Degree | Type | Year | Semester |
---|---|---|---|
4315497 Communication and Language Disorders | OT | 0 | 1 |
For the correct development of the module, students will be required to have previous knowledge about specific communication and oral and written language disorders, which may be the basis for the expansion and updating of the theoretical-practical contents that will be worked on scheduled sessions
Expand the professional training of speech therapy, providing it with the theoretical and practical contents that enable their qualification and specialization in research, diagnosis and intervention of specific disorders of communication and oral and written language
1. Evaluation of oral language I: Update on oral language: acquisition, processing and specific difficulties. Language profile evaluation.
2. Assessment of written language I: Update on written language: acquisition, processing and specific difficulties. Lectowriter profile evaluation.
3. Intervention in oral language: speech therapy intervention, family counseling and school adaptations.
4. Evaluation of oral language II: Update and evaluation instruments for standardized oral language. Analysis of cases.
5. Assessment of the written language II: Updating and assessment instruments for standardized written language. Analysis of cases.
6. Intervention in written language: Speech therapy intervention, family counseling and school adaptations.
The module will be organized into theoretical contents, which will be based on activities conducted in the form of expository classes, and from autonomous activities through the reading of articles and personal study. It also has a strong practical content, which will be worked through the resolution of clinical cases and the debate, where the cooperative work of the group will be very important.
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 | |||
Expository class, Debate, Problem-based learning: resolution of clinical cases | 31.5 | 1.26 | 4, 5, 13, 6, 9, 7, 8 |
Type: Supervised | |||
Tutorials | 13 | 0.52 | 7 |
Type: Autonomous | |||
Elaboration of written works, preparation of oral presentations of works, reading of articles and reports of interest, personal study | 101.5 | 4.06 | 5, 13, 1, 6, 10, 2, 11, 12 |
We will conduct a diagnostic evaluation, in order to obtain information about the initial situation of the student in relation to the teaching plan of the module, and a formative assessment, to collect continuous information regarding the development of the learning process. The latter will be carried out through three Evidences of Learning (EVA):
EVA 1: Individual work. Non-contact delivery. 40%
EVA 2: Group work (Oral). Face-to-face activity. 30%
EVA 3: Group work (Written). Non-contact delivery. 30%
The final grade will correspond to the weighted average between EVA 1, 2 and 3. The subject will be considered passed if the weighted average of the project is equal to or greater than 5 and the grade of each project is equal to or greater than 4. Otherwise, the grade of the continuous assessment will not be higher than 4.5. Continued recovery foresees the possibility of re-evaluating all those projects with a grade lower than 4. the student will be able to repeat the activities under the supervision of the teachers before the end of the semester.
The dynamics of the module require an attendance at 80% of the sessions, in order to guarantee their appropriate evaluation. If this percentage of attendance is not reached without any justified reason, the module will not be evaluated and the final grade will be considered as not presented.
It is not foreseen that the students of 2nd or subsequent matrícula will evaluate by means of a single proof of synthesis no recoverable.
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Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
EVA 1. Individual work. Non-contact delivery | 40% | 2 | 0.08 | 13, 1, 6, 7, 8, 10, 2, 11, 3 |
EVA 2. Team work (Oral). | 30% | 1 | 0.04 | 9, 7, 10, 2, 11, 12, 3 |
EVA 3. Team work (Write). | 30% | 1 | 0.04 | 4, 5, 13, 6, 7, 8 |
Basic bibliography: Basic knowledge to follow the blog:
Pérez Pérez, E. (2018). Diagnóstico e intervención en la Dislexia, en la Disortografía y en la Disgrafía. Barcelona, Ed. Lebón.
Pérez Pérez, E. (2013). Diagnóstico e intervención en las dificultades evolutivas del lenguaje. Barcelona, Ed. Lebon.
Additional bibliography: During the master's sessions, the obligatory reading articles will be indicated in the supplementary bibliography.
Acosta, V. (2012). La intervención logopédica en los trastornos específicos del lenguaje. Revista de logopedia, foniatria y audiologia, 32:67-74.
Aguado, G.; Ripoll, J.C. (2016). Fuentes de evidencia sobre la eficacia de la intervención logopédica. A M.T.Martín-Aragoneses & R. López Higes (Eds.). Claves de la logopedia en el siglo XXI. (pp 277-286). Madrid. UNED.
Andreu, L. (Ed.) (2012). Desenvolupament i avaluació del llenguatge oral. Barcelona: UOC.
Clark, M.; Kamhi, A. (2011). Child language disorders. In: J.H. Stone,; M. Blouin (eds.), International Encyclopedia of Rehabilitation. New York.
Clemente, M. (2008). Enseñar a leer; bases teóricas y propuestaspracticas. Madrid: Pirámide.
