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2020/2021

Intervention in Written and Spoken Language Alterations

Code: 101706 ECTS Credits: 9
Degree Type Year Semester
2500893 Speech therapy OB 3 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Encarna Pérez Pérez
Email:
Encarna.Perez@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Prerequisites

Students will require previous knowledge of the following subjects:

  • Acquisition and processing of language.
  • Linguistics applied to language pathologies.
  • Language disorders and evaluation of the acquisition of oral and written language

Objectives and Contextualisation

Carrying out the intervention in a child with an evolutionary difficulty in oral and written language, will require decisions on which objectives to work and how to prioritize them and sequence them throughout the entire development process. Students will also have to design the intervention, selecting the activities, the materials and the aid necessary for children to construct language. This decision-making process on what and how to work requires having some knowledge which is provided by the content of this subject. Students will also need to recover other knowledge already studied in previous subjects. How to specify all the knowledge, new and old, to design and perform the intervention, will be covered.

Our work, however, cannot take place in an isolated context. It is necessary to place it in the context of the child's daily life so that the results of the intervention are generalized towards a wider set of people and situations. For that reason, it is necessary to participate in the natural environment of the child: the family and the school. You will have to enhance this participation and, in some cases, create it so that it can be carried out properly.

The purpose of the subject is to provide the necessary tools that you as a future speech therapist can use in the evolutionary difficulties of oral and written language. The proposed objectives are:

  • Understand theoretical models of intervention in oral and written language.
  • Know the theoretical contributions that will allow you to decide what and how to intervene, depending on the levels of the language and children's difficulties.
  • Prioritize and sequence the objectives of the intervention.
  • Analyse intervention processes.
  • Prepare intervention programmes for the difficulties of oral and written language.
  • Reflect on the variables that influence the treatment.
  • Understanding the work of the speech therapist from the perspective of multidisciplinary.
  • Prepare counselling programs for families and schools.

 

Competences

  • Act appropriately with respect to the profession’s ethical code: respect professional confidentiality, apply professional criteria in the completion and referral of treatment.
  • Design and carry out speech-therapy treatment, whether individual or at group level, establishing objectives and phases, with more efficient and suitable methods, techniques and resources, attending to the distinct developmental phases of human beings.
  • Ethically commit oneself to quality of performance.
  • Identify, analyze and solve ethical problems in complex situations.
  • Organise and plan with the aim of establishing a plan for development within a set period.
  • Project design and management.
  • Use the exploratory techniques and instruments pertaining to the profession, and register, synthesise and interpret the data provided by integrating this into an overall information set.
  • Working in intra- and interdisciplinary teams.

Learning Outcomes

  1. Define the objectives, techniques and resources suitable to preparing speech therapy with disorders in the acquisition of oral or written language.
  2. Design a plan for speech therapy intervention in different case studies with disorders in the acquisition of oral or written language.
  3. Ethically commit oneself to quality of performance.
  4. Identify situations requiring referral to other specialist.
  5. Identify, analyze and solve ethical problems in complex situations.
  6. Organise and plan with the aim of establishing a plan for development within a set period.
  7. Project design and management.
  8. Select and apply specific techniques for the appropriate evaluation of disorders in oral or written language.
  9. Specify criteria for terminating treatment in intervention projects.
  10. Working in intra- and interdisciplinary teams.

Content

  1. Intervention in oral and written language: Introduction. Intervention models. Contributions for the selection of the objectives of intervention.
  2. Criteria for decision-making: what and how to intervene. The prioritization and the sequencing of targets. Activities and materials. Strategies for intervention. The environment of intervention.
  3. Intervention in the levels of the oral language: objectives, activities, materials and strategies.
    1. Intervention in the communication
    2. Intervention in understanding.
    3. Intervention in the lexical organization.
    4. Intervention in the morphosyntactic organization.
    5.  Intervention in the use of language.
  4. The speech therapy advice. Family counselling. School counselling.
  5. Intervention in the evolutionary difficulties of written language: practical cases.
  6. Programmes for intervention in writing and reading.
  7. The A.C.O.S. programme.
  8. Intervention in alterations in the written language: practical cases.

Methodology

At the methodological level, the subject will require individual work of compulsory readings and carrying out activities practices. But being a very practical subject, it will be important to work on a group of cases and analyses with joint discussion. Therefore, the subject will be carried out through lectures, cooperative work, practical sessions, group tutorials, case studies, reading articles, everything organized in three types of teaching activities: theoretical classes, discussion seminars and intervention project development seminars.

Attendance at seminars of small groups for the production of intervention projects is NOT obligatory.

