Language in Neurodevelopmental Disorders
Code: 44394 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4315497 Communication and Language Disorders | OT | 0 | 2 |
Contact
- Name:
- Carme Brun Gasca
- Email:
- Carme.Brun@uab.cat
Use of Languages
- Principal working language:
- spanish (spa)
External teachers
- Cristina Mumbardó Adam
Prerequisites
In this subject the patterns of behaviour and language associated with intellectual disability and autism spectrum 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.
Objectives and Contextualisation
The objective of this module is to provide the student with updated knowledge of the behavioral phenotype, especially in the area of language and speech, of two neurodevelopmental disorders: Intellectual Disability and Autism Spectrum Disorders.
Specific aspects of speech therapy intervention for these disorders will also be addressed.
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
- Adequately interpret sources of non-speech therapy information on neurodevelopment disorders used by other professionals and detect the need for additional or complementary explorations.
- Ask relevant questions and adequately defined research objectives and hypotheses to solve problems in the context of research practicum.
- Establish the speech therapy intervention objectives from an interdisciplinary perspective in the area of neurodevelopment disorders.
- Gain a deeper knowledge of the processes involved in language and speech acquisition in people with neurodevelopment conditions.
- Identify the important elements of anamnesis and the initial interview for the process of evaluating language and speech of people with neurodevelopment disorders.
- Identify, select and design the most appropriate speech therapy intervention strategies for each case, considering the personal, family and social context of people with intellectual disability.
- Use and critically interpret the most important instruments and techniques for evaluation and exploration in speech therapy interventions in communication disorders in people with intellectual disabilities or TEA.
Content
This course will address two developmental disorders: intel·lectual disability and autism spectrum disorders. For each topic, aspects related to conceptualization, assessment and intervention will worked on.
Methodology
“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”.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Theoretical and practical activities | 25 | 1 | 4, 3, 2, 5, 6, 1, 7 |
| Type: Supervised | |||
| Tutoring | 25 | 1 | 4, 3, 5, 6, 1, 7 |
| Type: Autonomous | |||
| Reading papers and reports; writting reports and assignements and personal study | 100 | 4 | 4, 3, 2, 5, 6, 1, 7 |
Assessment
Assessment activities are as follows:
EV1,individual submission of written assignement 40% of the total grade
EV2,individual submission of written assignement 40% of the total grade
EV3 Presence and participation in at least 80% of scheduled activities, 20% of the total grade
Students who have submitted less than the 40% of evidences will be Non-Assessable (NA).
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
To be eligible for reassessment students must:
- Have submit evidences with a weight equal to, or greater than, 66.6% of the total grade
- Have achieved a grade lower than 5 points and greater or equal to 3,5 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
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| EV 1 Submission of written and/or oral presentation of assignements. | 40 | 0 | 0 | 4, 3, 2, 5, 6, 1, 7 |
| EV 2 Submission of written and/or oral presentation of assignements. | 40 | 0 | 0 | 4, 3, 2, 5, 6, 1, 7 |
| EV 3 Presence and participation in scheduled activities | 20 | 0 | 0 | 4, 3, 2, 6 |
Bibliography
CORE REFERENCES (None of these references can be considered a handbook for the subject)
BIBLIOGRAFIA FONAMENTAL (Cap d'aquestes refrències es pot considerar com a manual de l'assignatura)
GARAYZÁBAL,E.,FERNÁNDEZ,M.,DÍEZ-ITZA,E (2010) Guía de intervención logopédica en el síndrome de Williams. Síntesis. Madrid
HAGERMAN, R.J i HAGERMAN, P. (2002) Fragile X syndrome. Diagnosis, Treatment and Research. The Johns Hopkins University Press. Baltimore.
LOPEZ,MA (2017) Intervención logopédica en el síndrome de X frágil. EOS Madrid
Martos, J. & Pérez, M. (2002). Autismo: un enfoque orientado a la formación en logopedia. Nau Llibres.
POSTIGO,E, CALLEJA,M i GABAU,E (2018) Disability and communication.Madrid Mc Graw Hill Education
PUYUELO et al. (1999) Casos clínicos en logopedia 2. Barcelona Ed Masson
PUYUELO et al. (2001) Casos clínicos en logopedia 3. Barcelona Ed Masson
ADDITIONAL REFERENCES
AAIDD Asociación Americana de Discapacidades Intelectuales y del Desarrollo (2011) Discapacidad Intelectual. Psicología. Alianza Editorial
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.
O’BRIEN, G. & YULE, W. (1995) Behavioural Phenotypes. MacKeith Press. Cambridge University Press.
Rogers, S. J., Estes, A., Lord, C., Munson, J., Rocha,M., Winter, J., ... & Sugar, C. A. (2019). A multisite randomized controlled two-phase trial of the Early Start Denver Model compared to treatment as usual. Journal of the American Academy of Child & Adolescent Psychiatry, 58(9), 853-865. https://doi.org/10.1016/j.jaac.2019.01.004
Rollins, P. R. (2018). Setting the stage: Creating a social pragmatic environment for toddlers with ASD and their caregivers. Revista De Logopedia, Foniatria y Audiologia, 38(1), 14-23. https://doi.org/10.1016/j.rlfa.2017.11.001
TORRES J, CONESA MI, BRUN C (2003) Trastornos del lenguaje en niños con necesidades educativas especiales. Ed Ceac
Web links
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