Specific Disorders of Communication and Oral & Written Language
Code: 43612 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4315497 Communication and Language Disorders | OT | 0 | 1 |
Contact
- Name:
- Encarna Pérez Pérez
- Email:
- Encarna.Perez@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
Other comments on languages
If there are non-competent students with the Catalan language, it will be done in SpanishTeachers
- Sonia Vilaltella Verdes
External teachers
- Ignasi Ivern
- Mireia Sala
Prerequisites
For the correct development of the module, students will be required to have previous knowledge about specific communication and oral and written language disorders, which may be the basis for the expansion and updating of the theoretical-practical contents that will be worked on scheduled sessions
Objectives and Contextualisation
Expand the professional training of speech therapy, providing it with the theoretical and practical contents that enable their qualification and specialization in research, diagnosis and intervention of specific disorders of communication and oral and written language
Competences
- Adjust and monitor speech therapy plans, depending on the evaluation and individual and social variables concurrent versus new and complex problems.
- Apply the scientific method in professional practice.
- Collect, analyze and critically use sources of information necessary for the evaluation and speech therapy.
- Update, relate critically and apply to the professional activity of different theoretical frameworks on the processes of learning and acquisition of communicative processes.
Learning Outcomes
- Conduct a systematic review in the context of specific disorders of communication and oral and written language to synthesize the best available scientific evidence.
- Critically interpret the results of assessment instruments and techniques most relevant to exploration and speech therapy intervention in specific communication disorders and oral and written language.
- Critically use the tools and techniques relevant evaluation and exploration for speech therapy intervention in specific communication disorders and oral and written language.
- Deepen the understanding of the cognitive processes involved in learning literacy and its disorders.
- Deepen the understanding of the processes involved in the acquisition of spoken language and its disorders.
- Establish the objectives of speech therapy from an interdisciplinary perspective in the field of specific disorders of communication and oral and written language.
- Identify and select the most appropriate in each case, taking into account the personal, family and social context of speech therapy intervention strategies.
- Identify the characteristics of the family and social environment to determine their influence on the process of intervention in specific disorders of communication and oral and written language.
- Identify the relevant elements of the history and the initial interview for the assessment process.
- Properly interpret the language of sources of information on specific speech therapy no communication disorders and oral and written language used by other professionals.
- Recognizing the need for additional scans, complementary sources gathered information about specific disorders of communication and oral and written language.
- Selected so argued, based on screening criteria and quality, relevant documentary sources for the purpose of research, evaluation or speech therapy intervention in the context of specific disorders of communication and oral and written language.
- Speech therapy design strategies tailored to the specifics of each case, taking into account the personal, family and social context.
Content
1. Evaluation of oral language I: Update on oral language: acquisition, processing and specific difficulties. Language profile evaluation.
2. Assessment of written language I: Update on written language: acquisition, processing and specific difficulties. Lectowriter profile evaluation.
3. Intervention in oral language: speech therapy intervention, family counseling and school adaptations.
4. Evaluation of oral language II: Update and evaluation instruments for standardized oral language. Analysis of cases.
5. Assessment of the written language II: Updating and assessment instruments for standardized written language. Analysis of cases.
6. Intervention in written language: Speech therapy intervention, family counseling and school adaptations.
Methodology
The module will be organized into theoretical contents, which will be based on activities conducted in the form of expository classes, and from autonomous activities through the reading of articles and personal study. It also has a strong practical content, which will be worked through the resolution of clinical cases and the debate, where the cooperative work of the group will be very important. Attendance will be mandatory at 80%.
In case of not reaching the minimum attendance required without justified reasons, the module will not be evaluated. When the causes are justified, the teacher will study the best way to resolve the situation in each case.
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 | |||
| Expository class, Debate, Problem-based learning: resolution of clinical cases | 31.5 | 1.26 | 4, 5, 13, 6, 9, 7, 8 |
| Type: Supervised | |||
| Tutorials | 13 | 0.52 | 7 |
| Type: Autonomous | |||
| Elaboration of written works, preparation of oral presentations of works, reading of articles and reports of interest, personal study | 101.5 | 4.06 | 5, 13, 1, 6, 10, 2, 11, 12 |
Assessment
There will be three types of learning evidence: individual work delivery, team work (oral defense of reports), team work delivery.
EVA 1. Individual work. Non-contact delivery 40%
EVA 2. Team work (Oral). 30%
EVA 3. Team work (Whrite). 30%
The students will be considered not evaluated when they do not present 60% of the evaluation activities.
The Module will be considered suspended when it is not exceeded with a 5 the average grade of the three evaluation activities.
Each evaluative activity must have a minimum grade of 4 to be able to make the average with the rest of the evaluation activities.
The evaluation activities that do not exceed 4 must be recovered in the format agreed upon with the faculty.
The review of the evaluation activities will be considered a supervised activity.
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| EVA 1. Individual work. Non-contact delivery | 40% | 2 | 0.08 | 13, 1, 6, 7, 8, 10, 2, 11, 3 |
| EVA 2. Team work (Oral). | 30% | 1 | 0.04 | 9, 7, 10, 2, 11, 12, 3 |
| EVA 3. Team work (Write). | 30% | 1 | 0.04 | 4, 5, 13, 6, 7, 8 |
Bibliography
Basic bibliography: Basic knowledge to follow the blog:
Pérez Pérez, E. (2018). Diagnóstico e intervención en la Dislexia, en la Disortografía y en la Disgrafía. Barcelona, Ed. Lebón.
