10.1111/1460-6984.12098.
Harding, A. and Grunwell, P. (1996) ‘Characteristics of cleft palate speech’, International Journal of Language & Communication Disorders, 31(4), pp. 331–357. Available at: https://doi.org/10.3109/13682829609031326.
Dr David P. Kuehn and Dr Karline T. Moller (2000) ‘Speech and Language Issues in the Cleft Palate Population: The State of the Art’, The Cleft Palate-Craniofacial Journal, 37(4), pp. 1–35. Available at: https://doi.org/10.1597/1545-1569_2000_037_0348_saliit_2.3.co_2.
Grunwell, A.H.P. (1998) ‘Notes and Discussion Active versus passive cleft-type speech characteristics’, International Journal of Language & Communication Disorders, 33(3), pp. 329–352. Available at: https://doi.org/10.1080/136828298247776.
Johnson, M. (2016) The selective mutism resource manual. Second edition. London: Speechmark Publishing Ltd. Available at: https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1564828.
Mencap (no date) ‘Communicating with People with Profound & Multiple Learning Disabilities (PMLD).’ Available at: http://www.jpaget.nhs.uk/media/186401/Communicating_with_people_with_PMLD__a_guide__1_.pdf.
Mills, L., Gosling, A. and Sell, D. (2006) ‘Extending the communication phenotype associated with 22q11.2 microdeletion syndrome’, Advances in Speech Language Pathology, 8(1), pp. 17–27. Available at: https://www.tandfonline.com/doi/full/10.1080/14417040500459650.
Money, D. and Thurman, S. (1996) ‘Means, Reasons and Opportunities - Talkabout Communication’, Bulletin of College of Speech and Language Therapists, (504), pp. 12–13.
RCSLT (ed.) (2009) ‘Resource Manual for Commissioning & Planning Services for SLCN: Cleft Lip/Palate & Velopharyngeal Impairment.’ Available at: https://www.rcslt.org/wp-content/uploads/media/Project/RCSLT/aac-plus-intro.pdf.
RCSLT (2010) ‘Resource Manual for Commissioning & Planning Services for SLC: Deafness.’ Available at: http://www.rcslt.org/speech_and_language_therapy/commissioning/deafness_plus_intro.
‘Resource Manual for Commissioning & Planning Services for SLCN: Mental Health’ (2010). Available at: https://rcslt.org/wp-content/uploads/media/Project/RCSLT/slcn-resource-manual.pdf.
RCSLT (2011) ‘Resource Manual for Commissioning & Planning Services for SLCN: Augmentative and Alternative Communication.’ Available at: https://www.rcslt.org/wp-content/uploads/media/Project/RCSLT/aac-plus-intro.pdf.
RCSLT Special Interest Group in Bilingualism (2007) ‘Good Practice of Speech and Language Therapists Working with Clients from Linguistic Minority Communities.’ Available at: http://www.speechtherapy.co.uk/www.bilingualism.co.uk/resources/LinguisticMinoritySLTs.pdf.
Anne, D.S. (1999) ‘GOS.SP.ASS.’98: an assessment for speech disorders associated with cleft palate and/or velopharyngeal dysfunction (revised)’, International Journal of Language & Communication Disorders, 34(1), pp. 17–33. Available at: https://doi.org/10.1080/136828299247595.
Sommerlad, B.C. (2002) ‘The management of cleft lip and palate’, Current Paediatrics, 12(1), pp. 43–50.
Stow, C. and Dodd, B. (2003) ‘Providing an equitable service to bilingual children in the UK: a review’, International Journal of Language & Communication Disorders, 38(4), pp. 351–377. Available at: https://doi.org/10.1080/1368282031000156888.
Thordardottir, E. (no date) ‘Towards evidence-based practice in language intervention for bilingual children’, Journal of Communication Disorders, 43(6), pp. 523–537. Available at: https://www.sciencedirect.com/science/article/pii/S0021992410000572.
Wintgens, A. (2012) ‘Children with Communication Problems and Additional Emotional/Behavioural Problems’, in Speech and language therapy: the decision-making process when working with children. 2nd ed. Abingdon: Routledge, pp. 143–152. Available at: https://www-taylorfrancis-com.uniessexlib.idm.oclc.org/chapters/edit/10.4324/9780203125595-20/children-communication-problems-additional-emotional-behavioural-problems-alison-wintgens?context=ubx&refId=caf06c18-6644-4e9d-87ac-2cf551987ed6.

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	Block Placement (including assessment booklet, reflections etc.)
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

Coursework	Exam
100%	0%

Reassessment

Coursework	Exam
100%	0%

Module supervisor and teaching staff

Supervisor: Dr Analisa Pais, email: ap21904@essex.ac.uk.

Teaching staff: Dr Analisa Pais, Sai Bangera, Dr Drasko Kascelan, Dr Shamala Sundaray, Amanda Baxter and external contributors

Contact details: sltadmin@essex.ac.uk

Availability

Available to incoming Essex Abroad / Exchange students: No

Available to Outside Option: No

Available to Audit: No

External examiner

Name: Prof Gary Morgan

Institution: city university

Academic role: professor psychology

Resources

Teaching materials: Available via Moodle

Lecture recording: Of 30 hours, 24 (80%) hours available to students:
0 hours not recorded due to service coverage or fault;
6 hours not recorded due to opt-out by lecturer(s), module, or event type.

Further information

Department website: Health and Social Care (School of)

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The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

Module Directory

HS834-7-LV-CO:Speech and Language Therapy - Paediatrics 4