The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Joint discussion of practical cases in grup 6 0.24 1, 10
Seminars of small groups for the elaboration of intervention projects 22 0.88 7, 2, 6, 10
Teoric classes 39 1.56 1, 9, 4, 8
Type: Supervised      
Tutorials in small groups 15 0.6 7, 2
Type: Autonomous      
Autonom study 80 3.2 1, 7, 9, 4, 6, 8
Intervention projects 54 2.16 7, 2, 5, 10

Assessment

The assessment system is organized into three evaluation activities of twoo different types, ALL OBLIGATORIES:

EV1: Assessment of Oral language (theory and practice), with a weight of 35% of the mark (3,5p.). One piece of evidence work is required in the first assessment period.

EV2: Assessment of written language (theory and practice), with a weight of 35% of the mark (3,5p.). One test takes place in the second assessment period.

EV3: Presentations of intervention projects, with a weight of 30% of the grade (3,5p.). Two are one intervention project in the first assessment period.

Evidence EV1 and EV2 must be approved together with a 5 to add the result of the EV3.

The subject will be considered not passed when the sum of evidences EV1 and EV2 does not reach 4 and one evidence must be aproved.

 Once the recovery is made, the subject will be considered approved when the average mark of all the evidence is equal to or greater than 5.The course will be considered suspended when the average grade of all the evidence is not equal to or greater than 5. When the student has submitted evidence of learning with a weight equal to or greater than 4 points (40%), it cannot be recorded as not evaluable. 

 Reassessment tests: students who have not achieved the criteria established to pass the subject and that have been previously assessed on a set of activities whose weight equals to a minimum of two thirds of the total rating of the subject can opt to take the reassessment tests.

 No unique final synthesis test for students who enrole for the second time or more is anticipated.

 https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html

 

<tdvalign="top" width="104">Format (oral,written or both) 

<tdvalign="top" width="134">Denomination  

Evidence code

Weight

Authorization (individual,

group or

both)

 

Via (face to face,

virtual or

both)

EV1

Theoretical and practical evaluation

35% - 3,5p

Written

individual

Face to face

EV2

Theoretical and practical evaluation

35% - 3,5p.

Written

individual

Face to face

EV3

Presentation of intervention projects

30% - 3,5p.

Written

group

Face to face

 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
EV1(Assessment of Oral language) 35% 2.5 0.1 3, 1, 7, 2, 9, 5, 6, 8, 10
EV2 EV2 (Assessment of written language) 35% 2.5 0.1 3, 1, 2, 6, 8
EV3: Presentations of intervention projects 30% 4 0.16 1, 9, 4, 8, 10

Bibliography

REFERENCE BOOKS:

PÉREZ PÉREZ, E. (2018). Diagnóstico e intervención en la dislexia, la disortografia y la disgrafia. Lebón. Barcelona.

PÉREZ PÉREZ, E. (2013). Diagnóstico e intervención de las dificultades evolutivas del Lenguaje Oral.  Lebón. Barcelona.

 

 

ACOSTA, V. (2012). La intervención logopédica en los trastornos específicos del lenguaje. Revista de Logopedia, Foniatria y Audiologia, 32:67-74.

ATO, E.; GALÁN; M.D.; CABELLO; F. (2009). Intervención familiar en niños con trastornos del lenguaje: una revisión. Electronic Journal of Research in Educational Psychology, 19, 7(3): 1419-1448.

CLEMENTE, M. (2008).  Enseñar a leer. Bases teóricas y propuestas prácticas. Pirámide. Madrid.

GIRÓ, M.; GONZÁLEZ, C.; PÉREZ PÉREZ, E. (2003). Intervención en un caso con Trastorno Específico del Lenguaje (4-6 años).  Revista de Logopedia,  Foniatría y Audiología. Vol. XXIII. Octubre-Diciembre.

GRÀCIA M., DEL RIO, MJ (1998). Intervención naturalista en la comunicación y el lenguaje para familias de niños pequeños. Revista de Logopedia,  Foniatría y Audiología Vol. XVIII. Nº 1. 19-30.

MONFORT, M. (2005). Intervención logopédica en los trastornos de comprensión. Revista de Neurología, 40 (supl. 1): 127-130.

PÉREZ PÉREZ, E. (2018). Diagnóstico e intervención en la dislexia, la disortografia y la disgrafia. Lebón. Barcelona.

PÉREZ PÉREZ, E. (2013). Diagnóstico e intervención de las dificultades evolutivas del Lenguaje Oral.  Lebón. Barcelona.

PEREZ PÉREZ, E. (2008). La valoració de les dificultats de lecturai d’escriptura mitjançant els perfils. Revista Suports, vol. 12, nº 2 pp 96-107, tardor de 2008.

PEREZ PEREZ , E. (2010). Quan el llenguatge dificulta l’escolaritat. Revista Educat.

PÉREZ PÉREZ, E; GIRÓ, M. (2002) Intervención en un caso con dificultades del lenguaje (4-6 años)  Monográfico: El Trastorno del Lenguaje. Revista de Logopedia,  Foniatría y Audiología. Vol. XXII. Abril-Junio.

