Degree | Type | Year | Semester |
---|---|---|---|
2500893 Speech therapy | OB | 3 | 2 |
Students are recommended to review the concepts of the following subject: Language Disorders related to other Pathologies and Interventions on Oral and Written Language.
The subject comprises two main parts:
Part A: Early intervention
Part B: Intervention in language disorders related to other pathologies and Augmentative and Alternative Communication Systems
GOALS:
Part A:
Broaden knowledge of the method of direct and systematic observation in children between 0 and 6 years.
Know how to prepare a therapeutic plan, learn strategies and intervention procedures, and finally, find out how the care process ends in a CDIAP.
Get to know the Hanen Program and know how to apply it in collaboration with the family.
Understand the field of early care in Catalonia and work at the Early Childhood and Early Childhood Development Centers (CDIAP), the care process from the initial demand to the abatement process.
Broaden knowledge of diagnosis and its most important procedures and techniques in this field.
Learn the main intervention tools for children and their families.
Resolution of doubts and other questions in the preparation of the final project.
Part B:
Provide knowledge, resources and procedures with the aim of carrying out correct assessment and intervention of patients that require support, whether alternative or complementary, that enable their communication and their language.
Provide students with an approach to knowledge of the alternative and augmentative systems of communication so that he is able to select the most suitable at the time of exposing his intervention.
Develop a global perspective on the difficulties of patients with motor disorders, delays and language disorders, intellectual disability and autistic spectrum disorders.
Learn to identify the difficulties in the environment that these patients present and to generate solutions within the field of speech therapy.
Manage communication and information technologies. Understand the origin and the theoretical foundations of the Picture Exchange Communication System (PECS)
Learn the phases on which the PECS system is based and its purpose
Know how to select candidates to work PECS and the peculiarities of their intervention in different populations
Resolution of doubts and other questions for the preparation of the final project.
Part A: Early intervention
Part I: Theoretical framework Origins of Early Care. The White Paper on Early Attention.
Goals: Early care in Catalonia. Characteristics and evolution of the Catalan model. New decree of law 261/2003 of October 21.
Areas of action and functions of the professionals
Specific model of a CDIAP.
Part II:
Entrevista d'acollida, història clínica i història social Exploració neuropediàtrica Diagnòstic biopsicosocial Classificació 0-6 de l'ODAT Entrevista de devolució a la família
Part III:
INITIAL ASSISTANCE PROCESS, EVALUATION AND DIAGNOSIS
Intervention goals with the child. Intervention goals with the family, Discharge from CDIAP. Report.
PART B: Intervention in Language Disorders related to other pathologies and AACS.
Part I:
Content Module I:
Historic evolution of the concept of disability: deficiency, disability and handicap. Skill building approach and model of participation.
Content Module II:
Assistance process, evaluation and diagnosis. Historic evolution of the concept of special educational needs.
Content Module III:
Naturalistic and Interactive Intervention. Implication for therapeutic family participation
Part II:
Content module IV:
La discapacitat intel·lectual. Treball amb casos.
Content module V:
Physical disability. Cases
Content module VI:
Intervention in ASD on Communication and Language.
Content module VII:
Picture Exchange Communication System (PECS)
The different program topicswill be introduced by an explanation given by the corresponding teacher and will be looked at in more depth with documents that students will have to read individually and with examples of materials and assessment activities.
Students must read the documents corresponding to the compulsory readings before or after the same week in which the subject has been introduced.
Practical seminars consist of monitoring cases based on video views and group work undertaken during the sessions.
A space will be enabled in Moodle to complement these practical work readings.
Given that the subject comprises a significant amount of practical work, it is essential that students participate actively and follow the classes.
They will carry out all mandatory practical activities, which will be carried out in groups.
Methodology of the lectures:
The different subjects of the program will be introduced by an explanation by the corresponding teacher, and will be looked at in more depth with documents that the students will have to read individually and with examples of materials and activities.
