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2022/2023

Disorders and Assessment of Spoken and Written Language Acquisition

Code: 104146 ECTS Credits: 9
Degree Type Year Semester
2500893 Speech therapy OB 2 2

Contact

Name:
Elisabet Jurado Viņuales
Email:
elisabet.jurado@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Other comments on languages

n the event that the student has difficulty understanding the statements of the tests written in Catalan (exchange student) they can request the test in Spanish, as long as they do so before week 4 in writing to the coordination

Prerequisites

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.

Objectives and Contextualisation

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.

Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Demonstrate an understanding and correct use of the terminology and methodology of speech-therapy research.
  • Demonstrate an understanding of how the profession works, and the legal status of the speech therapist.
  • Ethically commit oneself to quality of performance.
  • Have a strategic and flexible attitude to learning.
  • Managing communication and information technologies.
  • Organise and plan with the aim of establishing a plan for development within a set period.
  • Prepare and write reports on examination and diagnosis, monitoring, termination and referral
  • Project design and management.
  • Use non-verbal communication techniques to optimise communicative situations.
  • Use the exploratory techniques and instruments pertaining to the profession, and register, synthesise and interpret the data provided by integrating this into an overall information set.
  • Working in intra- and interdisciplinary teams.

Learning Outcomes

  1. Analyse the results of a study on changes in the acquisition of oral or written language.
  2. Demonstrate knowledge of the legal framework governing the speech-therapist profession in public education and health care.
  3. Develop a written diagnosis and subsequent intervention for a case with disorders in the acquisition of oral or written language.
  4. Discuss the validity of a study on changes in the acquisition of oral or written language.
  5. Ethically commit oneself to quality of performance.
  6. Explain the explicit or implicit code of practice of one's own area of knowledge.
  7. Have a strategic and flexible attitude to learning.
  8. Managing communication and information technologies.
  9. Organise and plan with the aim of establishing a plan for development within a set period.
  10. Project design and management.
  11. Select and apply specific instruments for the appropriate evaluation of disorders in oral or written language.
  12. Use non-verbal communication techniques to optimise communicative situations.
  13. Working in intra- and interdisciplinary teams.

Content

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

Methodology

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.

Activities

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

Assessment

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

Assessment Activities

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

Bibliography

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.

Software

It does'nt apply