| CODE | CMT3313 | ||||||||
| TITLE | Service Delivery | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 2 | ||||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||||
| DESCRIPTION | This study-unit aims to develop students' knowledge of methods of service delivery in the field of speech and language pathology. The students will learn about the different kinds of service delivery which can be considered for clients with communication disorders. They will learn about the importance of considering evidence based practice when making decisions about service delivery. During this study-unit, a problem based learning (PBL) approach will be taken in which students will learn how to appraoch a novel problem and consider potential solutions to that problem. Students will also be provided with several opportunities to work independently and in teams. The study-unit provides students with an opportunity to develop their presentation skills in preparation for their Case File Presentations and/or viva voce examinations. It will also provide the students with an opportunity to develop professional, critical self-reflection. Assessment will be multifacted including: a) active participation during a 1-day Problem Based Learning Workshop, particularly during group work, whole-class sharing and role-playing; b) students will deliver a group presentation at the end of the workshop - the presentation will be assessed; c) a 1500-word assignment divided in 2 parts: i) service delivery models and critical self-reflection carried out during the 1-day workshop; ii) using the PBL approach to suggest potential solutions for the case presented in the assignment title. Study-unit Aims: The aims of this study-unit are: - To enhance students' knowledge of different modes of service delivery; - To ensure that students have an understanding of evidence based oractice (EBP); - To support students to develop problem solving skills to tackle a range of communication disorders; - To facilitate the develompent of presentation skills. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Explain the importance of consideration of service delivery in planning assessment therapy for individuals with communication disorders; - Describe a range of service deliveries relevant to speech and language pathology; - Define evidence based practice with reference to speech and language pathology; - Recognise the need to consider evidence based practice when considering service delivery for a range of communication disorders; - Describe and use the steps of problem based learning to attempt to collectively solve real-life clinical scenarios. 2. Skills By the end of the study-unit the student will be able to: - Apply a range of service delivery options for different communication disorders; - Apply a problem based learning approach to choosing service delivery options for clients with communication disorders; - Apply evidence based practice guidelines when choosing service delivery options for clients with communication disorders; - Collaborate with others to solve a problem; - Perform online searches in line with problem based learning; - Demonstrate knowldege of how to put together a presentation; - Demonstrate presentation skills. Main Text/s and any supplementary readings: Main Text: - Schooling, T., Venediktov, R., & Leech, H. (2010). Evidence-based systematic review: Effects of service delivery on the speech and language skills of children from birth to 5 years of age. Rockville, MD: American Speech-Language-Hearing Association.(On order) Supplementary Reading: - Blosser, J. L. (2024). School programs in speech-language pathology: Organization and service delivery (Vol. 1). Plural Publishing. - Brimo, D., & Huffman, H. E. (2023). A survey of speech-language pathologists' and teachers' perceptions of collaborative service delivery. Language, Speech, and Hearing Services in Schools, 54(3), 873-887. - Case-Smith, J., & Holland, T. (2009). Making decisions about service delivery in early childhood programs. - Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., ... & Adamczyk, D. F. (2010). Evidence-based systematic review: Effects of different service delivery models on communication outcomes for elementary school–age children. - Green, L., Chance, P., & Stockholm, M. (2019). Implementation and perceptions of classroom-based service delivery: A survey of public school clinicians. Language, Speech, and Hearing Services in Schools, 50(4), 656-672. - Tosh, R., Arnott, W., & Scarinci, N. (2017). Parent‐implemented home therapy programmes for speech and language: a systematic review. International journal of language & communication disorders, 52(3), 253-269. |
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| STUDY-UNIT TYPE | Lecture and Group Learning | ||||||||
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| LECTURER/S | May Agius Estelle Zahra |
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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 2025/6. It may be subject to change in subsequent years. |
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