Module Directory

This module introduces students to the topic of clinical language needs. Students learn about the causes and presentations of developmental and acquired language difficulties and their impacts across the lifespan. The module provides an overview of methods of assessing language and managing language needs. Students will develop skills in carrying out observations, assessments and analysing language through case study examples and practical role play.

The module aims to develop the professional reasoning skills required to plan, monitor and evaluate person centred interventions for service users with language difficulties. There will be an emphasis on transferable skills, problem solving, evidence-based intervention and working collaboratively with service users, families and within a multi professional team. Students will learn about how technology can be used to support language interventions.

The aims of this module are:

• To introduce students to language difficulties across the lifespan and to understand their impact.


• To enable students to develop knowledge of a wide range of approaches to information gathering and assessment.


• To develop students’ skills in carrying out observations and assessment.


• To develop students’ critical understanding of a wide range of intervention approaches for managing service users’ language needs.


• To enable students to develop knowledge of professional reasoning and person-centred decision making.


• To develop students’ knowledge of methods of evaluating therapy outcomes.

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

1. Describe the wide range of developmental and acquired health difficulties which lead to language difficulties.


2. Apply SLTs’ observation and assessment techniques and current published research evidence to identify language difficulties across the lifespan.


3. Transcribe and independently analyse disordered language.


4. Identify and critically evaluate abilities and difficulties with language structures and functions.


5. Select, administer, score, interpret and critically evaluate the accuracy of language assessments.


6. Appraise, using relevant research evidence, the professional reasoning employed in making decisions relating to language assessment choice.


7. Appraise, using relevant research evidence, the professional reasoning employed in making decisions relating to identification of language-related difficulty and ability.


8. Discriminate intervention models and synthesise them with SLT techniques in managing service users’ language needs to enhance communication across the lifespan.


9. Practise professional reasoning skills to understand and evaluate underlying language difficulties.


10. Plan, display originality and justify person-centred, evidence-based interventions with possible bias, ethics and sustainability considered, with, for, or on behalf of service users with language needs.


11. Assess the sources and collection methods available to Speech and Language Therapists to identify language difficulties.


12. Evaluate language assessment approaches and intervention methods using current research evidence.


13. Select, apply and critically evaluate appropriate outcome monitoring for language needs.


14. Synthesise and prioritise assessment information.


15. Demonstrate and verbally communicate decision making processes in a professional discussion.

Professional body requirements

In order to meet accreditation requirements students will be required to pass this module.

Syllabus information

Indicative list of content

• Early language difficulties


• Developmental language disorder


• Acquired language disorder


• Information gathering and Informal assessment of language


• Formal assessment of language


• Psycholinguistic and cognitive neuropsychological models of language processing


• Dynamic assessment of language


• Bilingualism and language disorders


• Assessment of phonological awareness and literacy in children


• Assessment of reading and writing difficulties in adults


• Assessment of discourse


• Intervention for early language difficulties and Developmental Language Disorder


• Intervention for aphasia


• Working with communication partners to support language


• Augmentative and Alternative Communication (AAC)


• Impacts of language disorders, including impact on mental health.

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

1. Describe the wide range of developmental and acquired health difficulties which lead to language difficulties.
2. Apply SLTs’ observation and assessment techniques and current published research evidence to identify language difficulties across the lifespan.
3. Transcribe and analyse disordered language.
4. Identify and evaluate abilities and difficulties with language structures and functions.
5. Administer, score, interpret and evaluate language assessments.
6. Discuss the professional reasoning employed in making decisions relating to language assessment choice.
7. Discuss the professional reasoning employed in making decisions relating to identification of language-related difficulty and ability.
8. Explain intervention models and synthesise them with SLT techniques in managing service users’ language needs to enhance communication across the lifespan.
9. Apply professional reasoning skills to understand and evaluate underlying language difficulties.
10. Plan person-centred, evidence-based interventions with, for, or on behalf of service users with language needs.
11. Select and apply appropriate outcome monitoring for language needs.