Degree | Type | Year | Semester |
---|---|---|---|
2500893 Speech therapy | OB | 2 | A |
There are no official prerequisites. It is recommended to pass the subject Anatomy and Physiology of the Nervous System.
The syllabus studies the main functional brain systems and the consequences of their disorganization due to injuries or diseases of the central nervous system, in order to prepare students for the systematic study of language pathology (aphasiology) caused by these injuries and also introduce them into the specific rehabilitation techniques of the corresponding disorders. Other subjects of the Degree deepen into specific aspects of the rehabilitation of speech, language and swallowing disturbances: Dysphagia and related disorders (101712), Neurodegenerative diseases and dementias (101711), Technological innovation applied (101694), Practicum III (101696).
At the end of the course the student must be able to:
Skills
Learning outcomes
Contents
1. History of the study of language
2. Neuropathology processes
3. Approach to neuropsychology of language
4. Cognitive functions
4.1. Attention
4.2. Memory
4.3. Frontal Functions
5. Pathologies associated with language
5.1 Agnosias
5.2. Apraxias
5.3. Alexias
6. Aphasia
6.1 Etiology and Semiology
6.2. Broca’s aphasia
6.3. Wernicke's aphasia
6.4. Conduction aphasia
6.5. Global Aphasia
6.6. Sensory Transcortical Aphasia
6.7. Motor Transcortical Aphasia
5.8. Mixed Transcortical Aphasia
6.9. Anomic aphasia
7. Examination of the cognitive function of language
8. Neurological intervention in language
9. Neurodevelopment of language
10. Research in language neurology
Methodology
The course will consist of a theoretical module and a practical module with clinical case sessions and computerized sessions with self-learning materials. Training activities with an approximate number of hours of dedication and corresponding learning outcomes are those that are specified.
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 | |||
Practical classes in computer rooms | 6 | 0.24 | 5, 8 |
Practical classes of critical analysis and discussion of practical cases | 10 | 0.4 | 2, 10, 11, 3 |
Theory classes with TIC support | 49 | 1.96 | 5, 6 |
Type: Supervised | |||
Tutorials scheduled with teachers for review of guided activities | 21 | 0.84 | 10 |
Type: Autonomous | |||
Bibliographic and documentary consultations | 22 | 0.88 | 5, 6 |
Carrying out summaries of scientific works in aphasia | 35 | 1.4 | 5, 6, 8 |
Comprehensive reading of materials | 20 | 0.8 | 10, 6 |
Making summaries, diagrams and concept maps | 15 | 0.6 | 2 |
Participation in communication forums between peers | 15 | 0.6 | 10 |
Training with computer programs based on tutorials prepared by teachers | 32 | 1.28 | 8 |
Evaluation
Continued evaluation
It involves carrying out theoretical-practical assessments throughout the semester and presenting reports on the practical classes.
Theoretical exam I and the theoretical exam II correspond to partial evaluations type test to evaluate the contents worked in each semester. The student who does not pass any of these evidences will have to recover the part or the corresponding parts.
The oral presentation corresponds to a group presentation of a part of the content of the subject.
Practical activities EV4, EV6, EV7 and EV8 are face-to-face group activities; EV5 is individual and face-to-face. EV5 and EV7 activities take place during the first assessment period and EV4, EV6 and EV8 take place during the second assessment period.
Final score
The final score will be obtained from the average among all the evidences of learning. Evidence of learning cannot be averaged if it is not higher than 4. The subject is passed with a minimum score of 5.
In order to be evaluated, the student must pass the practical classes. Attendance at practical classes must be at least 80%. Students who do NOT comply with any of these premises will NOT pass the subject.
Students who have NOT submitted evidence of learning with a weight of at least 40% will be considered NOT assessable. If a recovery is necessary, the student must repeat the suspended learning evidence with a grade lower than 4, as long as it has been previously evaluated in a set of activities whose weight is equivalent to a minimum of two thirds of the total score of the subject.
Evaluation activities
Title Weight Hours ECTS Learning outcomes
Theoretical exam I
Theoretical exam II
Oral presentation
Practice: Aphasia Activity
Practice: Diagnostic Report
Practice: Therapeutic Plan
Practice: Semiology of Motor Aphasia
Practice: Semiology of Sensory Aphasia
In addition to the specific content of each class, students will be sought to have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on outstanding issues of a social, scientific or ethic nature.
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
EV1. Theory exam II | 20 | 0 | 0 | 2, 10, 4, 5, 7, 6, 11, 3 |
EV3. Practice: Aphasia activity | 14 | 0 | 0 | 2, 10, 8 |
EV4. Practice: Semiology of Sensory Aphasia | 3,5 | 0 | 0 | 1, 2, 10 |
EV5. Practice: Diagnostic report | 14 | 0 | 0 | 2, 9 |
EV6. Practice: Semiology of Motor Aphasia | 3,5 | 0 | 0 | 1, 2, 10, 9 |
EV7. Oral presentation | 11 | 0 | 0 | 1, 10, 8 |
EV8. Practice: Therapeutic plan | 14 | 0 | 0 | 1, 10, 8 |
Theory exam I | 20 | 0 | 0 | 2, 10, 4, 5, 7, 6, 11, 3 |
Basic references
Berthier, M. L., Green Heredia, C., Juárez Ruiz de Mier, R., Lara, J. P., y Pulvermuller, F. (2014).REGIA. Rehabilitación Grupal Intensiva de la Afasia. Madrid: TEA Ediciones.
Berthier, M. L. y Green, C. (2007). Afasias: formas clinicotopográficas y modelos funcionales. En J. Peña-Casanova (Ed.), Neurología de la conducta y neuropsicología (pp. 93-103). Madrid: Editorial Médica Panamericana.
