You will be provided with a case history and the results of a formal assessment for a paediatric case study. For this assessment task you will need to review the information provided, and score and analyse the assessment results. To do this, you will need to refer to the assessment manual of the formal assessment, which is located in the speech pathology assessment cupboard. A template outlining how to structure this assessment task has been provided on your Moodle page. Please note that while a number of key speech assessments have been discussed in class, your case study may include unfamiliar assessments. You will therefore need to review these assessments independently and apply the skills you have learnt to analyse and interpret the assessment results. 

Section 1: Assessment Interpretation 

1. Outline the pertinent aspects of the case history with reference to the literature. Pertinent aspects of the case history are those that indicate the client may be experiencing communication difficulties or aspects which may impact the client’s communication development (such as individual, family or community factors).
2. Using the relevant assessment manual, calculate and document all formal assessment standard scores based on the provided raw scores. Scan the completed form and upload as a separate appendix.
3. Analyse the formal assessment results and provide an interpretation of what these assessment results mean. Students are expected to analyse and interpret all aspects of the formal assessment provided including subtests. For results interpretation, students must adhere to the assessment manual.

Section 2: Differential Diagnosis

1. Outline a differential diagnosis for the client based on the information provided. This should be one sentence.
2. Justify your differential diagnosis for the client with reference to client information, the assessment results and high-quality literature. As part of the justification, students should refer to the diagnostic criteria for the diagnosis given. 

Section 3: Recommendations for further assessment or information gathering

1. Provide two recommendations for further assessment or information gathering for the client. Each recommendation should be no more than two sentences.
2. Justify each recommendation (therefore you should have two justifications) with reference to high-quality literature.

The full task description will be provided in Moodle.

Generative AI is permitted in this assessment task as per the following guidelines:

Level of GenAI use allowed:

• Level 2: You may use AI for planning, idea development and research. Your final submission should show how you have developed and refined these ideas.

Information on how to use GenAI effectively and in line with Academic Integrity expectations is located under the Learning Resources tile in the CB87 Speech Pathology Course Site Moodle.

You will be marked against four criteria for this assessment task:

1. Your ability to analyse, interpret, and explain the assessment results in relation to a case. This section is worth 45%.
2. Your ability to integrate case information and assessment results to outline the client’s communication profile including initial diagnostic decision making. This section is worth 15%.
3. Your ability to apply clinical reasoning skills to make appropriate recommendations for further assessment and information, and your ability justify these in reference to the case study information and the literature. This section is worth 35%.
4. Your ability to use appropriate formatting and academic writing conventions including grammar and use of APA 7th edition referencing. This section is worth 5%.

For this assessment task, you will be required to complete a 20-minute viva (an oral assessment in the form of an interview) based on a paediatric clinical scenario. This viva will be conducted in person on the CQUniversity Rockhampton North campus and will be video recorded for assessment marking purposes. Your viva will occur on Monday the 8th of June 2026 OR Tuesday 9th June 2026 between 8:00am and 6:00pm.

The steps of the viva process have been outlined below:

• Step 1: One week prior to your viva, you will be provided basic case history information and speech and hearing assessment results for a paediatric client. In preparation for your viva, you are expected to research your case and prepare to answer questions in relation to the areas outlined in the marking criteria/rubric. 
• Step 2: Ten minutes prior to your scheduled viva time outlined on Moodle, you will report to the allocated room. You will wait on a chair outside the front of the room, until you are asked to enter by the examiner.
• Step 3: Your examiner will review all documents you have brought into the viva to ensure they align with the set requirements.
• Step 4: Differential diagnosis and impact statement. Your examiner will ask 2 main questions in this section. You will have 4 minutes to answer these questions. 
• Step 5: Goal setting. Your examiner will ask 3 main questions in this section. You will have 6 minutes to answer these questions.
• Step 6: Evidence-based therapy planning. Your examiner will ask 4 main questions in this section. You will have 8 minutes to answer these questions.
• Step 7: Problem-solving for diverse populations. Your examiner will ask 1 main question in this section. You will have 2 minutes to answer this question.
• The full task description will be provided on Moodle.

Level of GenAI use allowed:

• Level 2: You may use AI for planning, idea development and research. Your final submission should show how you have developed and refined these ideas.

Information on how to use GenAI effectively and in line with Academic Integrity expectations is located under the Learning Resources tile in the CB87 Speech Pathology Course Site Moodle.

Grace Period:

• The 72-hour grace period does not apply to this assessment. 

Please note that per section 5.54 in the Higher Education Assessment Policy, late penalties do not apply to this assessment task. If you do not attend or complete this assessment task at the specified date/time, you will receive a mark of zero. In the event that you are unable to attend or complete the assessment task for reasons outlined in the Higher Education Assessment Policy, you must submit an extension request through Moodle.

Your viva commences at the time provided to you on Moodle. Therefore, you are expected to arrive and wait outside the room at least 10 minutes prior to your scheduled time. In the extraordinary circumstance that you are late, you will be permitted late entry of up to 5 minutes after the assessment commencement time. The period of lateness will be deducted from your assessment time. For example, if your viva was scheduled for 9:00am and you arrive at 9:02am, you will be given 2 minutes for section 1 instead of 4 minutes.

If you are denied access to the assessment due to lateness (i.e., arriving beyond the permitted late entry period), you should make an online application for a deferred assessment. If your application for deferred assessment is denied, you will receive a fail grade for this assessment task; however, you may be eligible for a supplementary assessment per CQU policy.

You will be marked against five criteria for this assessment task:

1. Your ability to analyse and integrate assessment information to provide an accurate differential diagnosis. This section is worth 20%.
2. Your ability to analyse and interpret assessment information to inform the development of appropriate and effective goals that align with evidence-based practice and client needs. This section is worth 25%.
3. Your ability to explain and justify a holistic client-centred therapy plan. This section is worth 40%.
4. Your ability to demonstrate problem solving skills by making adjustments to your therapy plan when presented with a change to a therapy case. This section is worth 10%.
5. Your professionalism and communication throughout the viva. This includes your use of appropriate, respectful and professionally acceptable language when discussing clients with communication difficulties. This section is worth 5%.