Degree | Type | Year | Semester |
---|---|---|---|
2500893 Speech therapy | OB | 2 | 2 |
To have assimilated basic knowledge of evolutionary psychology. With knowledge of authors like Piaget, Vigotsky, Bruner, Jacobson and Laura Bosch.
know the Catalan language at the oral level (in articulation and phonetic discrimination) and written (spelling and composition) correctly.
Have assimilated knowledge of reading and writing learning methods.
Have assimilated knowledge of general linguistics, phonetics and phonology.
Have assimilated knowledge of the evolution of language.
Know how to differentiate and identify a disorder in the acquisition of the language of an evolutionary stage and of normal development, as well as to make the differential diagnosis with other types of evolutionary disorders.
Understand and know how to evaluate the appropriate objectives in the different oral and written language acquisition disorders and how they can interact in later overall development.
Know and know how to select and use effectively the different general and specific assessment techniques in each area and the different types of disorder.
Learn to understand and extract conclusions from evaluation reports of acquisition disorders of oral and written language.
To have a globalizing vision of the acquisition of language and its possible disorders, as well as the most appropriate assessment techniques according to the variables of each case.
Block 1.: Disorders of the acquisition of oral language
1.1 Primary and secondary disorders. Differences
1.2 Delay of language. Definition Characteristics
1.3 Language development disorder (LDD). Definition Classification
1.4 Differential Diagnosis: SSD-DLD-LDD, LDD -ASD
Block 2: Process of evaluation of oral language
2.1 Evaluation process
2.2. Assessment of language as a product
2.3. Evaluation of the language by processes
2.4 Pre-verbal evaluation
2.5 Evaluation of LDD
Block 3.: Specific learning disorders
3.1 Disorder of reading. Definition, Characteristics and classification
3.2Writing disorder: Definition, Characteristics and classification
Block 4.: Assessment tests for specific learning difficulties
4.1 Reading and writing tests
4.2 Tests of basic learning devices
4.3 Screening tests
4.4 Specific tests
The methodology will consist of lectures with explanations of the theoretical programme, which students must have read in advance the materials uploaded to the campus in order to make the most of interactive sessions,
jointly alternated with the viewing of practical cases; as well as practical classes with case exposure and presentation of various exploration tests.
The training activities will be focused on real cases that will have to be evaluated from the observation of video material and the results obtained in tests, applying theoretical knowledge.
Students will have to carry out the administration of a large evaluation test of a subject and to make the presentation of the corresponding pass, correction and interpretation in class.
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 | |||
Attendance to theoretical (43,5h) and practical classes (24h) | 67.5 | 2.7 | 3, 9, 11, 7, 13, 8, 12 |
Type: Supervised | |||
Application, correction and interpretation of some tests and oral and / or written language tests, presented in writing | 15 | 0.6 | 1, 4, 3, 11 |
Viewing cases with application of theoretical knowledge | 30 | 1.2 | 1, 10, 3, 9, 11, 7 |
Type: Autonomous | |||
Practical case action | 16 | 0.64 | 1, 5, 3, 11, 7, 12 |
Several lectures related to the theory blocks and elaboration of summaries and conclusions in writing or oral presentation in class | 74.5 | 2.98 | 1, 4 |
To pass the subject :
All the approved learning evidences must be graded with at least 5 out of 10.
The final grade will be the average of the grades with the weighting specified below. The evaluation will be carried out using:
Ev. 2. Multiple choice examination of Blocs 1 and 2 (25% of the final grade) (first assessment period) individual and face to face
Ev. 4 .Multiple choice examination of blocks 3 and 4 (25% of the final grade) (second assessment period) individual and face to face
Ev. 3. Attendance at the practical seminars and continuous evaluation related to active participation (30% of the final grade) individual and face to face
Ev. 1.Test and the oral presentation in class (20% of the final grade) group and face to face
Students who have provided learning evidence with a weighting of less than 4 points (40%) will be considered and graded Not Assessable (NA).
No unique final synthesis test for students who enrole for the second time or more is anticipated.
pautes generals d'avaluació: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Ev. 1. Assessment test and oral presentation administration | 20% | 10 | 0.4 | 1, 3, 6, 11, 7, 8, 12 |
Ev. 2. Multiple choice exam corresponding to topics 1 and 2 | 25 % | 4 | 0.16 | 1, 5, 2, 3, 9, 11, 7, 12 |
Ev. 3. Assistance to the practical seminars and evaluation continues | 30% | 4 | 0.16 | 1, 5, 4, 10, 9, 11, 7, 13, 8, 12 |
Ev. 4. Multiple choice exam corresponding to topics 3 and 4 | 25 % | 4 | 0.16 | 1, 9, 11, 13, 8, 12 |
Manuals de referència :
El lenguaje del niño.Desarrollo, evaluación y trastornos. Narbona, J. y alt. Editorial Masson 2001
Trastornos del lenguaje Rondal, A y Seron,X Editorial Paidos 1995
Evaluación del lenguaje Puyuelo,Rondal,Wiig Editorial Masson 2000
Psicologia de la escritura. Cuetos,F Ed. Wolters Kluwer, 2008
Psicologia de la lectura. Cuetos, F. Ed. Wolters Kluwer 2008
Dislexia. Su naturaleza,evaluación y tratamiento. Thomson,ME Editorial Alianza 1991
Trastorno Especifico del lenguaje. Mendoza,E. Editorial Pirámide
Desenvolupament i avaluació del llenguatge oral. Andreu, Ll (coord) Ed. UOC 2013
El trastorno específico del lenguaje. Andreu, Ll. (coord) Ed. UOC 2014
Lectures complementàries
El habla del niño Bruner J. E. Paidós 1986
Avaluació del desenvolupament fonològic en nens catalanoparlants de 3 a 7 anys. Bosch,L. Publicacions ICE 1987
Evaluación fonológica del habla infantil Bosch, L. Editorial Masson 2003
La evaluación del lenguaje.Triadó, C., Forns, M. Anthropos. 1989
During the fourth quarter, more bibliography and articles will be given to the topics worked.
It does'nt apply