BSc Speech and Language Therapy

This unit runs across the second year of study and forms the first part of the Acquired Communication and Swallowing Disabilities theme within the programme (Part B is in Year 3).  

Through lectures and problem-based learning tasks utilising patient-based materials, students will explore their understanding of aphasia, dysarthria, apraxia, cognitive communication difficulties and EDS disorders. They will begin to develop the clinical skills of assessment and treatment and develop theoretical knowledge and skills in relation to the role of the speech and language therapist in clinical case management. 

The unit aims to:  

• Provide students with opportunities to gain knowledge and understanding of the theory, assessment and management of acquired communication disabilities (cognitive communication disorder, aphasia, dysarthria and apraxia) related to neurological damage or disease in adults.  
• Provide students with opportunities to gain knowledge and understanding of the theory, assessment and management of a range of eating, drinking and swallowing (EDS) disorders, primarily related to neurological damage.  
• Provide students with opportunities to gain knowledge and understanding of the psycho-social impact of communication and EDS difficulties related to neurological impairment in adults. 

Learning and teaching processes will utilise a mix of tutor led lectures, case-based learning, problem-based group learning tasks, group clinical video analysis and clinical reasoning tasks, discussion seminars, peer critical review and directed individual reading and study. Students will also have the opportunity to learn from service users.  

To support independent study, learning materials including lecture slides and recommended reading will be provided before teaching sessions on the unit’s online learning environment. Pre-recorded podcasts of key learning material, and bespoke eLearning units for EDS teaching with weekly formative quizzes, will also be available.

Case-based learning and problem-based learning group work will generate appropriate and justified theoretical clinical data, followed by planning of holistic and integrated clinical management. 

• Define the role and methods of the speech and language therapist working with carers, families, other disciplines and agencies involved with people with acquired communication and EDS difficulties.
• Describe the implications of a range of neurological disabilities for communication and swallowing and identify the possible contribution of social, psychological, environmental and medical factors to communication and EDS.
• Appraise the theory and recent research in these areas and evaluate and adapt this literature to clinical practice, to understand the need for this on an ongoing basis.
• Discuss the ethical and legal implications of withholding, withdrawing or modifying feeding/nutrition and analyse the implications for clinical management. 

• Synthesise a range of relevant theoretical approaches to assessment and clinical management planning for people with acquired communication disabilities, including use of alternative forms of communication.
• Report on the normal swallow and make reasoned conclusions as to assessment and management of disordered swallowing in adults, including health education.
• Demonstrate their ability to access, understand and critically evaluate the extensive literature, using reasoned decision making in a range of acquired communication and swallowing difficulties. This will include clinical guidelines and relevant NHS and professional guidance. 

• Utilise library, electronic and online resources in this context.
• Search relevant clinical databases for information to support an evidence-based argument
• Describe integrated and holistic theoretical case management using real clinical data.
• Develop the skills to evaluate the effects of their management.
• Generate constructive comments in peer review of theoretical clinical management.
• Be able to give examples where multidisciplinary team referral and clinical supervision may be necessary.
• To demonstrate the need for aphasia accessible decision making and goal setting materials. 

• Utilise word processing, power-point and visual media to present their awareness of these methods through oral presentations.
• Demonstrate critical skills in finding and evaluating research literature.
• To have consolidated understanding of need for contemporaneous notes and referrals.
• To identify their personal response to different clinical conditions and how to manage their own emotional well-being. 

A mark and individual, detailed tutor written feedback is provided following the presentation and examination. This individual feedback will provide guidance to students on their examination skills for future assessments.

Throughout the unit, students will have the opportunity to self-evaluate their work and understanding against class discussion and tutor comment.  

• Papathanasiou, I., Coppens, P., Potagas, C.  (Ed.) (2012). Aphasia and Related Neurogenic Communication Disorders. Sudbury, MA: Jones and Bartlett Publishers.
• Hillis, A. E. (Ed.) (2015). The Handbook of Adult Language Disorders. Second edition. New York: Psychology Press.
• Logemann, J. (1983, 1998). Evaluation and Treatment of Swallowing Disorders. West Burleigh, Queensland: Pro-Ed Australia.