Anatomy and Physiology of Speech and Vocal Organs
Code: 101701 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500893 Speech therapy | FB | 1 |
Contact
- Name:
- Guillermo Garcia Alias
- Email:
- guillermo.garcia@uab.cat
Teachers
- Ignacio Delgado Martínez
- Guillermo Garcia Alias
- Christelle Serra Le Cheualier
- David Ramos Gonzalez
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are no prerequisites.
It is convinient ti have basic knowledge on cellular biology, physics and chemistry.
Given the need to carry out practices in the dissection room, students must acquire the commitment to preserve the confidentiality and professional secrecy of the data to which they may have access in their learning activities, and must maintain an attitude of professional ethics. in all his actions. You must also have a completed safety certificate that certifies that you have passed the specific test of good practices in the dissection room.
Objectives and Contextualisation
The subject “Anatomy and Physiology of the Voice and Speech Organs” is programmed during the first semester of the first course and develops the knowledge of the general characteristics of the structure and the function of the structures involved in the production of voice and speech: the respiratory system, vocal tract and the organs of phonatory process and the resonance.
The objectives of the subject are to present in an integrated way the knowledge related to the body organs that allow the production of the voice and the speech in the human beings.
Therefore when finishing the course, the student will have to be able to identify and describe the normal function of the body organs that allow the production of the voice and the speech in the human beings.
Competences
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Analyse and synthesise information.
- Critically evaluate the techniques and instruments of evaluation and diagnosis in speech therapy, as well as its procedures of intervention.
- Demonstrate an understanding and correct use of the terminology and methodology of speech-therapy research.
- Find, evaluate, organise and maintain information systems.
- Have a strategic and flexible attitude to learning.
- Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
- Integrate the foundations of biology (anatomy and physiology), psychology (evolutionary processes and development), language and teaching as these relate to speech-therapy intervention in communication, language, speech, hearing, voice and non-verbal oral functions.
- Managing communication and information technologies.
- Master the terminology that facilitates effective interaction with other professionals.
- Present adequate speech production, language structure and voice quality.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
- Understand, integrate and relate new knowledge deriving from autonomous learning.
- Understand, interpret and express orally and in writing, in a foreign language, contents within the ambit of health.
- 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
- Analyse a situation and identify points for improvement.
- Analyse and synthesise.
- Correctly interpret the results of an exploration of the nervous system and the organs of voice and speech.
- Correctly use the nomenclature of cell biology, human anatomy and the main terms of physiology.
- Critically analyse the principles, values and procedures that govern the exercise of the profession.
- Demonstrate proper diction and proper syntactic structure and discourse in the public presentations of projects.
- Describe the meaning of key terms relating to structural and functional, normal and pathological features.
- Describe the usefulness of the main instruments in the physiological assessment of the nervous system and organs of voice and speech.
- Explain the explicit or implicit code of practice of one's own area of knowledge.
- Have a strategic and flexible attitude to learning.
- Identify and describe the anatomy of the nervous system and of the organs of voice and speech.
- Identify and describe the physiology of the nervous system and and of the organs of voice and speech, in addition to their molecular and cellular bases.
- Identify situations in which a change or improvement is needed.
- Managing communication and information technologies.
- Perform a basic examination of voice and speech organs.
- Search, evaluate, organise and maintain information systems.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
- Understand, integrate and relate new knowledge deriving from autonomous learning.
- Understand, interpret and express orally and in writing, in a foreign language, contents within the ambit of health.
- Working in intra- and interdisciplinary teams.
Content
General justification:
The degree of Speech Therapy is defined as a Health Degree, and therefore, in the basic courses, it is necessary to carry out the learning of the structure and function of those organs that will be responsible for the production of the voice and speech and the development of language. These basic lessons must provide to the student enough tools to face successful clinical and, in the longer term, to be able to carry out an effective and rigorous professional task, based on scientific knowledge.
The Speech therapist is a professional who works to prevent, detect, identify, evaluate, diagnose, and provide treatment and follow-up for people of all ages at risk of suffering from speech, voice, language, swallowing disorders and related disorders. In addition, "he /she teach, supervise, and guides research programs or activities related to related sciences. Therefore, he/she must use the scientific method to measure treatments, evaluate their effectiveness, modify them based on their assessment and disseminate the results ". All of this allows us to justify the importance of this subject for the professional future.
