Speech Pahology 378

Neurogenic Communication Disorders

A. Administrative Information

Ms Faeza Bardien
Lecturer(s) Ms Corneli Strydom
(Module Coordinator)
Tel. nrs (021) 938 – 9099 (w) (021) 938 – 9586 (w)

E-mail(s) faeza@sun.ac.za corneli@sun.ac.za

Other Mrs Faheema Losper (021) 938 – 9494 (w)

Consultations: Appointments to discuss course contents or any other queries regarding the
course (outside of the lecture time) can be booked.
Leave of Absence applications and all personal or administrative
enquiries must be addressed to the module coordinator via e-mail.

General Queries: Students are invited to make use of the WhatsApp group for SPH 378 for all
other queries, feedback or comments. This platform will be primarily used for
quick communication where possible during or for the purposes of activities
during office hours.

Prerequisites: Speech Pathology II

Clinical Speech Pathology 274

Co-requisites: Speech Pathology III

Clinical Speech Pathology 375
Neuroanatomy and Clinical Neurology 372

Related Modules: Speech Pathology 121 – Speech and Hearing Sciences

Speech Pathology 122 – Human Communication
Speech Pathology 142 – Articulation and Phonology Disorders
Speech Pathology 211 – Framework for Professional Practice
Speech Pathology 222 – Cranio-facial Disorders
Speech Pathology 242 – Promotion of Normal Communication and
Prevention of Disability
Speech Pathology 252 – Voice Disorders
Speech Pathology 332 – Fluency Disorders
Speech Pathology 411 – Augmentative and Alternative Communication
Speech Pathology 413 – Dysphagia

Lectures, Contact Session Dates and Venues

30/01 – 3/02 Module Test 1:
Semester 1 Venue: Lecture Room 4053A Date: 24/03,
Lecture ‘Week 1’ 17/3 Time: 9h00-11h00
Venue: TBA Venue: TBA

SPH 378 – Course Outline and Guidelines -1-  2023 Stellenbosch University
 11/04 – 14/04, Venue: TBA
21/04, Venue: TBA Semester Test 1:
Semester 1 5/05, Venue: TBA Date: 13/06
Lecture ‘Week 2’ 12/05, Venue: TBA Time: 9h00-12h00
19/05, Venue: TBA Venue: TBA

Semester 2 10/07 – 14/07

Lecture Week 3 Venue: Lecture Room 4067 Module Test 2:
Date: 25 August
Time: 9h00-11h00
Semester 2 26/09 – 29/09 Venue: Lecture Room 4067
Lecture Week 4 Venue: Lecture Room 4067

Semester Test 2:
9/10 – 13/10 Date: 6 November
Semester 2
Venue: Lecture Room 4067 Time: 9h00-12h00
Seminar Week 5
(TBC) Venue: TBA
*TBA -To be announced, TBC – To be confirmed

(Refer Appendix A - Class Timetable Week 1 2023 on SUNLearn for a more detailed timetable.)

Additional contact sessions may be arranged sbould the need arise.

B. Module Information

Module Goals
To train culturally sensitive and competent speech-language therapists who are equipped with the
skills, knowledge, and attitudes to provide effective and appropriate intervention to all persons with
neurogenic communication disorders, regardless of cultural, socioeconomic, educational, racial,
ethnic, gender and professional backgrounds, or lifestyle preferences of persons.

Module Aims
To provide students with a theoretical and clinical framework for the support and management of
individuals with neurogenic communication disorders, in order for these clients to achieve a state of
physical, mental and social well-being.

This includes training in prevention, accurate identification, assessment, (re)habilitation of temporary

or permanent problems, and evaluation of intervention programmes with appropriate referral to and
collaboration with members of the multi-disciplinary team, in order to address clients’ participation
restrictions in activities of daily living. Training will endeavour for all intervention to happen in a
culturally congruent way.

Module Rationale
To provide students with the required training for the appropriate management of the diverse
challenges associated with neurogenic communication disorders in paediatric and adult populations
as part of the requirements to register and work as speech-language therapists in South Africa.

