SPCHSCI 746 : Voice and Fluency
2023 Semester Two (1235) (15 POINTS)
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|
- Describe normal voice and fluency to a client, family member or health professional. (Capability 1, 4, 5 and 6)
- Identify and describe the signs and symptoms of middle airway dysfunction. (Capability 1, 2 and 5)
- Describe and explain the possible voice-related concerns of trans and gender diverse people. (Capability 1, 2, 3, 4, 5 and 6)
- Describe and discuss the epidemiology and aetiologies of organic and functional voice disorders and middle airway dysfunction. (Capability 1 and 2)
- 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)
- Describe and apply the physiological, auditory-perceptual and acoustic features of organic and functional voice disorders. (Capability 1 and 2)
- Describe and explain the features of fluency disorders. (Capability 1, 2, 4 and 5)
- Justify the multidisciplinary nature of voice evaluation for people with voice disorders and middle airway dysfunction. (Capability 1, 2, 3 and 4)
- 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/whānau. (Capability 1, 2, 3, 4, 5 and 6)
- 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)
|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|
Tuākana Science is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials,
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This course is supported by the Tuākana in Science Programme, which facilitates the success and wellbeing of our Māori and Pacific students. The foundation of the Tuākana Programme is the Tuākana-Teina principle an integral relationship in which older or more expert Tuākana (traditionally brother, sister or cousin) guides a younger or less expert Teina (traditionally younger sibling or cousin). This is a reciprocal relationship which fosters safe learning and teaching environments. Read more here: https://www.auckland.ac.nz/en/science/study-with-us/maori-and-pacific-at-the-faculty/tuakana-programme.html
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.
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 a total of 60 hours of lectures/tutorials, 30 hours of reading and thinking about the content and 30 hours of work on assignments and/or exam preparation.
- Attendance is required at scheduled activities, including tutorials, to complete components of the course.
- Lectures will be available as recordings. Other learning activities, including tutorials, will not be available as recordings.
- The course will not include live online events.
- Attendance on campus is required for the exam.
- The activities for the course are scheduled as a standard weekly timetable.
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.
- 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
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.
Assignments have been changed to match current practice in Stuttering therapies based on external lecturer advice and students' feedback from clinical placements.
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.
Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.
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.
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 http://disability.auckland.ac.nz
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.
In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.
The delivery mode may change depending on COVID restrictions. Any changes will be communicated through Canvas.
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 students may be asked to submit 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. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.