Cuetos-Vega (2001) Evaluación y rehabilitación de las afasias. Madrid: Panamericana.
Diéguez-Vide, F. y Peña-Casanova, J. (2012). Breve introducción lingüística. En Cerebro y lenguaje. Sintomatología neurolingüística (pp. 13-71). Madrid: Editorial Médica Panamericana.
Helm-Estabrooks, N. y Albert, M. L. (2005). Manual de la afasia y de terapia de la afasia. Madrid: Editorial Médica Panamericana.
Lezak M.D. (2012) Neuropsychological Assessment. Oxford. Nueva York
Peña-Casanova, J., Quiñones-Úbeda, S., Gramunt-Fombuena, N., Aguilar, M., Casas, L., y Molinuevo, J. L. et al. (2009). Spanish multicenter normative studies (NEURONORMA Project): Norms for Boston Naming Test and Token Test. Archives of Clinical Neuropsychology, 24 (4), 343-354.
Doogan C, Dignam J, Copland D, Leff A. Aphasia Recovery: When, How and Who to Treat? Curr Neurol Neurosci Rep. 2018 Oct 15;18(12):90.
Berthier, M. L., Lara, J. P., Barbancho, M. A., y Green, C. (2010). Rehabilitación intensiva y fármacos en la afasia crónica postictus. En J. Montaner Villalonga (Ed.), Neurorreparación y rehabilitación tras el ictus (pp. 79-94). Barcelona: Marge Medica Books
Diéguez-Vide, F. y Peña-Casanova, J. (2012). Cerebro y lenguaje. Madrid: Editorial Médica Panamericana.
Complementary References
Albert, M. y Helm, N. (2005). Terapia de entonación melódica. En N. Helm-Estabrooks i
M. Albert (Eds.), Manual de la afasia y de terapia de la afasia (2a. ed., pp. 253-268). Buenos Aires/Madrid: Editorial Médica Panamericana.
American Speech-Language-Hearing Association (2007). Scope of Practice in Speech-Language Pathology. Disponible en línea: <http//www.asha.org/policy>.
American Speech-Language-Hearing Association (2005). Roles of speech-language pathologists in the identification, diagnosis, and treatment of individuals with cognitive-communication disorders: Position statement.
Basso, A. (2003) Aphasia and its therapy. Oxford University Press. Oxford
Berthier, M.L. (2005). Poststroke aphasia epidemiology, pathophysiology and treatment. Drugs & Aging, 22 (2), 163-182.
Carlson N.R. (2014) Fisiología de la conducta. Pearson. Madrid
Chapey, R. (2001) Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders. Lippincott Williams & Wilkins. Philadelphia
Dabul, B. (2000). Apraxia battery for adults (2.ª ed.). Austin, TX: Pro-Ed.
Damico, J., Müller, N., y Ball, M. (2013). The handbook of language and speech disorders. UK: Wiley-Blackwell.
Davis, A. (2014) Aphasia and Related Cognitive-Comunicative Disorders. Nova York: Pearson.
Diéguez-Vide, F. y Peña-Casanova, J. (2012). Breve introducción lingüística. En Cerebro y lenguaje. Sintomatología neurolingüística (pp. 13-71). Madrid: Editorial Médica Panamericana.
Diéguez-Vide, F. (2004). Fenomenología en afasiología: claves -prácticas- para un diagnóstico-lingüístico- eficaz. En B. Gallardo y M. Veyrat (Eds.), Estudios de lingüística clínica: lingüística y patología (pp. 57-70). Valencia: AVaLCC.
Duffy, J. R. (2005). Motor speech disorders: Substrates, differential diagnosis, and management (2.ªed.). St. Louis, MO: Elsevier Mosby.
Fernández-Guinea, S.; López-Higes, R. (2005) Guía de Intervención logopédica en las afasias. Síntesis. Madrid
Fucetola, R., Tucker, F., Blank, K., y Maurizio, C. (2005). A process for translating evidence-based aphasia treatment into clinical practice. Aphasiology, 19, 411-422.
Goodglass, H., Kaplan, E., Barresi, B., y García-Albea, J. E. (2005). Test de Boston para el diagnostico de la afasia. Adaptación en español (3.ª ed.). Madrid: Editorial Médica Panamericana.
Helm-Estabrooks, N. y Albert, M. L. (2005). Manual de la afasia y de terapia de la afasia. Madrid: Editorial Médica Panamericana.
Hillis, A. E., Work, M., Barker, P. B., Jacobs, M. A., Breese, E. L., y Maurer, K. (2004). Re-examining the brain regions crucial for orchestrating speech articulation. Brain, 127, 1479-1487.
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Kaplan, E. F., Goodglass, H., y Weintraub, S. (2001). The Boston naming test (2.ª ed.). Philadelphia: Lippincott Williams & Wilkins.
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Lata-Caneda, M., Piñeiro-Temprano, I., García-Fraga, I., García-Armesto, I., Barrueco, J. R., y Meijide-Failde, R. (2009). Spanish adaptationof the Stroke and Aphasia Quality of Life Scale-39 (SAQOL-39). European Journal Of Physical and Rehabilitation Medicine, 45, 379-384.
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Pappathanasiou, I.; Coppens, P. (2016) Aphasia and Related Neurogenic Communication Disorders. 2n ed. Barlington: Jones&Barlett.
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Peña-Casanova, J. et al. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project):Norms for Verbal Fluency Tests. Archives of Clinical Neuropsychology, 24, 395-411.
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No specific software is required