Communication and Language Disorders Derived from Hearing Impairment
Code: 43614 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4315497 Communication and Language Disorders | OT | 0 | 2 |
Contact
- Name:
- Jesús Valero García
- Email:
- jesus.valero@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
Teachers
- Cristina Cambra Verges
- Carrasumada Serrano Pau
External teachers
- Ana Belén Mallén
- Franz Zenker
- Jaume Forner
- Jesús Valero
- Rubén Díaz
Prerequisites
It is recommendable to go over the contents of module 6: Update on specific communication disorders and oral and written language.
Objectives and Contextualisation
Renforcement the speech therapist’s own training through theoretical and practical contents that allow them to carry out research, diagnosis and treatment related to communication and language disorders of hearing impairment.
Knowledge of the current situation in the investigation of cochlear implants and other technological advances to aid hearing.
Competences
- Adjust and monitor speech therapy plans, depending on the evaluation and individual and social variables concurrent versus new and complex problems.
- Apply the scientific method in professional practice.
- Design and implement strategies to intervene from a biopsychosocial approach to facilitate the social inclusion of people affected by communication disorders and language.
- Show interpersonal communication skills and managing emotions for effective interaction with patients, families and caregivers in the process of problem identification, evaluation, communication of diagnosis and intervention and monitoring.
Learning Outcomes
- Adapting the speech to language and communication skills of the user with hearing impairment and their families.
- Conduct a systematic review to summarize the best available scientific evidence.
- Design and implement strategies to raise awareness and social change to facilitate the inclusion of people affected by communication disorders and language.
- Design strategies for speech therapy intervention in the field of communication disorders and language derived from hearing impairment adapted to the specificity of each case, taking into account the personal, family and social context.
- Develop and implement strategies that equip the person at risk of social exclusion of resources to meet the challenges in different contexts.
- Establish the objectives of speech therapy intervention in the field of communication disorders and language derived from hearing loss from an interdisciplinary perspective.
- Identify and select speech therapy intervention strategies in the field of communication disorders and language derived from the most appropriate hearing loss in each case, taking into account the personal, family and social context.
- Identify the characteristics of the family and social environment to determine their influence on the process of intervention in the field of communication disorders and language derived from hearing impairment.
- Intervene on barriers and facilitators influencing the contexts of the person to facilitate their social inclusion.
- Knowing and intervening on the facilitators and barriers to treatment adherence hearing impaired user.
- Recognizing affective states and experiential processes user with hearing impairments and their families.
- Selected so argued, based on screening criteria and quality, relevant documentary sources for the purpose of research, evaluation or speech therapy intervention in the context of communication disorders and language derived from hearing impairment.
Content
Methodology
The methodology of this module includes:
- Master classes
- Seminars to discuss different cases
- Individual tutorials to resolve doubts
- Self-study activities: reading of articles and an individually-written essay
The methodology of teaching and evaluation of the proposals may undergo some modification in the operation of the restrictions of assistance imposed by the sanitary authorities. The team docent will detail the classroom or in the usual communication mitjans the face-to-face or virtual format / in line with the different activities directed and evaluated, tenint en compte the indications of the professor and depending on which permet the sanitary situation .
In the last class, time will be allocated to allow students to answer the surveys for the evaluation of teaching performance and the evaluation of the subject.
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 | |||
| Master classes | 31.5 | 1.26 | 1, 10, 3, 5, 8, 9, 11 |
| Type: Supervised | |||
| Analysis of cases and individual tutorials | 13.5 | 0.54 | 4, 6, 7 |
| Type: Autonomous | |||
| Reading of articles and an individually-written essay | 105 | 4.2 | 2, 12 |
Assessment
The evaluation of this module will be based on three evidences of learning:
EV1: Individual written work from the reading of scientific articles on some of the contents of the program of the module (30%).
EV2: An individual multiple choice online exam (50%).
EV3: Preparation and presentation to the class group of some readings (10%)
EV4: Attendance to a minimum of 80% of the face-to-face sessions and correct realization of the proposed activities (10%).
Module passed: the student passes the module if they obtain a minimum grade of 5 points (scale 0-10) as the average grade of the four learning evidences EV1, EV2, EV3 and EV4. The student who has presented the evidence of learning with a weight equal to or greater than 4 points (40%), will not be able to appear in the minutes as "not evaluable". The student who has not attended 80% of the classes will have a maximum grade of 9 in the final grade.
Evaluation link: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance at face-to-face active sessions 80% | 10% | 0 | 0 | 1, 10, 2, 5, 6, 11 |
| Individually-written essay related to one of the contents of the programme | 30% | 0 | 0 | 4, 3, 2, 5, 6, 9, 12 |
| Preparation and presentation to the class group fa some readings | 10% | 0 | 0 | 1, 3, 2, 6, 11 |
| Written exam | 50% | 0 | 0 | 10, 4, 3, 5, 6, 7, 8, 9 |
Bibliography
Batten, G., Oakes, P.M. y Alexander, T. (2013). Factors associated with social interactions between deaf children and their hearing peers: a systematic literature review. Journal of Deaf Studies and Deaf Education, 18 (4).
Cambra, C., Silvestre, N., i Leal, A. (2008). Comprehension of television messages by deaf students at various stages of education. American Annals of the Deaf, 153(5), 425-434.
