Degree | Type | Year | Semester |
---|---|---|---|
2500893 Speech therapy | OB | 3 | 1 |
In this subject the patterns of behaviour and language associated with other disorders will be dealt with, therefore, in order to take this subject, it is highly recommended that students have previously studied the milestones of typical development (including language) as well as the specific language disorders.
Also a good command of reading skills in English is desirable.
The subject aims to offer students knowledge of the behaviour and language features associated with the following disorders: intellectual disability, autism spectrum disorders, cerebral palsy, attention deficit disorders with or without hyperactivity.
When the subject is completed, the student will be able to:
- Be sensitive to understanding the overall involvement of patients who present these disorders.
- Identify the language characteristics associated with the disorders studied.
- Meet the speech therapy needs of patients who present these disorders.
This subject is structured into the following blocks:
BLOCK 1 - General introduction: Language disturbances related to other disorders
BLOCK 2. - Intellectual disability (ID)
ID concept: Definition and evolution.
Cognitive profile and adaptive behaviour in intellectual disability.
Language characteristics in non-syndromic intellectual disability.
-LANGUAGE IN SYNDROMIC ID
The following syndromes will be studied: Down syndrome, Fragile X syndrome, Prader Willi syndrome, Angelman syndrome, Rett syndrome, Williams syndrome, 22q11 deletion syndrome.
For each syndrome the content is: aetiology and prevalence, physical and behavioural phenotype and speech and language profile.
BLOCK 3. - Autism Spectrum Disorders (ASD)
Aetiology and prevalence, physical and behavioural phenotype and speech and language profile.
BLOCK 4. – LANGUAGE IN ATTENTION DEFICIT DISORDERS (ADHD)
Concept and subtypes, aetiology and prevalence, cognitive and behavioural profile and speech and language characteristics.
BLOCK 5. - LANGUAGE IN CEREBRAL PALSY
Aetiology and prevalence, cognitive and behavioural phenotype and speech and language characteristics.
Group Work
- Theory classes with multimedia support Group size 1/1 (24 hours)
- Practical classes Group size 1/3 (12 hours)
- Individual work
- Readings related to the content of the subject. (78 hours)
- Practical case analyses (20 hours)
“N.B. 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”.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Practical classes | 24 | 0.96 | 12, 9 |
Theory | 21 | 0.84 | 2, 1, 4, 5, 6, 9, 8 |
Type: Supervised | |||
Supervised activity | 2 | 0.08 | 8 |
Type: Autonomous | |||
Study and practical case analyses | 96 | 3.84 | 3, 1, 12, 11, 7, 10, 8 |
Assessment activities are as follows:
1st Interim Exam 35% of the total grade (week 10)
2nd Interim Exam 35% of the total grade (week 18)
Practical cases 30% of the total grade (week 16)
Assessment is continuous
Students who have submitted less than the 40% of evidences will be Non-Assessable (NA).
The learning evidences are all face-to-face and in written format, except for the Practical cases exercise.
The subject is failed when students who having submitted evidences with a weight of 40% or more (evaluable) have an average grade less than 5.
The subject is passed when the student has an average grade of 5 or more from the three evidences
Reassessment (week 19):
To be eligible for reassessment students must:
- Have submit evidences with a weight equal to, or greater than, 66.6% of the total grade (that is, at least two exams)
- Have achieved a grade lower than 5 points and greater or equal to 3 points
- 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
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Interim 1st exam EV1 | 35 | 1 | 0.04 | 2, 1, 4, 5, 6, 9 |
Interim 2nd exam EV2 | 35 | 2 | 0.08 | 2, 1, 4, 5, 6, 9 |
Practical case EV3 | 30 | 4 | 0.16 | 3, 1, 12, 11, 7, 10, 8 |
CORE REFERENCES (None of this references can be considered a handbook for the subject)
AAVV(2006) Síndrome X frágil:Libro de consulta para familias y profesionales. Centro Español deDocumentación sobre Discapacidad.
BRUN,C y ARTIGAS J. (2005) Síndrome de Angelman: del gen a la conducta. Ed Nau Llibres Valencia. Colección Logopedia e Intervención. Serie: Patologías.
HAGERMAN, R.J i HAGERMAN, P. (2002) Fragile X syndrome. Diagnosis, Treatment and Research. The Johns Hopkins University Press. Baltimore.
O’BRIEN, G. & YULE, W. (1995) Behavioural Phenotypes. MacKeith Press. Cambridge University Press.
PUYUELO et al. (1999) Casos clínicos en logopedia 2. Barcelona Ed Masson
PUYUELO et al. (2001) Casos clínicos en logopedia 3. Barcelona Ed Masson
TORRES J, CONESA MI, BRUN C (2003) Trastornos del lenguaje en niños con necesidades educativas especiales. Ed Ceac
ADDITIONAL REFERENCES
AAIDD Asociación Americana de Discapacidades Intelectuales y del Desarrollo (2011) Discapacidad Intelectual. Psicología. Alianza Editorial
GARAYZÁBAL,E.,FERNÁNDEZ,M.,DÍEZ-ITZA,E (2010) Guía de intervención logopédica en el síndrome de Williams. Síntesis. Madrid
LOPEZ,MA (2017) Intervención logopédica en el síndrome de X frágil. EOS MAdrid
PEDROSA,E (2008) Criatures d’un altre planeta Barcelona. Ed. La Magrana.
POSTIGO,E, CALLEJA,M i GABAU,E (2018) Disability and communication.Madrid Mc Graw Hill Education
Enlaces web
http://www.ssbp.co.uk - SSBP: Society for the Study of Behavioural Phenotypes,
http://www.ssbp.co.uk/files/syndromes.htm -
http://www.fcsd.org Fundació catalana síndrome de Down
http://www.dincat.cat
http://www.nas.org.uk National Autistic Society UK