Conti-Ramsden, G.; Botting, N. (2008). Emotional health in adolescents with and without a history of specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 49(5): 516-525.
Cuetos, F. (2012). Neurociencia del Lenguaje. Madrid: Ed. Panamericana.
Cuetos, F., Gónzález, J.; De Vega, M. (2015). Psicología del lenguaje. Madrid: Médica Panamericana.
Del Rio, M.J. (2006). Consideraciones sobre eluso de los procedimientos naturalistas para la intervención en logopedia. Revista de Logopedia, Foniatría y Audiología. Vol. 26. nº 3, 139-145.
Del Río, M.J. (2006). Lenguaje y comunicación en los trastornos del desarrollo. Madrid: Prentice-hall.
Garriga, E.; Sala, M. (2015). Avaluació, diagnòstic i intervenció en la dislèxia. Aloma, 33 (1), 31-42.
Giró, M.; gonzález, C.; Pérez Pérez, E. (2003). Intervención en un caso conTrastorno Específico del Lenguaje (4-6años). Revista de Logopedia, Foniatría y Audiología. Vol. XXIII. Octubre-Diciembre.
Gracia, M. (2003.) Comunicación y lenguaje en primeras edades. Intervención con familia. Milenio. Lleida
Ivern, I. (2015). Processos cognitius que intervenen en l’aprenentatge del llenguatge escrit i dislèxia. Aloma, 33 (1), 15-24.
Jiménez, J.E. (Ed.) (2012). Dislexia en español. Prevalencia e indicadores cognitivos, culturales, familiares y biológicos. Madrid: Pirámide.
Kristen, M.; Kamhi, A. (2010) Child Language Disorders. International Encyclopedia of Rehabilitation. Búfalo, N.Y.
Leonard, L. (2010). Specific language impairment. En P. Hogan (Ed.), The Cambridge encyclopedia of the language sciences (pp. 785-786). Cambridge, England: Cambridge University Press.
Lozano, E.; Galián, M.D.; Cabello, F. (2009). Intervención familiar en niños con Trastornos del Lenguaje. Electronic Journal of Educational Psychology, 19, 7(3), 1419-1448.
Mendoza, E. (2009). Las dificultades del lenguaje en adolescentes: un reto para la logopedia. Revista de Logopedia, Foniatría y Audiología, Vol. 29, nº 4: 221-224.
Monfort, M., Juárez, A.; Monfort, I. (2004). Niños con Trastornos Pragmáticos del Lenguaje y la Comunicación. Madrid: Entha.
Montfort, I; Monfort, M.; Juárez-Sánchez, A. (2014). Investigación y práctica profesional en logopedia. Revista de Neurología, 58 (supl 1): S111-S115.
Pérez Pérez, E. (2010). Quan el llenguatge dificulta l’escolaritat. EDUCAT. Revista de Psicopedagogia, nº 4: 18-26.
Pérez Pérez, E; Giró, M. (2002) Intervención en un caso con dificultades del lenguaje (4-6 años) Monográfico: El Trastorno del Lenguaje. Revista de Logopedia, Foniatría y Audiología. Vol. XXII. Abril-Junio.
Ripoll, J.C; Aguado, G. (2016). Eficacia de las intervenciones para el tratamiento de la dislexia: una revisión. Revista de Logopedia, Foniatría y Audiología, 36, 85-100.
Sánchez-Cano, M. (2010). El asesoramiento como intervención para atender al alumnado con dificultades. Revista de logopedia, foniatría y audiología, vol. 30, nº 4: 180-185.
Sanz, M; Andreu, LL; Badia, I; Serra, M. (2010). El proceso lector en niños con antecedentes de retraso y trastorno específico del lenguaje. Revista de Logopedia, Foniatría y Audiología, Vol. 30, nº 1: 23-33.
Serra, M. (2002). Trastornos del lenguaje: preguntas pendientes en investigación e intervención. Revista de Logopedia, Foniatría y Audiología, XXII (2): 63-76.
Serra, M. (2013). Comunicación y Lenguaje. La nueva neuropsicologia cognitiva (Vol. 1 i 2). Barcelona: UBe.
Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problemsat Any Level. New York: Alfred A. Knopf.
Suárez, P.; Cuetos, F. (2012). ¿Es la dislèxia un trastorno perceptivo-visual? Nuevos datos empíricos. Psicothema, 24, 188-192.
Thompson, P.A., Hulme, Ch., Nash, H.M., Gooch, D., Hayiou-Thomas, E. &Snowling, M. J. (2015). Developmental dyslexia: predicting individual risk. TheJournal of ChildPsychologyandPsychiatry, doi:10.1111/jcpp.12412.
Thordardottir, E. (2007). Effective intervention for specific languageimpairment. En E. Thordardottir (ed.), Encyclopedia of language and literacy development (pp. 1-8). London, Canadian language and literacy research network.
No applied.