Module Objectives and Learning Outcomes

At the end of the module students are expected to:

SPH 378 – Course Outline and Guidelines -2-  2023 Stellenbosch University
Knowledge and Skills (Cognitive and Psychomotor Domains)
 have a thorough knowledge and understanding of the biopsychosocial approach to health,
functioning and disability as reflected in the ICF (WHO, 2001);
 have insight into the (unique) impact of neurogenic communication disorders on the social and
mental well-being of the individual, caregivers and significant others;
 have thorough knowledge of the anatomy, physiology and neurology of normal communication
with particular (but not exclusive) emphasis on speech production;
 have thorough knowledge and understanding of the role of the central and peripheral nervous
systems in pathological language and cognitive-linguistic aspects of communication, and speech
production and related functions;
 have thorough knowledge of the contemporary models of communication, speech production and
pathological sensorimotor control, and classification systems;
 have basic knowledge of the different aetiologies and prevalence of neurogenic communication
disorders;
 have thorough knowledge of the classification of neurogenic communication disorders and the
terminology used in the field;
 have thorough knowledge of the different neurogenic communication disorders and their clinical
presentations/symptoms to be able to support clinical reasoning for differential diagnosis;
 have a thorough knowledge and understanding of the principles, materials, procedures and special
consideration for individualised assessments for persons with neurogenic communication
disorders, including consideration of physiological, developmental, linguistic, psychological, and
cultural correlates of this disorder to support evidence-based practice (ICF-based);
 have insight into the competent and appropriate use of assessment procedures and materials based
on critical-analytical consideration of available resources, and for differential diagnosis purposes;
 have knowledge of the principles, approaches and methods guiding the development and
implementation of individualised intervention for persons with neurogenic communication
disorders that considers the physiological, developmental, linguistic, psychological, and cultural
correlates of the disorder;
 have the ability to compile an appropriate, comprehensive client-centred treatment programme
based on the results of the evaluation, reflecting “a coherent view of health from a biological,
individual and social perspective” (WHO 2001, p. 28) (ICF-based); and
 have the insight and skill for critical-analytical evaluation and revision of tailor-made
programmes to support evidence-based practice.

Attitudes (Affective Domain)

 demonstrate and articulate awareness of the impact of the physiological, developmental,
psychological, and cultural correlates of neurogenic communication disorders within the context
of a person’s activities and participation in everyday life;
 apply the principles and procedures for both concise and comprehensive assessments with the
required empathy;
 compile, deliver and adapt a comprehensive therapy programme keeping the context and needs
of the client and significant others in mind;
 understand and fulfil the role and duties of the speech-language therapist as member of the multi-
disciplinary team responsible for managing the individual with neurogenic communication
disorders; and
 demonstrate knowledge, insight and understanding of the total process involved in managing the
individual with neurogenic communication disorders, supporting caregiver(s) and significant
others, and to comply with the ethical guidelines and codes of the University and Professional
Board at all times.

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C. Study Resources

Prescribed texts and chapters

Brookshire, R.H., & McNeil, M.R. (2014). An introduction to neurogenic communication disorders
(8th ed.). St Louis: Elsevier Mosby.

Duffy, J.R. (2020). Motor speech disorders. Substrates, differential diagnosis, and management (4th
ed.). St. Louis: Elsevier Mosby.

Roberts, P.M. (2001). Aphasia assessment and treatment for bilingual and culturally diverse patients.
In R. Chapey (Ed.), Language intervention strategies in aphasia and related communication
disorders (4th ed.) (pp. 208-232). Maryland, USA: Lippincott, Williams & Wilkins

Seikel, J.A., Drumright, D.G., & King, D.W/Hudock, D.J.. (2016, 2019). Anatomy and physiology
for speech, language and hearing (5th ed.). Canada: Cengage Learning. (4th edition published
in 2010; 6th edition published in 2019 is also used.)

Prescribed articles and other readings

Students have access to a document with the prescribed, recommended and optional readings, handy
Internet websites and resources on SUNLearn. Students are encouraged to conduct additional
independent literature searches in view of the ethos of Evidence-based Practice. (Refer to
Appendix B - Study Resources 2023.)