The personal work of the student will consist in the reading and study of the obligatory works reviewed in each teaching unit.
Practical activities will be carried out comprehensively and will consist of preparing material that will mean a need for comprehensive readings of different documents (reports, evaluation protocols, etc.) and articles or chapters of books, drafting of work and group work.
Practice
Several group practice activities will be carried out.
These will be organized around the application and use of the knowledge obtained in lectures and the analysis of cases reported in the literature or video footage.
The comprehensive practices will be carried out in groups of 4 students, and will remain fixed throughout the course.
Each group must submit each work or work report on the corresponding and specified date.
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.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
practices | 12 | 0.48 | 4, 1, 2, 13, 10, 3, 8, 6, 7, 5, 12, 14, 11 |
theoric conceps | 55.5 | 2.22 | 9, 5, 12, 11 |
Type: Supervised | |||
Follow-up tutorials for group work | 18 | 0.72 | 4, 1, 2, 10, 11 |
One to one attention (in person or online) for the students that ask for it | 16.5 | 0.66 | 4, 6, 12, 11 |
Participation on the activities and forums on the Virtual Campus | 10 | 0.4 | 4, 1, 2, 13, 8, 6, 14, 11 |
Type: Autonomous | |||
Autonomy search for information | 10 | 0.4 | 4, 8, 15, 14, 11 |
Reading articles and chapters of books | 34 | 1.36 | 4, 3, 6, 11 |
Study of the subject and preparation for the test | 34 | 1.36 | 1, 2, 13, 12, 14, 11 |
Team work for the completion of the final work | 35 | 1.4 | 4, 2, 13, 10, 3, 8, 9, 6, 7, 5, 12, 15, 14 |
Terminology: EV = Evidence
Individual Test:
In order to pass this part of the subject, two tests on Part A -EV3A- (Early Intervention) during the first assessment period of the second semester and Part B - EV3B- (Intervention and SAACS) during the second period, will be required. These exams will represent 50% of the final grade.
Written work- EV1-:
Students will have to do group work on one of the pathologies treated in the theoretical classes. They will have to develop a proposal for intervention and the work will be evaluated by means of two activities: from an oral presentation (10% of the note) where the sessions are mandatory and by means of the writing of the written work (30% of the note). The delivery of this evidence is scheduled between week 14 and 15 of the semester
The grade of these two assessments will represent 35% of the mark of this part of the subject.
Groups Works on the practical classes -EV2-:
The average obtained in the grade of the activities carried out during the practical seminar sessions, represents the 20 % of the final grade. A minimum of 90% of attendance at the practical classes (seminars + exhibitions) is required to opt for the evaluation of this part of the subject. The delivery of these works will be done through the Moodle platform and will be done every 15 days.
Students who have submitted assessments with a weight equal to or greater than 4 points (40%) will be evaluated.
Students who obtain a course mark of 5 or more points (scale 0-10) will achievea pass in the subject, aslong as they haveattended 90% of the practical sessions and handed in all the work.
It will be essential to have obtained at leastone 5-point grade in each exam (Part A and Part B).
Re-assessment:
Re-assessment tests:
Those students that have not met the criteria topass the subject and who have previously been assessed on a set of activities will be able to undertake any of the re-assessment tests whose weight is equal to a minimum of two thirds of thetotal grade of the subject. The maximum grade that students can obtain in re-assessment is 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
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Part A and B. Evidence1-Written work and oral presentation in group | 30% | 0 | 0 | 4, 1, 2, 13, 10, 3, 8, 9, 6, 7, 5, 12, 15, 14, 11 |
Part A and B: Evidence 2- Oral anb written presentials works applied to practical classes | 20% | 0 | 0 | 4, 1, 2, 13, 10, 3, 8, 9, 6, 7, 5, 12, 15, 14, 11 |
Part A: Evidence 3A- Written theoric presential test | 15% | 0 | 0 | 4, 1, 2, 13, 10, 3, 8, 9, 6, 7, 5, 12, 15, 14, 11 |
Part B: Evidence 3B-Face-to-face theoretical written test | 35% | 0 | 0 | 4, 1, 2, 13, 10, 3, 8, 9, 6, 7, 5, 12, 15, 14, 11 |
Bloc A
Fonametal Bibliography:
Complementary Bibliography:
Referents manuals:
- Llibre Blanc de l’Atenció Precoç
- Grupo de Atención Temprana (2011). La realidad actual de la Atención Temprana en España. Madrid: Real Patronato de Prevención y atención a la minusvalía.
