| CODE | CMT1038 | ||||||||||||
| TITLE | Introduction to Communication and Communication Disorders | ||||||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 10 | ||||||||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||||||||
| DESCRIPTION | The study-unit introduces the concept of typical communication, discussing the 'How', 'What' and 'Why' of communicative exchanges. It also introduces the different types and levels of communication and how communication styles vary according to the communication context. An overview of speech and language development and a discussion of the components of language are provided. The International Classification of Functioning, Disability and Health (WHO, 2001) is introduced with reference to individuals with communication disorders. The communication chain and possible areas of breakdown are explored. The defining characteristics of childhood communication disorders, including autism spectrum disorders, specific language impairments, disorders of fluency and neurogenic disorders are outlined. The following topics are discussed: - The Role of the Speech and Language Therapist and of other professionals working with individuals with communication disorders; - Models of Service Delivery: clinical/community based, individual/group work, short-term/intensive intervention, consultancy; - Multidisciplinary, Interdisciplinary and Transdisciplinary approaches – the role of the speech-language pathologist in Collaborative practices; - Assessment and Treatment of individuals with communication disorders; - Assessment as a problem solving task, formal/informal assessment, criterion/norm referenced tests, evaluation of published tests, interpretation of test results; - Working towards short and long term goals, attaining effective communication (including importance of functional communication within a natural environment); - Supporting children with communication disorders at home and at school. Home and classroom strategies for meeting communication needs. A short observation placement will support the content delivered during this study-unit. Students will shadow a qualified Speech Language Pathologist during sessions with clients in clinical settings. Study-unit Aims: - To enable students to develop an awareness of their own communication style in relation to clients with atypical communication patterns; - To outline possible breakdowns in information and language processing; - To develop an awareness of the complexity of childhood and adult communication disorders; - To introduce a range of speech/language assessment and treatment procedures in relation to disorders of communication in children and adults; - To introduce a variety of models of service delivery – the roles of the speech-language pathologist. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - describe the process of communication and analyse it in terms of the types of messages communicated, how they are communicated and the functions these communicative messages fulfil; - describe the communication chain and understand the communication impairments that may result following breakdown in its various components; - understand the defining characteristics of of developmental and acquired communication impairments; - understand models of service delivery and the various roles of the speech language pathologist; - understand principles of assessment and treatment of individuals with communication disorders; - describe various means to support children and adults with communication impairments. 2. Skills By the end of the study-unit the student will be able to: - experience the effect of communication impairments on interactive exchanges; - relate breakdowns in the communication chain to a range of developmental and acquired communication impairments; - recognise developmental and acquired communication impairments on the basis of defining characteristics. Main Text/s and any supplementary readings: MAIN texts: - Boone, D., & Plante, E. (1993). Human Communication and its Disorders (2nd ed.) Prentice-Hall. - Brookshire, R. H. & McNeil, M. R. (2015). Introduction to Neurogenic Communication Disorders (8 th ed.). Elsevier. - Manasco, M. H. (2021). Introduction to Neurogenic Communication Disorders. (3rd ed.) Jones and Bartlett. Supplementary readings: - Beech, J. R., Harding, L. & Hilton-Jones, D. (1993). Assessment in Speech and Language Therapy. Routledge-NFER Assessment Library. - Crystal, D. & Varley, R. (1998). Introduction to Language Pathology (4th ed.). Whurr. - DeVito, J. (1997). Human Communication: The Basic Course (7th ed.). Longman. - Kohnert, K (2008) Language Disorders in Bilingual Children and Adults. Plural Pub. - Leahy, M. (1995). Disorders of Communication: The Science of Intervention. Whurr. - Nair, V., Farah, W., & Cushing, I. (2023). A Critical Analysis of Standardized Testing in Speech and Language Therapy. Language, Speech & Hearing Services in Schools, 54(3), 781-793. - Papathanasiou, I. & Coppens, P. (eds.). (2022). Aphasia And Related Neurogenic Communication Disorders. (3rd ed.) John & Bartlett Learning. - Robb, M. P. (2014). Intro: A Guide to Communication Sciences and Disorders (2nd Ed.). San Diego: Plural Pub. - Shames, G., & Anderson, N. (2011). Human Communication Disorders: An Introduction (8th ed., The Allyn & Bacon communication sciences and disorders series). Pearson. - Shipley, K., & McAfee, J. (2016). Assessment in Speech-language Pathology: A Resource Manual (5th ed.). Cengage Learning. - Silverman, J., Kurtz, S., & Draper, J. (2005). Skills for Communicating with Patients (2nd ed.). Radcliffe. Students will also be given recent literature throughout the study-unit. |
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| STUDY-UNIT TYPE | Lecture | ||||||||||||
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| LECTURER/S | Rachael Agius Ritienne Grima (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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