HS839-7-PS-CO:
Speech and Language Therapy - Adults 4

The details
2024/25
Health and Social Care (School of)
Colchester Campus
Spring & Summer
Postgraduate: Level 7
Current
Tuesday 11 March 2025
Wednesday 02 April 2025
15
09 January 2024

 

Requisites for this module
(none)
(none)
(none)
(none)

 

(none)

Key module for

MSC B62024 Speech and Language Therapy (Pre-Registration)

Module description

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.

Module aims

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

Module learning outcomes

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

Module information

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.

Learning and teaching methods

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. Lectures 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. Independent 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 Placement 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 Online 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) Tutorials 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. Skills 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.

Bibliography

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   One-Page Profile  26/08/2025  100% 
Practical   TAP Placement Block 1 (via Epad)     
Practical   TAP Placement Block 2 (via Epad)     

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
Miss Hannah Atkinson, email: hatkin@essex.ac.uk.
Hannah Atkinson, Annabel Kay
hscsltadmin@essex.ac.uk

 

Availability
No
No
No

External examiner

Ms Helen Raffell
Newcastle University
Senior Lecturer
Resources
Available via Moodle
No lecture recording information available for this module.

 

Further information
Health and Social Care (School of)

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