Bachelor of Speech-Language and Hearing Therapy

Evidence for Successful Achievement of Desired Generic Outcomes

The evidence for the successful achievement of the desired generic outcomes for the degree of Bachelor in Speech-Language and Hearing Therapy is derived from a range of contexts and activities. The following criteria and indicators are used:

1. Theoretical and clinical evaluations by internal and external examiners and clinical supervisors in a variety of contexts in the health and education sectors
2. Presentation at departmental meetings and on appropriate faculty and professional committees
3. Enrolment in appropriate continuing professional development activities
4. Peer review of suitable activities
5. Quality assurance procedures for estimating client satisfaction with services rendered
6. Participation in student affairs and public forums
7. Involvement in community-based departmental and extra-mural activities

Assessment of Outcomes

Outcomes will be assessed as follows:

1. Written tests, assignments, and examinations
2. Clinical practicums, tutorials, clinical assessments, oral examinations
3. Theoretical and practical problem-solving assignments during tutorials and clinical practicums including client assessment, treatment, and management
4. Analysis tasks and exercises that are marked and assessed for the ability to understand and interpret learned research papers and other journal articles, case studies, and reports
5. The design and implementation of interventions and the investigation of their efficacy and effectiveness
6. Assessment of the way in which knowledge of communication disorders has been acquired from major historical, well-documented experiments and theories as well as from current research
7. Marked essays, practical and assignment reports, a written research report, oral presentations

Measurement of Functions for Competence

These functions will be measured against the following criteria for competence:

For (1)

1. Disseminating information
2. Participating in inter-sectional planning and trans-disciplinary teamwork

For (2)

1. Planning, initiating and conducting a needs analysis
2. Planning an identification programme
3. Implementing the above programme
4. Training assistants and volunteers
5. Monitoring and evaluating the programs

For (3)

1. Selecting appropriate test protocols
2. Performing an oral peripheral examination
3. Applying the test protocol to determine the nature and degree of the disorder
4. Using instrumental technology when necessary to assess the nature and degree of the disorder
5. Interpreting the test results
6. Compiling an accurate report of the results
7. Making appropriate referrals
8. Consulting with relevant professionals

For (4)

1. Developing culturally appropriate rehabilitation programs
2. Executing these programs in an accountable manner
3. Compiling accurate reports of the therapy process and progress
4. Enhancing communication effectiveness
5. Evaluating the outcome of treatment
6. Selecting, fitting, and monitoring the effective use of the recommended assistive device technologies
7. Developing and establishing effective alternative and augmentative communication strategies or methods

For (5)

1. Assessing the client's needs through observation, administration of questionnaires, rating scales, and interviews
2. Planning a counseling program by obtaining information and exploring options and identifying support networks
3. Providing individualized counseling
4. Monitoring compliance and progress
5. Collaborating with other related professionals
6. Integrating counseling into prevention, identification, assessment, and intervention programs

For (6)

1. Providing information regarding client needs
2. Participating in inter-sectional and trans-disciplinary services
3. Providing information regarding communication and communication disorders
4. Advising other related professionals regarding optimization of the communication environment
5. Providing information regarding professional functions
6. Providing second opinions

For (7)

1. Recognizing local, regional, and national research needs
2. Responding to the need for further investigation into a particular focus area
3. Critically evaluating pertinent literature
4. Selecting a suitable method of investigation into a research topic
5. Executing the research
6. Recording and analyzing results
7. Publishing findings in suitable professional journals

For (8)

1. Planning, implementing, and evaluating educational programs for related professionals, clients, and the lay public
2. Participating in continuing professional development activities

For (9)

1. Participating in the preparation of the departmental budget
2. Managing equipment
3. Participating in supervision and support of personnel
4. Managing time effectively
5. Participating in office administration through the organization of clinical and other record-keeping systems
6. Liaising with state, non-government, professional associations, and other sectors in the provision of services

Integrated Assessment

The research project constitutes the assessment of the student's use of literature, application of research principles, and reporting of findings in a project. The presentation of comprehensive case studies constitutes the student's application of the therapy process, clinical reasoning, communication, use of resources, practical skills, and critical evaluation of the treatment executed. The final assessment of the student's theoretical knowledge constitutes oral and written examinations.