| CODE | CMT3314 |
| TITLE | Service Delivery |
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course |
| MQF LEVEL | 6 |
| ECTS CREDITS | 10 |
| DEPARTMENT | Human Communication Sciences and Disorders |
| DESCRIPTION | This study-unit aims to develop students' knowledge of methods and modes 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. It will also provide the students with an opportunity to develop professional, critical self-reflection. Assessment will be multifacted including: a) active paritipation during the 5-day Problem Based Learning Workshops, particularly during group work, whole-class sharing and role-playing; b) students will deliver a group presentation at the end of each workshop - the last presentation will be assessed; c) a 2000-word assignment divided in 2 parts: i) service delivery methods and models and critical self-reflection carried out during the 5-day workshop; ii) using the PBL approach to suggest potential solutions for the case presented in the assignment title. Study-unit Aims: - To enhance students' knowledge of different methods and modes of service delivery; - To ensure that students have an understanding of evidence based practice (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: - enhance students' knowledge of different methods and modes of service delivery; - ensure that students have an understanding of evidence based practice (EBP); - support students to develop problem solving skills to tackle a range of communication disorders; - facilitate the develompent of presentation skills. 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 Texts - Blosser, J. L., & Means, J. W. (2018). Service Delivery Options. In School programs in speech-language pathology: Organization and delivery (Eds.) School programs in speech-language pathology: Organization and delivery. Plural Publishing. - Body, R., & McAllister, L. (2009). Ethics in speech and language therapy (1st Ed.). Newark: WILEY. - Pappas, I., McLeod, S., McAllistar, L. (2008). Working with Families in Speech-Language Pathology In Pappas, I. & McLeod, S. (Eds.) Working with Families in Speech-Language Pathology (1st ed.). San Diego: Plural Publishing, Incorporated. Supplementary Readings - 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鈥揳ge 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 福利在线免费 in Schools, 50(4), 656-672. - Tosh, R., Arnott, W., & Scarinci, N. (2017). Parent鈥恑mplemented home therapy programmes for speech and language: a systematic review. International journal of language & communication disorders, 52(3), 253-269. |
| STUDY-UNIT TYPE | Lecture and Group Learning |
| 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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