In other words, the speech therapist must know the structure and functioning of the respiratory system, as well as the vocal tract and the organs of the phonatory process and resonance, in order to understand, diagnose, treat, prevent and investigate the alterations that affect voice, speech and language. The program of this subject is oriented precisely to the achievement of these objectives.
GENERAL CONCEPTS
General organization of the human body
- Anatomy concept
- Levels of organization of the human body
- Anatomical position
- Levels and sections of the human body
- Generalities of the musculoskeletal, nervous and vascular systems
Functional organization of the organs related to the voice and the speech
- Respiratory system: Airstream producer
- Larynx: vocal folds oscillation and voice generation
- Vocal tract: Speech resonance
- Articulation: generating speech
- Speech process
LANGUAGE ORGANS
1. RESPIRATORY SYSTEM
Anatomy of the respiratory system
- Division and parts of the respiratory system
- Respiratory tracts and lungs
- Chest bones
- Muscles associated with breathing
- Innervation and vascularization
Physiology of the respiratory system
- Organization and functional characteristics of the respiratory system
- Respiratory functions and non-respiratory functions of the respiratory system
- Physiology of the pleural system
- Ventilatory mechanics
- Elasticity and resistance of the respiratory system. Respiratory work
- Measurement of the ventilatory function: spirometry and elimination of inert gas
- Volumes and lung capacity
- Alveolar ventilation and respiratory dead areas
- Pulmonary ventilation during speech
- Functional organization of the ventilation system control
- Respiratory rhythm: origin and conditioning factors
- Nervous and humoral regulation of ventilation
2. PHONATORY SYSTEM
Anatomy of phonatory system
- General characteristics of the larynx
- Cavity: division, mucosa and spaces
- Cartilage of the larynx
- Membranes and ligaments of the larynx
- Muscular larynx
- Innervation and vascularization
- Biomechanics of the larynx
Physiology of the larynx
- Methods of study of the larynx behaviour
- Physiologyof the vibration of the vocal folds: myoelastic and aerodynamic theory
- Phases of the phonation: start, endurance and ending
- Functional characteristics of the oscillation cycle of vocal folds
- Frequency, intensity and timbre of voice. Implication of laryngeal muscles
- Environmental factors that affect the voice
- Voice changes with age
- Voice records
- Nerve control of the larynx
3. ARTICULATION AND VOICE RESSONANCE
Anatomy of organs of articulation and resonance
- Location and general structure of the vocal tract
- Skull and face bones
- Skull and face articulation
- Skull and face musculature
- Structure of the nose: nasal pyramid, fossae and paranasal sinuses
- Structure of the mouth: parts, glands, lips, gums and teeth, palate, tongue
- Structure of the pharynx: division, muscles and innervation
Physiology of vocal tract and articulation. Speech
- Functional organization
- Resonance in the vocal tract: frequency of resonance and formants
- Resonance changes with pharyngeal and velopharyngeal movements
- Factors that influence the resonance
- Resonance changes with age
- Function of the articulators in the production of speech
- Role of the salivary glands in the articulation of speech
- Nervous control of the articulators and resonators
- Functional bases of the production and perception of speech
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Cases seminars and written review | 10 | 0.4 | 1, 3, 4, 5, 9, 13, 14, 16, 17, 18, 19, 20, 21, 23, 24 |
| Laboratory classes | 10 | 0.4 | 4, 15, 24 |
| Theory classes | 33 | 1.32 | 4 |
| Type: Supervised | |||
| Tutorial teaching, attended and virtual | 6 | 0.24 | 4, 16 |
| Type: Autonomous | |||
| Preparation of cases seminars | 12.5 | 0.5 | 4, 5, 9, 17, 18, 24 |
| Preparation of laboratory classes | 13 | 0.52 | 4, 5, 14, 15, 17, 18 |
| Preparation of written review | 16 | 0.64 | 1, 2, 4, 5, 13, 14, 16, 17, 18, 19, 20, 22, 23, 24 |
| Self-study | 42 | 1.68 | 4, 5, 16, 17, 18 |
Theory classes:
Systemized explanation of the subject topics, giving relevance to the most important concepts. The student acquires the basic scientific knowledge of the subject attending to theory classes, which will complement by self-study of the topics of the subject program.
