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Acquired Communication Disorders
School of Allied Health Professions, Nursing and Midwifery,
Faculty of Health
Course description
This course focuses on speech, language and communication difficulties associated with conditions such as aphasia, dysarthria, dementia and traumatic brain injury. It is taught both online, by distance learning, and via face to face lectures These are delivered in one and two-day study blocks and also available to access virtually. Students can attend in person or access learning online.
The course is designed to give you specialist knowledge and skills to support people with acquired speech, language and communication difficulties.
You will explore the latest research into acquired communication disorders, the most up-to-date assessment methods and interventions, and how to use evidence to inform your practice. You will cover impairment-focussed approaches to analysing acquired communication disorders, and topics in neuropsychology and psycholinguistics, as well as functional approaches and the influence of social factors.
The course is aimed at speech and language therapists or pathologists, as well as linguists, psychologists and other related professionals, such as those working with adults with acquired disorders. Alongside our full-time study options, we offer a range of part-time options so you can fit your studies around your other commitments.
Students on the PGDip and MSc programmes study a range of quantitative and qualitative research methods, so they can keep up-to-date with the latest findings and use this to inform their practice. MSc students apply these skills to their own research project, which includes designing experiments, analysing data and reporting results.
This course does not lead to a qualification to practise as a speech and language therapist or pathologist.
Modules
- Acquired Language Disorders : Analysis and Intervention
-
This module offers a study of the nature of acquired language disorders, including aphasia, traumatic brain injury and dementia, from a range of analytic perspectives including neuropsychological, psycholinguistic, psychosocial, and socio-interactional. The module also focusses on current research into clinical intervention for clients with these conditions. The usefulness and clinical utility of different analysis, assessment and intervention approaches are discussed and evaluated by applying critical analysis skills to the different approaches. Students will gain knowledge of current research into both theoretical aspects of acquired language disorders and the latest developments in clinical assessment and intervention.
15 credits - Acquired Speech Disorders : Analysis and Intervention
-
This module offers a study of acquired speech disorders and intervention for these disorders. It covers primarily dysarthria (motor speech disorder) but also includes other types of disorder, such as dyspraxia (motor planning disorder). Motor speech disorders of sudden onset as well as those linked to degenerative conditions are covered. A range of approaches to the analysis of, and intervention for, these disorders are discussed including neurophysiological and functional approaches. Augmentative and alternative communication (AAC) is covered. Students will gain a critical understanding of current research into theoretical aspects of these disorders and clinical developments in assessment and intervention.
15 credits - Methods in Clinical Linguistics
-
Students will receive a grounding in methods relevant to the linguistic study of communication disorders. (1) Introduction to clinical phonetics and linguistics. (2) Analysing atypical speech, including: instrumental techniques for the analysis of speech production (eg accoustic analysis, electropalatography); transcription of atypical speech; normal and atypical prosodic systems; speech perception; phonological interpretation; speech processing models. (3) Analysing atypical language: Conversation Analysis and pragmatics; grammatical and semantic analysis. Students will focus on analytical methods relevant to their own research and will be encouraged to reflect on the theoretical assumptions underlying the methods in question, and to be aware of alternative approaches.
15 credits - Developing an Evidence Base for Practice
-
This module develops knowledge, understanding and skills for the promotion of evidence based practice for practitioners in education, health and social welfare contexts. Students will be introduced to levels and types of evidence, develop skills in framing questions about their practice, searching and reading the literature, and in critical analysis. Students will develop skills in evaluating their own practice.
15 credits
Core modules:
- Acquired Language Disorders : Analysis and Intervention
-
This module offers a study of the nature of acquired language disorders, including aphasia, traumatic brain injury and dementia, from a range of analytic perspectives including neuropsychological, psycholinguistic, psychosocial, and socio-interactional. The module also focusses on current research into clinical intervention for clients with these conditions. The usefulness and clinical utility of different analysis, assessment and intervention approaches are discussed and evaluated by applying critical analysis skills to the different approaches. Students will gain knowledge of current research into both theoretical aspects of acquired language disorders and the latest developments in clinical assessment and intervention.
15 credits - Acquired Speech Disorders : Analysis and Intervention
-
This module offers a study of acquired speech disorders and intervention for these disorders. It covers primarily dysarthria (motor speech disorder) but also includes other types of disorder, such as dyspraxia (motor planning disorder). Motor speech disorders of sudden onset as well as those linked to degenerative conditions are covered. A range of approaches to the analysis of, and intervention for, these disorders are discussed including neurophysiological and functional approaches. Augmentative and alternative communication (AAC) is covered. Students will gain a critical understanding of current research into theoretical aspects of these disorders and clinical developments in assessment and intervention.
15 credits - Methods in Clinical Linguistics
-
Students will receive a grounding in methods relevant to the linguistic study of communication disorders. (1) Introduction to clinical phonetics and linguistics. (2) Analysing atypical speech, including: instrumental techniques for the analysis of speech production (eg accoustic analysis, electropalatography); transcription of atypical speech; normal and atypical prosodic systems; speech perception; phonological interpretation; speech processing models. (3) Analysing atypical language: Conversation Analysis and pragmatics; grammatical and semantic analysis. Students will focus on analytical methods relevant to their own research and will be encouraged to reflect on the theoretical assumptions underlying the methods in question, and to be aware of alternative approaches.