Pérez Pérez, E. (2013). Diagnóstico e intervención en las dificultades evolutivas del lenguaje. Barcelona, Ed. Lebon.
Additional bibliography: During the master's sessions, the obligatory reading articles will be indicated in the supplementary bibliography.
Acosta, V. (2012). La intervención logopédica en los trastornos específicos del lenguaje. Revista de logopedia, foniatria y audiologia, 32:67-74.
Aguado, G.; Ripoll, J.C. (2016). Fuentes de evidencia sobre la eficacia de la intervención logopédica. A M.T.Martín-Aragoneses & R. López Higes (Eds.). Claves de la logopedia en el siglo XXI. (pp 277-286). Madrid. UNED.
Andreu, L. (Ed.) (2012). Desenvolupament i avaluació del llenguatge oral. Barcelona: UOC.
Clark, M.; Kamhi, A. (2011). Child language disorders. In: J.H. Stone,; M. Blouin (eds.), International Encyclopedia of Rehabilitation. New York.
Clemente, M. (2008). Enseñar a leer; bases teóricas y propuestaspracticas. Madrid: Pirámide.
Conti-Ramsden, G.; Botting, N. (2008). Emotional health in adolescents with and without a history of specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 49(5): 516-525.
Cuetos, F. (2012). Neurociencia del Lenguaje. Madrid: Ed. Panamericana.
Cuetos, F., Gónzález, J.; De Vega, M. (2015). Psicología del lenguaje. Madrid: Médica Panamericana.
Del Rio, M.J. (2006). Consideraciones sobre eluso de los procedimientos naturalistas para la intervención en logopedia. Revista de Logopedia, Foniatría y Audiología. Vol. 26. nº 3, 139-145.
Del Río, M.J. (2006). Lenguaje y comunicación en los trastornos del desarrollo. Madrid: Prentice-hall.
Garriga, E.; Sala, M. (2015). Avaluació, diagnòstic i intervenció en la dislèxia. Aloma, 33 (1), 31-42.
Giró, M.; gonzález, C.; Pérez Pérez, E. (2003). Intervención en un caso conTrastorno Específico del Lenguaje (4-6años). Revista de Logopedia, Foniatría y Audiología. Vol. XXIII. Octubre-Diciembre.
Gracia, M. (2003.) Comunicación y lenguaje en primeras edades. Intervención con familia. Milenio. Lleida
Ivern, I. (2015). Processos cognitius que intervenen en l’aprenentatge del llenguatge escrit i dislèxia. Aloma, 33 (1), 15-24.
Jiménez, J.E. (Ed.) (2012). Dislexia en español. Prevalencia e indicadores cognitivos, culturales, familiares y biológicos. Madrid: Pirámide.
Kristen, M.; Kamhi, A. (2010) Child Language Disorders. International Encyclopedia of Rehabilitation. Búfalo, N.Y.
Leonard, L. (2010). Specific language impairment. En P. Hogan (Ed.), The Cambridge encyclopedia of the language sciences (pp. 785-786). Cambridge, England: Cambridge University Press.
Lozano, E.; Galián, M.D.; Cabello, F. (2009). Intervención familiar en niños con Trastornos del Lenguaje. Electronic Journal of Educational Psychology, 19, 7(3), 1419-1448.
Mendoza, E. (2009). Las dificultades del lenguaje en adolescentes: un reto para la logopedia. Revista de Logopedia, Foniatría y Audiología, Vol. 29, nº 4: 221-224.
Monfort, M., Juárez, A.; Monfort, I. (2004). Niños con Trastornos Pragmáticos del Lenguaje y la Comunicación. Madrid: Entha.
Montfort, I; Monfort, M.; Juárez-Sánchez, A. (2014). Investigación y práctica profesional en logopedia. Revista de Neurología, 58 (supl 1): S111-S115.
Pérez Pérez, E. (2010). Quan el llenguatge dificulta l’escolaritat. EDUCAT. Revista de Psicopedagogia, nº 4: 18-26.
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.
Ripoll, J.C; Aguado, G. (2016). Eficacia de las intervenciones para el tratamiento de la dislexia: una revisión. Revista de Logopedia, Foniatría y Audiología, 36, 85-100.
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.
Sanz, M; Andreu, LL; Badia, I; Serra, M. (2010). El proceso lector en niños con antecedentes de retraso y trastorno específico del lenguaje. Revista de Logopedia, Foniatría y Audiología, Vol. 30, nº 1: 23-33.
Serra, M. (2002). Trastornos del lenguaje: preguntas pendientes en investigación e intervención. Revista de Logopedia, Foniatría y Audiología, XXII (2): 63-76.
Serra, M. (2013). Comunicación y Lenguaje. La nueva neuropsicologia cognitiva (Vol. 1 i 2). Barcelona: UBe.
Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problemsat Any Level. New York: Alfred A. Knopf.
Suárez, P.; Cuetos, F. (2012). ¿Es la dislèxia un trastorno perceptivo-visual? Nuevos datos empíricos. Psicothema, 24, 188-192.
Thompson, P.A., Hulme, Ch., Nash, H.M., Gooch, D., Hayiou-Thomas, E. &Snowling, M. J. (2015). Developmental dyslexia: predicting individual risk. TheJournal of ChildPsychologyandPsychiatry, doi:10.1111/jcpp.12412.
Thordardottir, E. (2007). Effective intervention for specific languageimpairment. En E. Thordardottir (ed.), Encyclopedia of language and literacy development (pp. 1-8). London, Canadian language and literacy research network.