- Piñeiro, J., Pérez-López J., Vargas F. Candela A.B. (Coords) (2014). Atención Temprana en el ámbito hospitalario. Madrid. Pirámide.
- Perpiñán S. (2009). Atención Temprana y familia: cómo intervenir creando entornos competentes. Madrid: Narcea.
Links:
http://www.uccap.com/ (Unió Catalana de Centres de Desenvolupament Infantil i Atenció Precoç)
http://www.acapcat.com/ (Associació Catalana d’atenció Precoç).
http://www.gat-atenciontemprana.org (Federación Estatal de Asociaciones de Profesionales de Atención Temprana -GAT).
http://www.um.es/atemp/ (Asociación Atenció Temprana Murcia).
http://www.um.es/facpsi/maltrato/ (Asociación Murciana de apoyo infancia maltratada).
http://www.asperger.es/catalunya (Associació síndrome d’Asperger)
http://www.xfragilcatalunya.org (Associació catalana SXF)
http://www.ctv.es/USERS/jgab/ (Asociación Síndrome X Fràgil de Madrid)
http://paidos.rediris.es/genysi/ (Grupo de estudios natalógicos)
http://zerotothree.org (National Center for Clinical Infants Programs)
http://biblioteca.consultapsi.com/DSM/Dsm.htm (Manual Diagnóstico y estadístico de los trastornos mentales)
http://biblioteca.consultapsi.com/ICD10/cie1.htm (Sistema clasificación internacional de enfermedades)
http://www.gencat.net/benestar/apreco (Generalitat de Catalunya)
http://www.gencat.net/diari/4002/03294122.htm (Decret 261/2003 del 21 d’octubre)
http://iier.isciii.es/autismo/pdf/aut_lbap.pdf (Libro Blanco de la Atención Precoç)
http://www.xtec.es/recursos/socials/50dh/infant.htm (Drets de l’infant 1959)
http://www.walearning.com/products/language-is-the-key/ El lenguaje es la clave (Interaccions constructives al voltant dels llibres i del joc amb materials i mètodes dissenyats especialment pels pares).
www.fundmaresme.com/elementgaleria/index/id/44 (Jocs del Falda)
www.touchpoints.org (Brazelton Touchpoints Center)
http://abansprimeresparaules.upf.edu/
http://www.firstsigns.org/ (Informació exemplificada amb vídeos sobre els indicadors de risc de dificultats de comunicación basats en investigacions científiques)
http://www.zerotothree.org/ (Informació per a pares, professionals i responsables polítics sobre el desenvolupament primerenc).
https://gatatenciontemprana.files.wordpress.com/2014/01/cartelcalendario-desarrollo-0-a-18.pdf
(Fulletó sobre les fites del desenvolupament en infants de 0a 18 anys).
http://www.parentingscience.com/baby-development.html (Informació sobre el desenvolupament infantil basada en la investigació científica)
www.thecommunicationtrust.org.uk/whatworks (Es poden trobar estratègies d’intervenció comprovades empíricament, per dificultats de comunicación, parla i llenguatge per diferents edats).
Part B:
Fonamental Bibliography:
Complementary Bibliography:
Books/Referents Manuals:
Not applicable or without specific software