Degree | Type | Year | Semester |
---|---|---|---|
2500893 Speech therapy | OT | 4 | 1 |
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
It is advisable to revise the subjects
1st year: "Evolutionary Psychology I: Childhood" / 2nd year: "Disorders and assessment of oral and written language acquisition" / 3rd year: "Intervention in oral and written language disorders", "Language alterations associated with other pathologies" and "Hearing disorders: Assessment and intervention."
The main educational objectives of the subject are to:
THE FIRSTS YEARS
1. Detection, diagnosis and initial reception of the child with deafness and their families
2. The impact of deafness on the families of children with hearing impairment
3. The stage from 0 to 3 years. Evolution and valuation
4. Assessment of the emotional, communicative and linguistic development of the child in the 3-6 stage
5. Intervention methodologies for communication and oral language
FAMILY CONTEXT
6. The impact of deafness in the family context of the child with deafness
7. Family stress and maternal conversational sensitivity
8. Methodology of attention and accompaniment to families
9. Family-centered therapies. Intervention Strategies
10. Preparation for the interview and family anamnesis.
EDUCATIONAL INTERVENTION AND RESEARCH
11. The educational context of the deaf preschool child
12. Intervention strategies with scientific evidence
13. Lines of research
LEARNING BASED ON LEARNING OUTCOMES
AUTONOMOUS ACTIVITIES
STUDY: Individual study time for dynamic, personal, strategic and flexible learning of the content taught in practical and theoretical classes, as well as the material shared through the Moodle Virtual Classroom.
READING OF ARTICLES: Comprehensive reading of specialized articles.
PARTICIPATION IN COMMUNICATION FORUMS AMONGST STUDENTS: Active and weekly participation in a debate forum and group discussion, based on clinical cases.
GROUP WORK PREPARATION: Preparation of a digital portfolio.
DIRECTERD ACTIVITIES
Practices sessions: Seminars for the analysis and discussion of specialized articles, clinical cases and intervention methodologies, with the active participation of the students.
Theoric sessions: Lectures with ICT support.
SUPERVISED ACTIVITIES
Follow-up tutorials for group work (EV2)
Note: 15 minutes of a class will be reserved within the calendar established by the center or by the degree for students to fill in the surveys to assess the performance of the teaching staff and to assess the subject or module.
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 | |||
Practices sessions | 12 | 0.48 | 5, 1, 3, 8, 13, 11, 16, 15, 17, 22, 21, 20, 18, 19, 4, 25 |
Theoric sessions | 24 | 0.96 | 2, 23, 6, 7, 12, 14, 9, 10, 24 |
Type: Supervised | |||
Follow-up | 17 | 0.68 | 23, 6, 3, 7, 10 |
Type: Autonomous | |||
Estudy | 30 | 1.2 | 2, 23, 7, 12, 14, 9, 10 |
Participation in communication forums between students | 12 | 0.48 | 1, 23, 3, 7, 11, 15 |
Preparing group work | 24 | 0.96 | 2, 23, 6, 7, 12, 14, 9, 21, 20, 18, 10, 24 |
Reading articles | 25 | 1 | 2, 23, 7, 12, 14, 9, 24 |
The continuous assessment system is based on the following learning evidence:
EV1: Written test. 35% final course grade. theoretical. First evaluation period. Individual and face-to-face.
EV2: Digital portfolio. 30% final course grade. Practice. First and second evaluation periods. Group and online.
EV3: Written test. 35% final course grade. Theoretical-Practical. Second evaluation period. Individual and face-to-face.
The student will pass the course after obtaining at least a grade of 5.0 (0-10 scale) as the average of the three evidences, and having passed (grade of 5.00 or more) two of the three evidences.
A student who has delivered evidence of learning with a weight equal to or less than 4.0 points (40%) will be considered 'not evaluable'.
Recovery test: Students who have not reached the established criteria to pass the subject and who have been evaluated with a minimum of 2/3 evidence of learning may choose to take the recovery test. The maximum grade that can be obtained in the recovery test is 5.0.
The single evaluation will be carried out on the same day and place as the written test of the second evaluation period of the subject. All the contents of the subject will be evaluated.
Students must present themselves with the digital portfolio (EV2 - 30% final grade for the course) in printed format to begin developing the single assessment.
Both partial exams (EV1 + EV3 - 70% final course grade) will be carried out with multiple choice questions and short questions on clinical cases. Total duration of the EU: 4 hours.
The final grade for the course will be obtained as described by the continuous assessment. The same recovery process as thatof the continuous evaluation will be applied.
In the cases of second or higher registrations, the evaluation of the subject (continued or unique) will be the same as in the cases of first registration.
In the event that the student has difficulties understanding the statements of the tests written in Spanish (for example, because they are an exchange student, etc.) they can request the test in Catalan or English as long as they do so in writing to the coordinator of the subject, with a minimum of 4 weeks before the respective evaluation.
Link to the faculty evaluation guidelines: https://www.uab.cat/web/estudiar/calendaris-1345721956986.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
EV1 - INDIVIDUAL. Written test. Face-to-Face | 35% | 2 | 0.08 | 2, 23, 3, 7, 12, 13, 9, 22, 21, 20, 18, 10, 4 |
EV2 - GRUPAL. Digital briefcase. Online | 30% | 2 | 0.08 | 5, 2, 1, 23, 6, 3, 8, 7, 12, 11, 14, 9, 16, 15, 17, 20, 18, 19, 10, 24, 25 |
EV3 - INDIVIDUAL. Written test. Face-to-face | 35% | 2 | 0.08 | 5, 2, 1, 23, 11, 14, 9, 15, 17, 22, 21, 18, 19, 25 |
Mandatory bibliography:
Balakrishnan, S., & Thangaraj, M. (2023). Parental Support for Postoperative Intervention of Children with Cochlear Implantation. Indian Journal of Otolaryngology, and Head, and Neck Surgery, 1–10. https://doi.org/10.1007/s12070-023-03762-w
Baraquiso Pazos, M., & Guier Bonilla, L. (2020). Childhood hearing loss, frequent sensory deficit. Synergy Medical Journal, 5(9), e576. https://doi.org/10.31434/rms.v5i9.576
Concha, R., Serrano, C., & Silvestre, N. (2022). Understanding of emotions in students with cochlear implants from 3 to 6 years old. Influential factors. Journal of speech therapy, speech therapy and audiology, 42(3), 134–146. https://doi.org/10.1016/j.rlfa.2021.03.012
Majorano, M., Brondino, M., Morelli, M., Ferrari, R., Lavelli, M., Guerzoni, L., Cuda, D., & Persici, V. (2020). Preverbal Production and Early Lexical Development in Children With Cochlear Implants: A Longitudinal Study Following Pre-implanted Children Until 12 Months After Cochlear Implant Activation. Frontiers in Psychology, 11, 591584–591584. https://doi.org/10.3389/fpsyg.2020.591584
Muller, L., Goh, B. S., Cordovés, A. P., Sargsyan, G., Sikka, K., Singh, S., Qiu, J., Xu, L., Graham, P. L., James, C. J., & Greenham, P .(2023). Longitudinal outcomes for educational placement and quality of life in a prospectively recruited multinational cohort of children with cochlear implants. International Journal of Pediatric Otorhinolaryngology, 170, 111583–111583. https://doi.org/10.1016/j.ijporl.2023.111583
Throughout the course, more specific complementary bibliography will be provided.