For this assessment task, you will be required to integrate neurogenic communication case information to identify one aim for a client and two associated targets and context hierarchies. The first target will use a support hierarchy and will not have a corrective feedback hierarchy in the ingredients section. The second target will use either an input/output hierarchy or a partner/setting hierarchy (your choice) and will additionally have a corrective feedback hierarchy in the ingredients section. You will follow the TACSI Framework (Target, Aspect & measure, Context hierarchy, Success criterion, Ingredients), which will be taught in class, to fully develop the two intervention targets. You will be provided with a form to complete the specified TACSI sections and additionally justify your choices in each section.

There are 6 cases from which you may choose:

• Post-stroke nonfluent aphasia (2 cases)
• Post-stroke fluent aphasia
• Post-stroke dysarthria
• Post-stroke apraxia
• Dysarthria due to Parkinson’s Disease

Each case includes a brief case history, clinical interview results, a summary of formal and informal assessment results, and information about the services available at the client’s service delivery setting.

NOTE: The same cases will be used for Assessment 2, but you will complete a different case for Assessment 2.

The cases will be posted for review in Moodle at 9:00am on Tuesday 15th July 2025. Case selection sign up will open in Moodle on Thursday 17th July 2025 at 7:00am and close on Friday 18th July 2025 at 7:00pm. You will sign up for a combination of two cases, one for Assessment 1 and a different one for Assessment 2 (e.g., a nonfluent aphasia case for Assessment 1 and a post-stroke dysarthria case for Assessment 2). The combinations are pre-determined and cannot be altered. A maximum of 2 students may select any given case study combination. Any students who do not sign up will be assigned an available case study combination.

Level of AI use allowed:

Level 3: You may use Al to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any Al-generated content you use. You must include the AI Declaration on your cover page, explaining if/how you used AI to support your work.

The full Task Description will be provided in Moodle.

There are 4 marking criteria that will be used to assess Assessment 1 for SPCH13008:

1. The first criterion focuses on your generation and justification of one aim and two associated general targets for intervention, which all clearly reflect a holistic, person-centred, and integrated analysis of the client’s condition, needs, and general circumstances. This criterion is worth 30% of this assessment grade.
2. The second criterion focuses on the accuracy and justification of your completion of the A-C-S-I elements of the TACSI Framework for your first target. This criterion is worth 30% of this assessment grade.
3. The third criterion focuses on the accuracy and justification of your completion of the A-C-S-I elements of the TACSI Framework for your second target. This criterion is worth 30% of this assessment grade.
4. The fourth criterion focuses on the clarity of your writing style, including spelling, vocabulary choice, sentence formulation, and paragraph formulation. This criterion is worth 10% of this assessment grade, however reduced writing clarity may additionally impact marks for criteria #1-3.

Given the emphasis on case-based clinical reasoning for Assessment 1, references are not likely required. However, if any statements require referencing and/or if any AI tools have been used, citations must be included and must meet APA-7 formatting requirements. Failure to do so will result in loss of marks for any or all impacted criteria above.

Detailed marking benchmarks will be included in the rubric accompanying the Task Description in Moodle.

For this assessment task, you will be required to identify a communication intervention approach to meet an area of need for a client. There are 3 steps involved in this assessment task:

1. You will identify and appraise the research evidence behind two possible communication intervention approaches that could meet the area of need for the client. The approaches may come from those discussed in the unit or from your own independent research. You must compare the strengths and limitations of the research evidence behind each approach and conclude if one has more support than the other or if they are equivalent. Your choice must flow logically from your analysis of strengths and limitations from the research.
2. You will then compare both approaches to the client characteristics and circumstances and determine which is the better choice or if they are equivalent. Your choice must flow logically from your analysis of how well or poorly each approach matches the client characteristics and circumstances.
3. You will identify your ultimate choice of intervention for the client’s specified need, explaining how you balanced the information from the research literature with the information from the client characteristics and circumstances. You must ensure your final choice flows logically and is justified from your analyses in the two steps above. You must choose one of the intervention options; you may not choose both.

There are 6 cases for this assessment:

• Post-stroke nonfluent aphasia (2 cases)
• Post-stroke fluent aphasia
• Post-stroke dysarthria
• Post-stroke apraxia of speech
• Dysarthria due to Parkinson’s Disease

Each case includes a brief case history, clinical interview results, a summary of formal and informal assessment results, and information about the services available at the client’s service delivery setting. 

You will have been assigned a case for this assessment at the same time you were assigned the case for Assessment 1. 

Level of AI use allowed:

Level 3: You may use Al to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any Al-generated content you use. You must include the AI Declaration on your cover page, explaining if/how you used AI to support your work.

The full Task Description will be provided in Moodle.

There are 4 marking criteria that will be used to assess Assessment 2 for SPCH13008:

1. The first criterion focuses on your selection of reasonable intervention approaches for the target area you identified for the client and your appraisal of strengths and weaknesses in the research evidence for each approach. This criterion is worth 30% of this assessment grade.
2. The second criterion focuses on your mapping of the two interventions to the client’s characteristics and circumstances, taking a holistic, person-centred approach to your analysis. This criterion is worth 30% of this assessment grade.
3. The third criterion focuses on your analysis and justification of your final choice of intervention to address the target area of need you identified. This criterion is worth 25% of this assessment grade.
4. The fourth criterion focuses on your written communication (spelling, vocabulary choice, sentence formulation, paragraph formulation, coherence across paragraphs) and referencing skills. This criterion is worth 15% of this assessment grade, however reduced clarity of written communication and/or inadequate referencing may additionally impact marks for criteria #1-3.