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D. Module Content and Formative Assessment Schedule
MODULE UNIT
Topics
Unit 1/6a:
Introduction to Neurogenic
Communication Disorders (NCD)
Common neuro-pathologies of speech and
language, definitions of specific
communication disorders, prevalence and
distribution of NCDs.
Unit 2:
Anatomy, Physiology and Neurological
Basis of Communication
Neuro-anatomy of language, recovery
Unit 6b:
Neuro-anatomy and physiology of the
speech-motor system, pathways and
control circuits for speech production,
anatomy and physiology of the subsystems
of speech production.
Unit 3:
Disorders of Language
Classification theories and models,
features and classification of disorders of
language, and language processing and
cognitive effects, terminology
SPH 378 – Course Outline and Guidelines
FORMATIVE ASSESSMENT OF
LEARNING OUTCOMES
OUTCOMES
Cognitive domain = knowledge
Psychomotor domain = skills Assessment Tasks
Affective domain = attitudes
By the end of this module the students will:
Have an overview of:  Individual classroom task – introduction to
 the biopsychosocial approach to health, functioning and disability definitions; summary of core concepts
as reflected in the ICF (WHO, 2001);  Deeper application by means of video
 perceptions and beliefs about causes of NCDs in different cultural analysis
groups and communities in SA;  Reflections (Individual)
 the (unique) impact of neurogenic communication disorders on
the social and mental well-being of the individual, caregivers and
significant others; and
 the common neuro-pathologies of speech and language and the
definition of specific communication disorders.
Have/demonstrate thorough knowledge of:  Individual classroom task – summary of
 the anatomy, physiology and neurology of normal core concepts
communication;  Deeper application by means of:
 the different aetiologies and prevalence of NCDs; o Case discussion
 the aetiologies of aphasia and the recovery process/pattern o Audio/video discussion
following a cerebrovascular accident;
 the role of the central and peripheral nervous systems in
pathological speech production and related functions; and
 the models of communication, speech production and
pathological sensorimotor control.
Have/demonstrated thorough knowledge and understanding of:  Pre-lecture quiz (MCQs) relating to core
 the different language disorders and their respective clinical concepts
pictures/symptoms/features;  Individual classroom task – summary of
 differential diagnosis of the various language disorders; core concepts
 Small group classroom task – case-based
learning
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 Unit 7:
Classification NCDs (Speech)
Clinical syndromes of the speech-motor
system and speech production disorders,
dysarthria (congenital vs acquired),
apraxia (childhood vs acquired).
Unit 4:
Assessment (Examinations and
Procedures) – Language
Goals, candidacy, general principles and
guidelines of assessment for specific
settings, case history, assessment of
language and cognition, differential
diagnosis
Unit 8:
Assessment (Examinations and
Procedures) – Speech
Goals, candidacy, general principles and
guidelines of assessment for specific
settings, case history, oral sensorimotor
examination (OSME), assessment of
speech production, differential diagnosis
Unit 9:
Differential Diagnosis
Basic guidelines, neurogenic speech
disorders vs. neurogenic language
disorders, different types of dysarthria,
dysarthria vs. apraxia, motor-speech
disorders vs. other NCD
SPH 378 – Course Outline and Guidelines
 the classification of motor speech disorders and the terminology  Deeper application by means of:
used in the field; o Case discussion
 the different neurogenic communication disorders and their o Audio/video discussion
clinical presentations/symptoms to be able to support clinical  E-learning: forum discussions with feedback
reasoning for differential diagnosis; and
 (basic understanding of) the differences and similarities between
developmental/ childhood (paediatric) and acquired NCDs, and
the impact of disorders on the development of a young child
(developmental disorder).
Have/demonstrate thorough knowledge and understanding of:  Individual classroom task – summary of
 the approaches, principles, materials and procedures of core concepts
assessment;  Small group task – examine and critique
 the contribution of the medical, linguistic and cognitive- standardized assessment tools
neuropsychological approaches to the assessment and  Skills development and deeper application
management of aphasia; by means of:
 the compilation and implementation of a comprehensive, o Individual practice/application
appropriate and tailor-made assessment protocol for a specific o Small group practice/application
individual considering the impact of multilingualism and cultural  Reflections (individual)
differences on the assessment procedure/process;
 the competent and appropriate use of assessment procedures and
materials based on a critical-analytical consideration of the
available resources, and for purposes of acurate (differential)
diagnosis; and
 the use and application of principles and procedures for
concise/comprehensive assessments with empathy.
Have thorough knowledge and understanding of:  Classroom and e-learning activities focused
 the different neurogenic communication disorders and their on skills practicing (individual/small group)
clinical presentations/symptoms to be able to support clinical
reasoning for differential diagnosis
 the process of differential diagnosis as part of assessment; and
 the specific assessment tasks/procedures used for differentiation.
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 Unit 5 & Unit 10:
Therapy: Treatment and
(Re)Habilitation
Management issues and the decision-
making process, general approaches to
treatment, general principles and
guidelines for treatment and evidence-
based practice, protocols for compiling a
comprehensive treatment programme,
multi-professional approach to the
management of persons with NCDs,
evidence-based treatment for specific
NCDs, basic principles for App use in
therapy
Unit 11:
NCDs in Special Populations
 Right Hemisphere Damage
 Major Neurocognitive Disorder
 Cerebral Palsy
 Traumatic Brain Injury (Adult)
 Traumatic Brain Injury (Paediatric)
 Motor-Neuron Disease
SPH 378 – Course Outline and Guidelines
Have/demonstrate thorough knowledge, insight into and skill to/of:
 the different approaches, strategies, techniques and equipment
used for the treatment of specific communication disorders;
 compile appropriate, comprehensive client-centred treatment
plans/programmes based on assessment results, reflecting “a
coherent view of health from a biological, individual and social
perspective” (WHO 2001, p. 28), and clients’ linguistic, cultural,
social and political contexts;
 the implications of perceptions and beliefs of cultural groups and
communities in SA in relation to the planning of management;
 select culturally appropriate and mutually motivating long,
medium and short-term goals;
 design and formulate SMART goals with appropriate activities for
attainment of goals for individual clients; and
 evaluate and revise treatment plans/programmes to support
evidence-based practice.
 Seminars with video and/or audio-based
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 Individual classroom task – summary of
core concepts
 Small group classroom task:
o review case studies and formulate
client-centred treatment plans (use
of round table format)
o examining and presenting treatment
approaches (use of circle of voices
format)
o reflection on implication of culture
on the management process
 Individual task – Reflection on the role of
the SLT in counselling and supporting
clients, caregivers and significant others
from diverse social, cultural and linguistic
backgrounds
case discussions
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E. Teaching Methods and Learning Opportunities

 Lectures (including Tutorials, Discussions, etc.)  25 x 5 hours = 125 hours

 Revision Lectures  (during lectures)
 Group Work and Case Discussions  (during lectures)
 Demonstrations of Materials and Techniques  (during lectures)
 Audio-visual Presentations  (during lectures)
 Interactive/SUNLearn-based Learning  (during lectures/self-study)
 Self-study, Test and Assignment Preparation  25 x 2 hours = 75 hours
 Individual Tutorials and Appointments  As required
Total: 200 hours

F. Assessment and Evaluation

Assessment will focus on cognitive skills (remembering, understanding, applying, analysing,

evaluating, creating); psychomotor skills (imitation, manipulation, precision, articulation); and
attitudinal skills (receiving, responding, valuing, organization, characterization) based on the revised
Bloom's Taxonomy (Anderson & Krathwohl, 2001). During both the formative (informal-individual
and small-group classroom activities) and summative (formal) assessment opportunities the
respective skills will be assessed to a greater or lesser extent. Students will receive specific guidance
in this regard and all information will be available on SUNLearn. See Summative Assessment table
below.

The module is assessed using continuous evaluation with a pass mark of 50%. Students will have
ONLY ONE OPPORTUNITY to complete each of the assessment tasks. Failure to comply with
these requirements will result in a “Fail” or “Incomplete” result and the module would have to be
repeated. Formal assessment of this module is done by means of:

Class-Assignments/Tests
10% of the total Module Mark is allocated to class assignments (5% in Semester 1) and an
unscheduled class tests/class assignments (5% in Semester 2) on the work covered to date.

Module Tests
Two module tests of 2 hours long will be written in the first and second semester, respectively. The
purpose of the tests is to determine whether the concepts introduced up to that point in the module
and contents of the module were mastered. These tests constitute 30% of the total mark for the
module. Preparation guidelines for the test will be discussed in the preceding lecture(s). It is the
student’s responsibility to obtain the correct information in this regard.

Group Assignments
The two assignments (10% each), one in each semester constitutes 20% of the total mark for the
module. The assignments provide students with opportunities to obtain and demonstrate in-depth
knowledge of specific aspects of the module, in other words, a continuation of self-study. Students
will receive guidelines regarding the specific requirements, expected outcomes and marking
procedure of the assignments to be handed in. The second aim of the assignments is to develop
appropriate clinical materials for use during clinical practice, specifically the Clinical Speech
Pathology modules in the fourth year (SPH 474). The assignments are also subject to external
moderation.
SPH 378 – Course Outline and Guidelines -8-  2023 Stellenbosch University
Students should avoid plagiarism by diligently acknowledging ALL sources, and by careful
referencing according to APA guidelines (Refer to Appendix C – APA Guidelines). Assignments
must also be submitted to Turnitin with a report attached upon submission. PLEASE NOTE:
NO assignments will be accepted after the specified submission date. It remains the
responsibility of the student to ensure that the correct submission/s have been made timeously.
(e.g., the version of the document, the required platform).

Semester Tests
Two semester tests represent the final assessment opportunities of the module. These two tests will
contribute a total of 40% towards the final module mark. Each semester tests contributes 20% to the
total module mark. As part of the division’s quality control measures and regulations regarding SPH
378 as an exit level module, the module is externally moderated.

SPH 378 – Course Outline and Guidelines -9-  2023 Stellenbosch University
Summative Assessment Schedule
Class Tests / Class Assignments
Semester 1 class assignment: Friday, 3 March (5%),
Unscheduled class tests/class assignments on the work covered to date will
SUMMATIVE ASSESSMENTS WITH FORMATIVE COMPONENTS

Semester 2 class assignment: Friday, 15 September (5%) be written during the module. The class assignments will afford students
Class tests are written on lecture days as indicated on the the opportunity to present group work based on therapy approaches. The
Class Timetable. Class Assignments are discussed and assignment will therefore not only allow students to apply their knowledge 10
arranged within lecture days. of the learning contents to a specific case, but also to demonstrate more
complex cognitive skills such as analysis, synthesis and evaluation.
Feedback: The lecturer will provide qualitative, descriptive
feedback which will reflect and relate to categories of the No re-assessments are possible in cases when a student is absent.
assessment rubric.

Group Assignments (Total mark: 100 x 2) Group Assignment 1: Developing resource material for a treatment
Semester 1 assignment: Wednesday, 17 May (10%) approach. Presentation and demonstration of treatment approach.
Semester 2 assignment: Friday, 13, 27 October (10%)
Group Assignment 2: Compiling/developing linguistically and culturally
Feedback: The lecturer will provide qualitative, descriptive appropriate assessment materials for:
feedback on a completed marking sheet reflecting the  Differential diagnosis, and
feedback and explanation of marks obtained.  Treatment approaches for AOS, or
20
 Assessment of speech production (Afrikaans, English, isiXhosa and
any additional language represented in students’ group.)

With the assignments it is expected of students to give evidence of an

advanced level of critical consideration, systematization and
formulation of information, and independent and original work.

Module Tests (Total mark: 50 x 2)

Semester 1: Friday, 24 March, 1½ hrs. (15%)
Semester 2: Friday, 25 August, 1½ hrs. (15%)
Questions:
Test 1: Short and medium length questions
Test 2: Short and medium length questions
The purpose of the tests will be to determine whether the content of the
module was properly understood. The questions will assess knowledge,
understanding and application of knowledge regarding identification,
30
assessment, development of appropriate therapy plan and management of
neurogenic communication.
The tests will be representative of the learning outcomes of the module.

SPH 378 – Course Outline and Guidelines - 10 -  2023 Stellenbosch University

 Feedback: General qualitative, descriptive feedback will be
provided to the class, as well as individualised feedback on
the test scripts.

Semester Test 1 (Total mark: 100)

Tuesday, 13 June, 3 hrs. (20%)

Questions: medium and long questions
Feedback: General qualitative, descriptive feedback will be
provided to the class, as well as individualised feedback on
the test scripts.
Semester Test 2 (Total Mark: 100)
Monday, 6 November, 3 hrs. (20%)
ASSESSMENT
SUMMATIVE
The purpose of the tests will be to determine whether the content of the
module was properly understood. The questions will assess knowledge,
20
understanding and application of knowledge regarding identification,
assessment, development of appropriate therapy plan and management of
neurogenic communication. The tests will be representative of the learning
outcomes of the module.
The purpose of the tests will be to determine whether the content of the

module was properly understood. The questions will assess knowledge,

PURELY

Questions: hort, medium and long questions. understanding and application of knowledge regarding identification,
assessment, development of appropriate therapy plan and management of 20
Feedback: No qualitative feedback will be provided. Mark
neurogenic communication. The tests will be representative of the learning
represented as part of the final mark. Students wishing to
outcomes of the module.
learn from their mistakes, will be at liberty to discuss their
examination answers with the lecturer at a later date.

FINAL MARK out of 100

SPH 378 – Course Outline and Guidelines - 11 -  2023 Stellenbosch University

G. Important Notices

Class Attendance:
Due to the intensive nature of the module and continuous assessment regulations, attendance
of all lectures, demonstrations and tutorials is compulsory. A record of attendance will be kept in
the form of an attendance register to be signed by the student/lecturer. Concessions in this regard can
be made in cases of an unforeseen personal crisis or illness. In case of a crisis, permission to miss
class can be obtained from the lecturer ONLY. Application for leave of absence must be done by
an official request to the Faculty Registrar. Application forms are available from Mrs. Losper/on
SUNLearn (see Appendix D & E). The University reserves the right to allow lecturers or the Registrar
to deny applications for leave of absence where such applications are not lodged timeously, or where
such applications are not practical.

Participation in Learning Opportunities:

The aim of the learning opportunities is to provide students with an opportunity to successfully
integrate knowledge and skills of the module with clinical practice in mind. Participation during
lectures and tutorials is therefore strongly encouraged.

Leave of Absence/Absence from Assessments:

In case of illness, a student qualifies for a sick test/exam ONLY if (i) the module coordinator and
relevant lecturer are informed, preferably before the start of the assessment, and (ii) a completed
Leave of Absence Form with a valid medical certificate, issued by a general or relevant health
care practitioner for the date of the missed assessment, is submitted to Mrs Losper AND the
module coordinator, and the relevant lecturer via e-mail within 24 hours after the test/exam
date.

In the case of a test a date for the sick test that suits both the student and the lecturer, within one
week from the original test date, will be set. Please note that due to the busy programme schedule
it may have to be after hours.

Language Policy:
This module underwrites and follows “Language Policy of Stellenbosch University” approved by
the University Council on 2 December 2021.

https://www.sun.ac.za/english/Documents/Language/English%20Language%20Policy_final_2Dec2
021.pdf#search=language%20policy

The policy which makes provision for student training and academic support in a student’s language
of preference (Afrikaans or English). Students are entitled to complete all evaluations in their
language of preference. Class notes are available on SUNLearn in both languages.

Plagiarism:
The University regards plagiarism as criminal offence. It is a form of theft and as such liable to
disciplinary steps and prosecution. A student or group of students found guilty of plagiarism,
forfeits all marks for the assessment task. Failure to pass this module will result in a student not
graduating. Repeated contravention will result in a student being reported/handed over to the
disciplinary committee of the US which could lead to additional disciplinary actions and possible
suspension/negative discharge record. This outcome could influence admission to any other
institution in SA and internationally.

SPH 378 – Course Outline and Guidelines - 12 -  2023 Stellenbosch University

Problems and Enquiries:
Students are encouraged to make use of the consultation opportunities for individual tutorials to make
provision for timely discussion and management of all queries, problems and other needs. Please note
that staff members are only available during office hours and that emails will be responded to within
two working days.

Contract:
The aim of the course outline is to communicate information regarding the administrative
requirements, specific aims, learning objectives and content, expected clinical outcomes, assessment
opportunities and practices, and other important notices pertaining to the module in a clear and
transparent way to the student.

As such, this document represents a contract between the lecturers and the student in which all
parties undertake to observe and perform the responsibilities specified. The lecturers take
responsibility for facilitating teaching and the learning process, and the student takes
responsibility for active participation in the learning process as a whole and compliance with
requirements.

SPH 378 – Course Outline and Guidelines - 13 -  2023 Stellenbosch University