Speech and Language Therapy - Adults 4
Health and Social Care (School of)
Spring & Summer
Postgraduate: Level 7
Monday 15 January 2024
Friday 04 October 2024
09 January 2024
Requisites for this module
MSC B62024 Speech and Language Therapy (Pre-Registration)
This module integrates and extends learning from previous year 1 and year 2 modules to examine a range of aetiologies leading to cognitive communication difficulties. Students will consider adults with learning difficulties, including those with autistic spectrum disorder, dementia, and traumatic brain injury. Similarities and differences in communication and management of communication difficulties will be examined, including reducing the impact of the difficulties through rehabilitation and enabling strategies.
In addition students will integrate knowledge from throughout the programme to consider disorders of fluency, its assessment and management with children and adults. This is the final module of the programme, students enhanced clinical reasoning will be further enhanced by examination of wider management strategies and potential for service improvement.
The aims of the module are to:
1. Have knowledge of the nature and aetiology of cognitive communication difficulty and dysfluency
2. Recognise patterns of difficulty in speech, language, communication leading to diagnosis of cognitive communication difficulty or dysfluency
3. Be able to assess and differentially diagnose cognitive communication difficulty and dysfluency
4. Use critical clinical reasoning to develop management and rehabilitation strategies with reference to patient choice and quality of life and outcomes
5. Develop evidence based clinical reasoning skills in the decision making process with people with cognitive communication difficulty or dysfluency and members of the interprofessional interagency team
6. Develop critical clinical reasoning skills and consideration of audit and service improvements enabling progression to qualified status
On successful completion of this module, the learner will be able to:
1. Have detailed knowledge of the aetiology of cognitive communication disorder and dysfluency
2. Have knowledge of patterns of disability related to cognitive communication difficulty and dysfluency
3. Critically evaluate the current policy, resources and literature with relevance to assessment, diagnosis and management and outcomes of people with cognitive communication difficulty and dysfluency
4. Evaluate and reflect upon the impact of cognitive communication difficulty and dysfluency on the client and their family / friends
5. Be ready to engage with the interprofessional interagency team around the client with cognitive communication difficulty and dysfluency
6. To be ready to use critical clinical reasoning skills and consideration of audit and service improvements enabling progression to qualified status
This module builds upon the underlying knowledge gained in earlier modules to prepare the student for the practice of speech and language therapy with the adult client with cognitive communication difficulty and dysfluency.
The emphasis is on the application of underlying knowledge to the understanding of aspects of communication disorders and the work of the speech and language therapist.
This module considers the nature and effects of cognitive communication difficulty and dysfluency and the SLT role in reducing the impact of these difficulties as part of an interprofessional interagency team.
There is an emphasis on understanding similarities and differences between patterns of difficulty and integrating knowledge from earlier in the programme to advance critical clinical reasoning and ability to consider service improvement.
This module combines the use of lectures to introduce topics, interactive lecture, workshops and problem based learning enable to student to critically appraise their learning throughout delivery, grounding theoretical learning in practice. Students will also have the opportunity to develop clinical skills through their clinical placement.
Fixed resource sessions. The fixed resource sessions consist of interactive seminars which will include lectures, discussion of course text and class based workshops
EBL sessions In the EBL or Enquiry based learning sessions key topics which have been introduced in earlier fixed resource sessions are developed further to emphasize their clinical application.
Self guided learning This involves the student in self guided study using learning resources including recommended reading , course study notes, library resources and appropriate tutorial support this is essential for all EBL, Placement and completion of summative assessment
Students undertake a 2 week Transition to Autonomous Practice placement in paediatrics or dysphagia, usually supervised by suitably qualified University staff. The emphasis is on the development of clinical reasoning and clinical skills suitable for newly qualified practitioner status
Resources are available through Moodle and also websites of patient organisations in the third sector. Students are encouraged to understand the requirements of people with cognitive communication difficulties and fluency through listening to the patient voice through these materials. Additionally central guidance on intervention strategies are available on line (e.g. DoH, NICE)
Students are encouraged to access individual or small group tutorial support for areas of difficulty. Academic staff make themselves available for tutorial support by appointment.
Identification of key aspects of cognitive communication difficulties and fluency are taught in the classroom, students have the opportunity to further develop these skills in placements.
Togher, L. et al.
(2023) 'INCOG 2.0 Guidelines for Cognitive Rehabilitation Following Traumatic Brain Injury, Part IV: Cognitive-Communication and Social Cognition Disorders', Journal of Head Trauma Rehabilitation
, 38(1), pp. 65–82. Available at: https://doi.org/10.1097/HTR.0000000000000835
NICE Guideline for Head injury: assessment and early management
(2023). NICE Guideline. Available at: https://www.nice.org.uk/guidance/ng232
Zollman, F.S. (ed.) (2016) Manual of traumatic brain injury: assessment and management
. Second edition. New York: Demos Medical. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=4517655
Skye McDonald (2013) Social and Communication Disorders Following Traumatic Brain Injury (Brain, Behaviour and Cognition)
. Available at: https://doi-org.uniessexlib.idm.oclc.org/10.4324/9780203557198
NICE Guideline: Dementia: assessment, management and support for people living with dementia and their carers
(2018). NICE. Available at: https://www.nice.org.uk/guidance/ng97
Volkmer, A. (2013) Assessment and therapy for language and cognitive communication difficulties in dementia and other progressive diseases
. Guildford: J & R Press. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=6509784
Wright, S.D. (ed.) (2016) Autism spectrum disorder in mid and later life
. London: Jessica Kingsley Publishers. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/detail.action?docID=4191532
NICE Guidance: Care and support of people growing older with learning disabilities
(2018). NICE. Available at: https://www.nice.org.uk/guidance/ng96/chapter/recommendations#dementia
Guitar, B. (2019) Stuttering: an integrated approach to its nature and treatment
. Fifth edition. Philadelphia: Wolters Kluwer. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/337404
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
|TAP Placement: Block 1
|1 Page Profile
|TAP Placement: Block 2
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.
Module supervisor and teaching staff
Miss Hannah Atkinson, email: email@example.com.
Hannah Atkinson, Annabel Kay
Ms Helen Raffell
Available via Moodle
Of 12 hours, 12 (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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