Detailed marking benchmarks will be included in the rubric accompanying the Task Description in Moodle.

For this assessment task, you will be required to prepare and deliver a live 19-22 minute PowerPoint presentation that explains and demonstrates an intervention to support a client with a traumatic brain injury (TBI). You will have 8 cases from which to choose:

• Case A (Shannon, returning to work after mild TBI): Using a cognitive strategy to address reading comprehension needs
• Case A (Shannon, returning to work after mild TBI): Using a cognitive strategy to address prospective memory needs
• Case A (Shannon, returning to work after mild TBI): Using an external aid to address reading comprehension needs
• Case A (Shannon, returning to work after mild TBI): Using an external aid to address prospective memory needs
• Case B (Samuel, returning to school/leisure after moderate TBI): Using a cognitive strategy to address social communication needs
• Case B (Samuel, returning to school/leisure after moderate TBI): Using a cognitive strategy to address self regulation needs
• Case B (Samuel, returning to school/leisure after moderate TBI): Using an external aid to address social communication needs
• Case B (Samuel, returning to school/leisure after moderate TBI): Using an external aid to address self regulation needs

Each case includes a summary of the client’s characteristics and needs as well as a recommended resource to help you initiate your research and planning for this assessment. The Samuel case information is provided in written form while the Shannon case information includes a short video segment as well as written notes. The cases will be posted for review in Moodle at 9:00am on Tuesday 12th August 2025. Case selection sign up will open in Moodle on Wednesday 13th August 2025 at 7:00am and close on Friday 15th August 2025 at 7:00am. A maximum of 2 students may select any given case. Any students who do not sign up will be assigned an available case.

Your presentation must include:

• A brief introduction to your client and the aim you plan on addressing in therapy (see TACSI materials from SPCH13003 and SPCH13008)
• A Goal Attainment Scale you will use to measure outcome on the aim
• An overview of your chosen strategy or aid and the rationale (external evidence, internal evidence, client preferences and circumstances) for choosing it as a therapy target (see TACSI materials from SPCH13003 and SPCH13008)
• The process involved (ingredients) in using the strategy or aid
• A data tracking form that shows how you will document your client’s performance when learning the strategy or aid
• A 3-5-minute video role-play of the first session training your client to use the strategy or aid, during which your classmates will track client performance data (please bring blank copies of your data tracking form for your classmates to write on)
• A brief discussion with your classmates to compare their data tracking with yours and clarify any discrepancies
• A plan to ensure your client will eventually be able to generalise the strategy or aid into independent use in the required functional setting, including:
  • Determining if an input/output, partner/setting, or support hierarchy will best match the nature of the target and your client’s needs (see TACSI materials from SPCH13003 and SPCH13008)
  • Preparing 3-4 steps for your chosen context hierarchy (see TACSI materials from SPCH13003 and SPCH13008)
  • Developing a plan for how to involve important others in the client’s rehabilitation
• A reference list

Presentations must be at least 19 minutes and no more than 22 minutes in length, including the 3-5 minute video role-play. You will be alerted when there are 10 minutes remaining. If applicable, you will additionally be alerted when there are 2 minutes remaining. There will be a question and answer (Q&A) period lasting approximately 3 minutes at the completion of your presentation, during which time your classmates and/or the instructor will ask questions about your presentation. All presentations and Q&A periods will be recorded for marking purposes.

Level of AI use allowed:

Level 3: You may use Al to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any Al-generated content you use. You must include the AI Declaration on the first slide following your title slide in your presentation, explaining if/how you used AI to support your work.

As this assessment involves a presentation and addressing questions from peers, the 72-hour grace period does not apply. 

The full Task Description will be provided in Moodle.

There are 4 marking criteria that will be used to assess Assessment 3 for SPCH13008:

1. The first criterion focuses on the client-centredness of your identified aim, the client-centredness and specificity of the Goal Attainment Scale to measure outcome on the aim, and the justification of your choice of evidence-based strategy/aid to help move the client toward achieving their aim. This criterion is worth 30% of this assessment grade.
2. The second criterion focuses on the clarity of your explanation and demonstration of the strategy/aid, the accuracy of documentation of the demonstrated training results, and effectiveness in addressing questions, such that classmates could easily replicate implementing the strategy/aid themselves. This criterion is worth 40% of this assessment grade.
3. The third criterion focuses on your generalisation planning, including the specificity of the context hierarchy to systematically advance your client toward independent use of the strategy/aid in a functional context, and the clarity of your partner training plan. This criterion is worth 15% of this assessment grade.
4. The fourth criterion focuses on your presentation (content pacing, audience engagement, professionalism, spoken communication, written communication (slide content and style) and referencing skills. This criterion is worth 15% of this assessment grade, however reduced clarity of presentation and/or inadequate referencing may additionally impact marks for criteria #1-3.

Detailed marking benchmarks will be included in the rubric accompanying the Task Description in Moodle.