15 credits - Developing an Evidence Base for Practice
-
This module develops knowledge, understanding and skills for the promotion of evidence based practice for practitioners in education, health and social welfare contexts. Students will be introduced to levels and types of evidence, develop skills in framing questions about their practice, searching and reading the literature, and in critical analysis. Students will develop skills in evaluating their own practice.
15 credits - Research Methods in Human Communication A
-
This module will develop students' knowledge, understanding and skills of the range of research methodologies used in human communication sciences, education and health. The main aim of the module is to allow students to become competent consumers and producers of scientific evidence. Topics will include the qualitative and quantitative research cycle (eg study design, development of research questions), concepts of statistical analysis (eg descriptive statistics, presenting data, selected inferential statistics), qualitative research methods (eg interviews) and case study designs.
15 credits - Research Methods in Human Communication B
-
This module will expand students' knowledge, understanding and skills of the range of research methodologies used in human communication sciences, education and health. It will further develop their competencies in interpreting and producing scientific evidence. The main aim of the module is to allow students to design and conduct a methodologically and statistically sound research project. Topics will include inferential statistics (parametric and non-parametric statistical tests, effect sizes and strength of relationships, regression), psychometrics (concepts, derived scores and confidence intervals) and qualitative research methods (eg interviews) and qualitative data analysis.
15 credits
You will also take optional modules, from a range offered by the department and across other departments in the University. Examples include:
- Communication Diversity & Difficulties: A
-
This module allows students to select up to three topics in the field of children's language and communication for more detailed study. Topics may include the following: autism spectrum disorders, language and communication in the early years, literacy difficulties, developmental language disorders (DLD), language and behaviour, language and communication in adolescence, and multilingualism. Theoretical perspectives and research findings within each topic are evaluated. Implications for practice are explored. Course content is delivered across a continuum to allow students to develop from their own level of existing knowledge and understanding.
15 credits - Spoken and Written Language
-
This module focuses on the nature of spoken and written language development and difficulties. The relationship between speech, language and literacy is explored. Topics include speech and literacy development, phonological awareness, reading and reading comprehension, writing, spelling and cross-linguistic issues. Theoretical models and practical applications to supporting literacy development in pre and school age children will be studied. Students can choose to either follow introductory units in phonetics and speech development if new to these topics or extend their existing knowledge of phonetics and examine connected speech and prosody.
15 credits - Literacy : Difficulties and Intervention
-
This module is designed to provide students with the opportunity to explore how and why individuals struggle to learn to read and write with fluency and confidence. It will take a developmental perspective and examine pre-cursors to reading difficulties, issues in the early years, as well as the types of difficulty that persist into secondary school and beyond. We will cover both widely-discussed diagnoses such as dyslexia, as well as reading difficulties that do not fit so neatly into a single category. The module will discuss the behaviour associated with literacy difficulties, as well as what we know about evidence-based intervention.
15 credits
Core modules:
- Acquired Language Disorders : Analysis and Intervention
-
This module offers a study of the nature of acquired language disorders, including aphasia, traumatic brain injury and dementia, from a range of analytic perspectives including neuropsychological, psycholinguistic, psychosocial, and socio-interactional. The module also focusses on current research into clinical intervention for clients with these conditions. The usefulness and clinical utility of different analysis, assessment and intervention approaches are discussed and evaluated by applying critical analysis skills to the different approaches. Students will gain knowledge of current research into both theoretical aspects of acquired language disorders and the latest developments in clinical assessment and intervention.
15 credits - Acquired Speech Disorders : Analysis and Intervention
-
This module offers a study of acquired speech disorders and intervention for these disorders. It covers primarily dysarthria (motor speech disorder) but also includes other types of disorder, such as dyspraxia (motor planning disorder). Motor speech disorders of sudden onset as well as those linked to degenerative conditions are covered. A range of approaches to the analysis of, and intervention for, these disorders are discussed including neurophysiological and functional approaches. Augmentative and alternative communication (AAC) is covered. Students will gain a critical understanding of current research into theoretical aspects of these disorders and clinical developments in assessment and intervention.
15 credits - Methods in Clinical Linguistics
-
Students will receive a grounding in methods relevant to the linguistic study of communication disorders. (1) Introduction to clinical phonetics and linguistics. (2) Analysing atypical speech, including: instrumental techniques for the analysis of speech production (eg accoustic analysis, electropalatography); transcription of atypical speech; normal and atypical prosodic systems; speech perception; phonological interpretation; speech processing models. (3) Analysing atypical language: Conversation Analysis and pragmatics; grammatical and semantic analysis. Students will focus on analytical methods relevant to their own research and will be encouraged to reflect on the theoretical assumptions underlying the methods in question, and to be aware of alternative approaches.
