Unit Synopsis
In this unit you will advance your knowledge in the aetiology, assessment, diagnosis, prognosis, and management of stuttering and voice conditions in children and adults. The International Classification of Functioning, Disability, and Health framework will provide context and structure to assist you in assessment, prevention, and management planning. Evidence-based and interprofessional practice will provide the foundation for your learning in all stages of assessment and management. Service provision in diverse communities and contexts will be discussed.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 3 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Pre-Requisites
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Term 1 - 2026 Profile
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Online Quiz(zes) | 30% |
| 2. Oral Examination | 35% |
| 3. Objective Structured Clinical Examinations (OSCEs) | 35% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 1 - 2025 : The overall satisfaction for students in the last offering of this course was 75.00% (`Agree` and `Strongly Agree` responses), based on a 36.36% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: Student evaluations and unit coordinator reflection
Recorded lectures and online activities should be posted at least 1 week prior to tutorial.
It is recommended that the unit coordinator ensure all recorded lectures and online activities are available at least 1 week prior to tutorial.
All learning materials and online activities were made available on Moodle at least one week prior to each tutorial.
Source: Student evaluations
Unit requirements were not clear.
It is recommended that the unit coordinator review the flow of content across the unit together with the task descriptions and rubrics for assessments and identify any areas where clarity could be further improved.
The content sequence in the first half of the unit was revised to reduce duplication across units and allow more time for consolidating complex material. 'Acoustics of Voice' was removed, as it is covered in SPCH12004, and 'Conditions Impacting Voice' was introduced earlier to precede clinical voice evaluation. The evaluation component was extended over two weeks to support deeper learning.
Source: Unit coordinator reflection
Assessments tapped into important skills for clinical practice.
It is recommended that the format and knowledge/skill requirements of both assessments be retained to support practical application on placement and in the workforce.
Assessment 1 was delivered online but completed in class for invigilation purposes. This format allowed students to replay disordered voice recordings as needed for perceptual ratings, supporting individual learning and preserving sound quality.
Source: Student Unit Evaluations
Students commented that more time or better organisation of aetiology/conditions week content is needed.
It is recommended that the aetiology/condition content be reviewed to ensure optimal organisation and accessibility.
In Progress
Source: Student Unit Evaluations and Unit Coordinator Reflection
Upon reflection, students would benefit from clear expectations regarding participation in tutorial activities.
It is recommended that the Unit Coordinator provide comprehensive scaffolding by establishing clear expectations from the beginning of the unit (e.g., students will research, develop, practice, and teach assigned voice therapy techniques to peers).
In Progress
On successful completion of this unit, you will be able to:
- Apply evidence-based practice and the International Classification of Functioning, Disability and Health framework to select, analyse, and explain informal and formal stuttering and voice assessments for children and adults.
- Synthesise assessment results to create, describe, and justify an evidence-based, holistic management plan for stuttering in children and adults.
- Synthesise assessment results to create and implement an evidence-based, holistic management plan for voice in children and adults.
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Online Quiz(zes) | • | ||
| 2 - Oral Examination | • | ||
| 3 - Objective Structured Clinical Examinations (OSCEs) | • | ||
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | • | • | • |
| 2 - Problem Solving | • | • | |
| 3 - Critical Thinking | • | • | • |
| 4 - Information Literacy | • | ||
| 7 - Cross Cultural Competence | • | • | • |
| 8 - Ethical practice | • | • | • |
| 10 - Aboriginal and Torres Strait Islander Cultures | • | ||
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |