SPCHSCI 746 : Voice and Fluency


2020 Semester Two (1205) (15 POINTS)

Course Prescription

Voice - study of the voice and the assessment and management of voice disorders (adult and paediatrics). Fluency - assessment and management of dysfluency disorders (adult and paediatrics). Critical evaluation and synthesis of knowledge are presented in substantial individual case reports.

Course Overview

This course is designed as a professional entry-level qualification covering all aspects of voice and fluency. This course is taught by internal and external lecturers who are specialists in the fields of voice and fluency.

For Voice, there are lectures and tutorials all of which describe different types of voice disorders, diagnostic approaches, and the multidisciplinary management of voice disorders. This course builds on the knowledge and skills you have developed in your Anatomy & Physiology, Motor Speech and Dysphagia papers.
For Fluency, there are lectures and tutorials which define stuttering, describe current theoretical perspectives and the diagnosis and intervention strategies used with this client group (including the ethical and cultural considerations in the choice of treatment options). This course builds on the knowledge and skills you have developed in your Child Speech & Language Disorders papers.

Course Requirements

Prerequisite: SPCHSCI 713, 733 Restriction: SPCHSCI 731

Capabilities Developed in this Course

Capability 1: Disciplinary Knowledge and Practice
Capability 2: Critical Thinking
Capability 3: Solution Seeking
Capability 4: Communication and Engagement
Capability 5: Independence and Integrity
Capability 6: Social and Environmental Responsibilities

Learning Outcomes

By the end of this course, students will be able to:
  1. Describe normal voice and fluency to a client, family member or health professional (Capability 1, 4, 5 and 6)
  2. Identify and describe the signs and symptoms of middle airway dysfunction (Capability 1, 2 and 5)
  3. Describe and explain the possible voice-related concerns of trans and gender diverse people (Capability 1, 2, 3, 4, 5 and 6)
  4. Describe and discuss the epidemiology and aetiologies of organic and functional voice disorders and middle airway dysfunction (Capability 1 and 2)
  5. Apply clinical decision-making and problem-solving skills to plan and design effective assessment procedures for organic and functional voice disorders and middle airway dysfunction (Capability 1, 2 and 3)
  6. Describe and apply the physiological, auditory-perceptual and acoustic features of organic and functional voice disorders (Capability 1 and 2)
  7. Describe and explain the features of fluency disorders (Capability 1, 2, 4 and 5)
  8. Justify the multidisciplinary nature of voice evaluation for people with voice disorders and middle airway dysfunction (Capability 1, 2, 3 and 4)
  9. Incorporate principles of cultural competence and te Tiriti o Waitangi aspects of voice and fluency assessment and management, including how this might impact on the life of the individual and their family/whanau (Capability 1, 2, 3, 4, 5 and 6)
  10. Apply clinical decision-making and problem-solving skills to plan and design effective intervention for voice and fluency disorders (Capability 1, 2, 3, 4, 5 and 6)


Assessment Type Percentage Classification
Voice Assignment 10% Individual Coursework
Fluency Assignment 10% Group & Individual Coursework
Voice OSCE 10% Individual Test
Fluency OSCE 10% Individual Test
Final Exam 60% Individual Examination
Assessment Type Learning Outcome Addressed
1 2 3 4 5 6 7 8 9 10
Voice Assignment
Fluency Assignment
Voice OSCE
Fluency OSCE
Final Exam

This paper holds two of your mandatory 10% OSCEs. You need to pass these two OSCEs (over 50%) to complete the MSLT Practice Programme and graduate as a speech-language therapist.

Learning Resources

Voice OSCE Practice 
In order to understand pathology, it is important to have a good "listening ear" and to understand typical variance. The 746 Voice OSCE Practice Centre (initiated in 2019) is an accumulative set of voice samples including healthy voices and people with voice disorders. You can practise rating people’s voice using the 746 Voice OSCE Practice Centre at any point in the semester. You will also see the scores of your peers to allow you to gauge your progress relative to your peers. You are encouraged to practice frequently as the more you participate, the more feedback you will receive.

Fluency OSCE Practice
Anna Hearne will support you through Fluency OSCE practice during her lecture time.

• Colton, R.H., Casper, J.K. & Leonard, R. (2011) Understanding Voice Problems: A Physiological Perspective for Diagnosis and Treatment (4th ed.). Lippincott Williams and Wilkins. ISBN: 978-1609138745.
• Verdolini, K., Rosen, C.A., Branski, R.C. (2006). Classification manual of voice disorders - 1. New Jersey: Lawrence Erlbaum Associates. ISBN: 978-0805856316

• Guitar, B. (2013). (4th ed). Stuttering: An integrated approach to its nature and treatment. Baltimore, MD: Lippincott Williams and Wilkins. ISBN: 978-1608310043
• Manning, W.H. (2009) Clinical Decision Making in Fluency Disorders (3rd ed.) Delmar Cengage Learning: San Diego USA ISBN: 978-1418067304
• Onslow, M. (1996) Behavioral Management of Stuttering Print and Printess: Sydney Australia. ISBN: 9781565936331

Special Requirements

This paper holds two of your mandatory 10% OSCEs. You need to pass these two OSCEs (over 50%) to complete the MSLT Practice Programme and graduate as a speech-language therapist.

Workload Expectations

This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

For this course, you can expect 60 hours of lectures/ tutorial time, 30 hours of reading and thinking about the content and 30 hours of work on assignments and/or test preparation.

Other Information

General conditions for Speech Science 700-Level Courses
Please see the above document for all general information about marking and assignment submissions as well as communication with staff and additional support.

Digital Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.


The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license.

You may copy the course content for the purposes of private study or research, but you may not upload onto any third party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website at http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page: https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Student Feedback

During the course Class Representatives in each class can take feedback to the staff responsible for the course and staff-student consultative committees.

At the end of the course students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback.

Your feedback helps to improve the course and its delivery for all students.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter (https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html).


Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.

Published on 27/07/2020 02:04 p.m.