CSIC (2011) Informe sobre envejecimiento .
Figueroa, M., Darbra, S., & Silvestre, N. (2020). Reading and theory of mind in adolescents with cochlear implant. Journal of Deaf Studies and Deaf Education, 25(2), 212–223. https://doi.org/10.1093/deafed/enz046
Lin, F. R., Yaffe, K., Xia, J., Qian-Le, X., Harris, T. B., Purchase-Helzner, E. y Simonsick, E. M. (2013). Hearing loss and cognitive decline in older adults. JAMA Internal Medicine, 173 (4), 293-299.
Marschark,M., Morrison C., Lukomski, J., Borgna, G., i Convertino, C. (2013). Are deaf students visual learners?. Learning and individual differences, 25, 156-162.
Nicholas,J.G.& Geers,A.E. (2006) Effects of Early Auditory Experience on the Spoken Language of Deaf Children at 3 Years of Age. Ear Hear 27, (3) 286-298
Rosich, N.; Núñez, J.M.; Fernádez del Campo, J.E. (1996): Matemáticas y deficiencia sensorial. Madrid.Síntesis.
Rosich, N. ; Serrano, C. (1998): " Las adquisiciones escolares: el aprendizaje matemático". En (Coord.Silvestre, N.) Sordera. Comunicación y aprendizaje. Madrid. Masson, pp. 133-141.
Rosich, N., Giménez, J., Latorre, R.M., Muria, S. (2006). Diversidad y geometría en la ESO. El caso de alumnado deficiente auditivo. Contextos Educativos. Revista de Educación. 8(9), 51-68.
Silvestre,N. & Laborda,C. (2006) Los inicios de la comunicación y la adquisición del lenguaje oral enel alumnado con sordera En Victor Acosta La Sordera desde la diversidad cultural y lingüística Construyendo centros inclusivos en la educación del alumnado con sordera. Masson Barcelona p.p. 83-114
Silvestre,N. (2010) Les famílies que tenen criatures amb necessitats educatives especifiques: Las famílies oïdores que tenen criatures sordes. Educar 45, 99 -115
Valero-Garcia, J.; Vila-Rovira, JM.; Porteiro, M.; Talleda, N.; Catalá, M. y Millet, N (2016) Valor predictivo de la Escala ADDA en la detección de la pérdida auditiva en personas mayores hospitalizadas. Revista de Logopedia, Audiología y Foniatría. 36, 135-141.
Valero-Garcia, J. Iglesias, L. Silvestre, N. (2021) Theory of Mind and its relation to presbycusis. A pilot study. Speech, Language and Hearing, https://doi.org/10.1080/2050571X.2021.1927591
Ziv,M.,Most,T,Cohen, S. (2013) Understanding of Emotions and False Beliefs among hearing children versus Deaf Children. Journal of Deaf Studies of Education 18:2 p.p. 161-174.
Bibliografía complementaria:
AAVV (2013) Manual básico de formación especializada sobre discapacidad auditiva. Madrid:Fiapas. 5a ed.
AAVV (2012) Sordera infantil. Del diagnóstico precoz a la inclusión educativa. Madrid: Fiapas. 2n ed.
Evelien Dirks, Lizet Ketelaar, Rosanne van der Zee, Anouk P. Netten, Johan H.M.Frijins and Caroline Rieffe (2017). Concerns for others: A study on Empaty in Toddlers with Moderate Hearing Loss. Journal of Deaf Studies and Deaf Education, 178-186. Doi: 10.1093/deafed/enw076
Laurent, A T.G (2014)., "An analysis of the problem solving skills of children who are deaf or hard of hearing". Independent Studies and Capstones. Paper 691. Programin Audiology and Communication Sciences, Washington University School of Medicine. http://digitalcommons.wustl.edu/pacs_capstones/691
Lizet Ketelaar, MSc, Carroline Rieffe, PhD, Carin H. Wiefferink, MA, and H.M.Frijins, MND,PhD (2012). Does Hearing Hearing Lead to Understanding? Theory of Mind in Toddlers and Preschoolers with Cochlear Implants?. Journal of Pediatric Psychology 37 (9) 1041-1050. Doi: 10.1093/jpepsy/jss086
Krejtz, I., Szarkowska, A., & Łogińska, M. (2016). Reading Function and Content Words in Subtitled Videos. Journal of Deaf Studies and Deaf Education, 21(2), 222–232. doi:10.1093/deafed/env061
Szarkowska, A., Krejtz, I., Klyszejko, Z., & Wieczorek, A. (2011). Verbatim, standard, or edited? Reading patterns of different captioning styles among deaf, hard of hearing, and hearing viewers. American Annals of the Deaf 156 (4), 363–378. doi:10.1353/aad.2011.0039
Rosich, N., Giménez, J., (2005) Improving geometry by using dialogic hypermedia tools: A case study. Interactive Educational Multimedia, Number 10, April , pp. 54-65 https://www.researchgate.net/publication/28156249_Improving_geometry_by_using_dialogic_hypermedia_tools_A_case_study
Zevenbergen, R.; Hyde,M. & Des Power (2001): Language, Arithmetic Word Problems, and Deaf Students: Linguistic Strategies Used to Solve Tasks. Mathematics Education Research Journal, Vol. 13, No.3, 204-218.
Software
No specific information is included in this section