Case Seminars:
Presentation of clinical cases related to the subject with learning objectives on which students must work individually or in groups, also in small groups, with personal study.
Laboratory classes:
Practical sessions for the observation of anatomical structures and the practical learning of physiological techniques. Group work and active self-learning are promoted.
Preparation of a written review:
Based on a set of topics proposed for the subject, students must meet in groups of no more than four people, and prepare a revision work that will be evaluated by the teaching team of the subject. The revision work will be presented to the rest of the main class group.
N.B. 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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| 1) EV 1 and 2 - 1st Objective multiple-choice or truth or false response test test (theory and practices) | 30% (theory) + 10% (practice) | 2 | 0.08 | 4, 7, 8, 11, 12, 15, 17, 18, 21 |
| 2) EV 3 and 4 - 2nd Objective multiple-choice response test (theory and practices) | 30% (theory) + 10% (practice) | 2 | 0.08 | 4, 7, 8, 11, 12, 15, 17, 18, 21 |
| 3) EV 5 - Continuous evaluation of practices | 10% | 1.5 | 0.06 | 1, 4, 5, 8, 9, 10, 13, 15, 17, 18, 20, 21, 24 |
| 4)EV 6 - Preparation of Seminar cases and written review | 10% | 2 | 0.08 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 13, 14, 16, 17, 18, 19, 20, 21, 22, 23, 24 |
- The competences of this subject will be evaluated through objective tests, portfolio and case solutions, and presentation of written review with the mechanisms detailed in the table of learning outcomes.
- The subject will be passed when a grade equal to or greater than 5 has been achieved as an average of the set of EVs. In order to carry out the weighted average of the EV grades, it is essential to have obtained a grade equal to or greater than 5.00 in evidence EV1 and EV3 AND a grade equal to or greater than 4.00 in the rest of the evidence (EV2 , EV4, EV5 and EV6).
- Students who have not obtained a grade equal to or greater than 5.00 in EV1 and EV3 and/or a grade equal to or greater than 4.00 in EV2, EV4, may take an evidence recovery test. not surpassed. Likewise, if they have not obtained a grade equal to or greater than 4.00 in EV5 and EV6, the student may present a new written work on the evidence not passed on the day of the recovery exam.
-Recovery exam: There will be a final exam for students who have not passed any block in the continuous assessment.
- A student who has provided learning outcomes with a weight less than 4 points (40%) will be considered as "non-evaluable".
- Second or superior registration students may be exempt from participating in the practical activities if they have passed the EV5 and EV6 of the previous year. In this case, the note (obtained by the EV5 and EV6) will be kept even if they will have the right to renounce it in writing and to re-submit from the beginning of the course. It is not foreseen to substitute the appraisal for a synthesis exam.
-The delivery of the translation of the on-site assessment tests will be carried out if the requirements established in article 263 are completed and your request is made in week 4 telematically (eform) (more information on the faculty's website) .
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.htm
Single evaluation
Students can take advantage of the single evaluation system, accordingto the regulations of the Faculty.The single evaluation is requested telematically (e-form) during the specific period (more information on the faculty's website). The single assessment will be based on the same content of the course program, the acquisition of the same skills, andwill have the samelevel of demand as the continuous assessment. Those students who take advantage of the single evaluation will take EV 1, EV2, EV3 and EV4 on the same day that EV3 is carried out (second evaluation period). That same day they will deliver the EV5 and EV6.
For the evaluation of each block, an exam consisting of multiple choice questions and/or restricted written questions will be carried out to evaluate the theoretical knowledge of the subject (EV1 and EV3) and the concepts related to laboratory practices and case studies. (EV2 and EV4), each one with an approximate weighting of 30% and 10%, respectively, of the overall grade for each system. To pass the subject, a score equal to or greater than 5 must be obtained in the weighted average of the scores. Evidences not delivered have a score of 0 (zero) and those delivered are considered approved if they have a grade equal to or greater than 5. The subject is considered passed as described by the continuous assessment and the same system will be followed. of recovery than that of the single evaluation. If the student does not pass these tests, they may choose to recover them in the recovery period, under the same conditions as students who follow the continuous assessment (see Recovery section).