15 credits - Developing an Evidence Base for Practice
-
This module develops knowledge, understanding and skills for the promotion of evidence based practice for practitioners in education, health and social welfare contexts. Students will be introduced to levels and types of evidence, develop skills in framing questions about their practice, searching and reading the literature, and in critical analysis. Students will develop skills in evaluating their own practice.
15 credits - Research Methods in Human Communication A
-
This module will develop students' knowledge, understanding and skills of the range of research methodologies used in human communication sciences, education and health. The main aim of the module is to allow students to become competent consumers and producers of scientific evidence. Topics will include the qualitative and quantitative research cycle (eg study design, development of research questions), concepts of statistical analysis (eg descriptive statistics, presenting data, selected inferential statistics), qualitative research methods (eg interviews) and case study designs.
15 credits - Research Methods in Human Communication B
-
This module will expand students' knowledge, understanding and skills of the range of research methodologies used in human communication sciences, education and health. It will further develop their competencies in interpreting and producing scientific evidence. The main aim of the module is to allow students to design and conduct a methodologically and statistically sound research project. Topics will include inferential statistics (parametric and non-parametric statistical tests, effect sizes and strength of relationships, regression), psychometrics (concepts, derived scores and confidence intervals) and qualitative research methods (eg interviews) and qualitative data analysis.
15 credits - Dissertation
-
Students will design, implement and write up a research project under the guidance of their academic supervisor.
60 credits
You will also take optional modules, from a range offered by the department and across other departments in the University. Examples include:
- Communication Diversity & Difficulties: A
-
This module allows students to select up to three topics in the field of children's language and communication for more detailed study. Topics may include the following: autism spectrum disorders, language and communication in the early years, literacy difficulties, developmental language disorders (DLD), language and behaviour, language and communication in adolescence, and multilingualism. Theoretical perspectives and research findings within each topic are evaluated. Implications for practice are explored. Course content is delivered across a continuum to allow students to develop from their own level of existing knowledge and understanding.
15 credits - Spoken and Written Language
-
This module focuses on the nature of spoken and written language development and difficulties. The relationship between speech, language and literacy is explored. Topics include speech and literacy development, phonological awareness, reading and reading comprehension, writing, spelling and cross-linguistic issues. Theoretical models and practical applications to supporting literacy development in pre and school age children will be studied. Students can choose to either follow introductory units in phonetics and speech development if new to these topics or extend their existing knowledge of phonetics and examine connected speech and prosody.
15 credits - Literacy : Difficulties and Intervention
-
This module is designed to provide students with the opportunity to explore how and why individuals struggle to learn to read and write with fluency and confidence. It will take a developmental perspective and examine pre-cursors to reading difficulties, issues in the early years, as well as the types of difficulty that persist into secondary school and beyond. We will cover both widely-discussed diagnoses such as dyslexia, as well as reading difficulties that do not fit so neatly into a single category. The module will discuss the behaviour associated with literacy difficulties, as well as what we know about evidence-based intervention.
15 credits
The content of our courses is reviewed annually to make sure it's up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers. In the event of any change we'll consult and inform students in good time and take reasonable steps to minimise disruption.
Open days
An open day gives you the best opportunity to hear first-hand from our current students and staff about our courses.
You may also be able to pre-book a department visit as part of a campus tour.Open days and campus tours
Duration
- MSc: 1 year full-time or 2/3 years part-time by distance learning
- Postgraduate Diploma: 1 year full-time or 2 years part-time by distance learning
- Postgraduate Certificate: 1 year part-time by distance learning
Teaching
This course is mostly taught online. Study blocks for each module take place on campus at regular intervals throughout the academic year. They include lectures, tutorials and practical workshops and are held over one to three days.
Attendance at study blocks is normally compulsory. However, for part-time, distance learning students not based in the UK, it is recommended but optional.
Full-time students can also attend other lectures, seminars and practical workshops offered by the School of Allied Health Professions, Nursing and Midwifery.
Assessment
You will be assessed through written assignments. MSc students are also assessed through a dissertation.
Your career
Graduates leave this course with knowledge and skills that can help them develop their career in the NHS or private sector, or specialise as a speech and language therapist. It’s also great preparation for a PhD.
This course does not lead to a professional qualification that would allow you to practise as a speech and language therapist.
Entry requirements
Minimum 2:1 undergraduate honours degree in a relevant subject, eg speech and language therapy/pathology, linguistics, education or psychology
Overall IELTS score of 7.0 with a minimum of 6.5 in each component, or equivalent.
If you have any questions about entry requirements, please contact the department.
Fees and funding
Apply
You can apply now using our Postgraduate Online Application Form. It's a quick and easy process.
Contact
ahpnm-enquiries@sheffield.ac.uk
+44 114 222 2405
Any supervisors and research areas listed are indicative and may change before the start of the course.
Recognition of professional qualifications: from 1 January 2021, in order to have any UK professional qualifications recognised for work in an EU country across a number of regulated and other professions you need to apply to the host country for recognition. Read information from the UK government and the EU Regulated Professions Database.