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Unit of Study SPT30004 - Fluency: Theory and Practice (2015)

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Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 Identify qualities of fluent and dysfluent speech and characteristics of primary and secondary stuttering.
2 Explain factors that influence stuttering (e.g. motor, neurologic, linguistic and affective).
3 Demonstrate qualitative and quantitative types of assessment and analysis processes pertinent to appraising fluency and stuttering.
4 Illustrate intervention approaches for people who stutter, including fluency management, fluency shaping, Cognitive Behaviour Therapy (CBT) and social skills training.
5 Formulate an intervention plan for paediatric stuttering and describe alternative service delivery models.
6 Illustrate how an outcome measure such as the Wright and Ayre Stuttering Self-Rating Profile (WASSP) measures change in areas of stuttering related to behaviours, cognition, affect and participation.
7 Describe appropriate strategies for assessing and treating fluency disorders in people from culturally and linguistically diverse backgrounds.

On completion of this unit, students should be able to:

  1. Identify qualities of fluent and dysfluent speech and characteristics of primary and secondary stuttering.
    • GA1:
    • GA4:
  2. Explain factors that influence stuttering (e.g. motor, neurologic, linguistic and affective).
    • GA1:
    • GA4:
  3. Demonstrate qualitative and quantitative types of assessment and analysis processes pertinent to appraising fluency and stuttering.
    • GA1:
    • GA2:
    • GA4:
  4. Illustrate intervention approaches for people who stutter, including fluency management, fluency shaping, Cognitive Behaviour Therapy (CBT) and social skills training.
    • GA2:
    • GA4:
  5. Formulate an intervention plan for paediatric stuttering and describe alternative service delivery models.
    • GA2:
    • GA3:
    • GA4:
  6. Illustrate how an outcome measure such as the Wright and Ayre Stuttering Self-Rating Profile (WASSP) measures change in areas of stuttering related to behaviours, cognition, affect and participation.
    • GA3:
    • GA4:
  7. Describe appropriate strategies for assessing and treating fluency disorders in people from culturally and linguistically diverse backgrounds.
    • GA7:

Prescribed learning resources

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.