Link to the faculty evaluation guidelines: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
The review of grades will follow the same procedure as for continuous assessment.
Bibliography
1.- Fundamental bibliography
Francois Le Huche, Andre Allali. Anatomia y Fisiologia de los órganos de la voz y del habla - Vol. 1. Elsevier-Masson, Barcelona. 2004
David H McFarland. Atlas de Anatomia en Ortofonia. Elsevier-Masson, Barcelona. 2008
Anthony Seikel, David G. Drumright, et ál Anatomy and Physiology for Speech, Language, and Hearing . |6ht edition. 2019
Rodríguez S, Smith-Agreda JM. Anatomia de los órganos del lenguaje, visión y audición. Panamericana, Madrid. 2003
Begoña Torres, Ferran Gimeno. Bases anatòmiques de la veu. Proa-Biblioteca Universitària, Barcelona. 1995
2.- Complementary biblioography
Bustos Sánchez,Benoit Amy de la Bretèque, Diana Grandi, Cori Casanova, Salvador Casadevall, Ana Lou, Andreu Sauca, Queralt Botey, Ferran Ferran, Marta Jordana, Gemma Solà, Pepi Martín, Núria Rebull, Hellen Rowson, Ricard Monge. Intervención logopédica en transtornos de la voz. Editorial Paidotribo. Barcelona. 2013
Coll-Florit Marta, Gerardo Aguado, Alicia Fernández-Zúñiga, Sara Gambra, Enrique Perelló, Josep Maria Vila-Rovira. Transtornos del habla y de la voz. Editorial UOC. Barcelona. 2013
Richard L Drake, Wayne Vogl, Adam WM Mitchell. Anatomía de Gray para estudiantes. 2a edició (o posteriors) Elsevier, Barcelona, 2010
Nielsen M, Miller S. Atlas de Anatomía humana. Panamericana, Madrid 2011
Gerard J Tortora, Bryan Derrickson. Introducción al cuerpo humano: fundamentos de anatomía y fisiología. Panamericana, 2008.
2.-Bibliography would complement
Bustos Sánchez,Benoit Amy de la Bretèque, Diana Grandi, Cori Casanova, Salvador Casadevall, Ana Lou,Andreu Sauca, Queralt Botey, Ferran Ferran, Marta Jordana, Gemma Solà, Pepi Martín, Núria Rebull, Hellen Rowson, Ricard Monge. Intervención logopédica en transtornos de la voz. Editorial Paidotribo. Barcelona. 2013
Coll-Florit Marta, Gerardo Aguado, Alicia Fernández-Zúñiga, Sara Gambra, Enrique Perelló, Josep Maria Vila-Rovira. Transtornos del habla y de la voz. Editorial UOC. Barcelona. 2013
Richard L Drake, Wayne Vogl, Adam WM Mitchell. Anatomía de Gray para estudiantes. 2a edició (o posteriors) Elsevier, Barcelona, 2010
Nielsen M, Miller S. Atlas de Anatomía humana. Panamericana, Madrid 2011
Gerard J Tortora, Bryan Derrickson. Introducción al cuerpo humano: fundamentos de anatomía y fisiología. Panamericana, 2008.
Software
No specific software is needed
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 11 | Spanish | first semester | afternoon |
| (PAUL) Classroom practices | 12 | Spanish | first semester | afternoon |
| (PAUL) Classroom practices | 13 | Spanish | first semester | afternoon |
| (PLAB) Practical laboratories | 111 | Catalan | first semester | afternoon |
| (PLAB) Practical laboratories | 112 | Catalan | first semester | afternoon |
| (PLAB) Practical laboratories | 113 | Catalan | first semester | afternoon |
| (PLAB) Practical laboratories | 114 | Catalan | first semester | afternoon |
| (PLAB) Practical laboratories | 115 | Catalan | first semester | afternoon |
| (SEM) Seminars | 111 | Spanish | first semester | afternoon |
| (SEM) Seminars | 112 | Spanish | first semester | afternoon |
| (SEM) Seminars | 113 | Spanish | first semester | afternoon |
| (TE) Theory | 1 | Spanish | first semester | morning-mixed |