VILASECA, R. (2002). La intervención logopédica en niños con dificultades en el área del lenguaje y de la comunicación: un enfoque naturalista. Revista de Logopedia,  Foniatría y Audiología Vol. XXII. Julio-Septiembre.

BIBLIOGRAFIA COMPLEMENTÀRIA

ACOSTA, V.M.; MORENO, A.M. (1999). Dificultades del lenguaje en ambientes educativos. Del Retraso al Trastorno Específico del Lenguaje. Masson. Barcelona.

BERKO, J; BERNSTEIN, N. (1999). Psicolingüística. McGraw Hill. Madrid.

BUISÁN C. (1996). Diagnóstico y predicción de la adquisición del grafismo. Barcelona: Cedecs Psicopedagogía.

CLEMENTE M., DOMÍNGUEZ A.B. (2003) La enseñanza de la lectura. Pirámide. Madrid.

COLOMER T., CAMPS A. (1998) Ensenyar a llegir, ensenyar a comprendre. Ed.62. Barcelona.

CUETOS, F. y CASTEJÓN, L. (2005) Disociación de la información conceptual y lingüística a partir de un estudio de caso. Revista de Neurología, 41:469-74

CUETOS, f. (2012). Neurociencia del Lenguaje. Ed. Panamérica. Madrid.

DEL RIO, M.J. (2006). Consideraciones sobre el uso de los procedimientos naturalistas para la intervención en logopedia. Revista de Logopedia, Foniatría y Audiología. Vol. 26. nº 3, 139-145.

DEL RIO, M.J.; GRÀCIA, M. (1996). Una aproximaciónal análisis de los intercambios comunicativos y lingüísticos entre niños pequeños y adultos. Infancia y Aprendizaje, 75:3-20.

ETCHEPAREBORDA, M.C. (2002). Detección precoz de la dislexia y enfoque terapéutico. Revista de Neurología; 34 (supl.1):S13-S23.

FEY, M.E.; WINDSOR, j.; WARREN, S. (1995) Language Intervention- Preschool Through the Elementary Years. Baltimore, Paul H. Brookes Publishing Co.

GALLARDO JR., GALLEGO JL. (1993). Manual de logopedia escolar. Un enfoque practico. Aljibe. Granada.

GALLEGO JL. (1999) Calidad en la  intervención logopèdica. Estudio de casos. Aljibe. Málaga.

GENERALITAT DE CATALUNYA. DEPT. D’ENSENYAMENT. Marc d’actuació dels CREDA: Criteris i objectius d’intervenció.

GRACIA M. (2003) Comunicación y lenguaje en primeras edades. Intervención con familia. Milenio. Lleida

JIMÉNEZ, J.E.; ORTIZ, M.R.; HERNÁNDEZ-VALLE, I.; GUZMAN, R; GONZÁLEX, G. (2002). La instrucción de la conciencia fonológica. En J.N. García (Coord.). Aplicaciones de Intervención psicopedagógica. Madrid: Pirámide.

JIMÉNEZ, J.E.; ORTIZ, M.R. (1995). Conciencia Fonológica y aprendizaje de la lectura. Teoría, evaluación e intervención. Madrid: Síntesis.

LEAL, A. (1983). La representación gràfica de los sonidos y el paso del símbolo al signo. En: Moreno, M. La Pedagogía Operatoria. Laia. Barcelona.

LEAL A. (1987). Construcción de sistemas simbólicos: la lengua escrita como creación. Gedisa.  Barcelona.

MARTÍN Mª P. (2003). La lectura. Procesos neuropsicológicos de aprendizaje, dificultades, programas de intervención y estudio de casos. Lebon. Barcelona.

MONFORT M. (1984). La intervención logopèdica. II Simposi de Logopèdia. CEPE. Madrid.

MONFORT M., JUAREZ, A. (1997). Los niños disfàsicos. Descripción y tratamiento. CEPE. Madrid.

PÉREZ PÉREZ, E. (1997). Cohesión y coherencia en las narraciones de niños y niñas con Trastorno Específico del lenguaje. Rev. De Logopedia, Foniatría y Audiología. Vol. XVII, nº 2: 103-111

PÉREZ PÉREZ, E; LLANO, C.; VILA, C. (2006). Test de Lectura y Escritura. TEYL. Lebón. Barcelona.

PÉREZ PÉREZ, E.; SERRA, M. (2003). Análisis del retraso del lenguaje. Ariel. Barcelona.

SÁNCHEZ-CANO, M. (2010). El asesoramiento como intervención para atender al alumnado con dificultades. Revista de Logopedia, Foniatría y Audiología, Vol. 30, nº 4: 180-185

SUPORTS. (1999) El desenvolupament del llenguatge i l’enfocament d’intervenció naturalista. Monogràfic. Vol. 3 nº 1.

 

Asociación Dislexia y Familia. Cómo pueden aprender los alumnos con dislexia.

 www.revneurol.com

www.disfam.net