Disorders and Assessment of Spoken and Written Language Acquisition
Code: 104146 ECTS Credits: 9| Degree | Type | Year |
|---|---|---|
| 2500893 Speech therapy | OB | 2 |
Contact
- Name:
- Elisabet Jurado Viņuales
- Email:
- elisabet.jurado@uab.cat
Teaching groups languages
You can view this information at the end of this document.
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
- Analyse the results of a study on changes in the acquisition of oral or written language.
- Demonstrate knowledge of the legal framework governing the speech-therapist profession in public education and health care.
- Develop a written diagnosis and subsequent intervention for a case with disorders in the acquisition of oral or written language.
- Discuss the validity of a study on changes in the acquisition of oral or written language.
- Ethically commit oneself to quality of performance.
- Explain the explicit or implicit code of practice of one's own area of knowledge.
- 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.
- Project design and management.
- Select and apply specific instruments for the appropriate evaluation of disorders in oral or written language.
- Use non-verbal communication techniques to optimise communicative situations.
- 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
Activities and Methodology
| 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 | 54.5 | 2.18 | 1, 4 |
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Ev. 1. Multiple choice exam corresponding to topics 1 and 2 | 25% | 4 | 0.16 | 1, 6, 11, 7, 8, 12 |
| Ev. 2. Multiple choice exam corresponding to topics 3 and 4 | 25 % | 4 | 0.16 | 1, 5, 2, 3, 9, 11, 7, 12 |
| Ev. 3. Collective discussions: individual and collective authorship, oral and written format, face-to-face (first and second evaluation period) | 30% | 24 | 0.96 | 1, 5, 4, 10, 9, 11, 7, 13, 8, 12 |
| Ev. 4. Assessment test administration | 20 % | 10 | 0.4 | 1, 9, 11, 13, 8, 12 |
To pass the subject :
All the approved learning evidences must be graded with at least 5,0 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
THE TRANSLATION OF THE FACE-TO-FACE ASSESSMENT TESTS WILL BE DELIVERED IF THE REQUIREMENTS ESTABLISHED IN ARTICLE 263 ARE MET AND THEIR APPLICATION IS MADE. APPLICATION WEEK 4 ONLINE (EFORM) (more information on the Faculty website). website)
Unique evaluation
THE SINGLE ASSESSMENT IS REQUESTED APPLY ELECTRONICALLY (E-FORMULARI) IN THE SPECIFIC PERIOD (more information on the Faculty website)
To pass the subject :
All the approved learning evidences must be graded with at least 5,0 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:
|
SINGLE ASSESSMENT ACTIVITIES TABLE |
|||
|
Name and description of the service |
Weight |
Duration in hours (of the face-to-face act) |
Realization/Delivery date |
|
Ev1: Exam A (1st Partial) |
25% |
5 hours |
Second evaluation period |
|
Ev : Exam A (2n Partial) |
25% |
||
Ev3: Collective discussions: individual and collective authorship, oral and written format, face-to-face (first and second evaluation period) |
30% |
||
|
Ev 4:Delivery of evaluative test administration |
20% |
||
The same resit system as the continuous assessment will be applied.
Bibliography
Manuals de referència :
El Trastorno de Desarrollo del Lenguaje. Una revisión y guía práctica. Jurado, E. Ed. Amazon
El lenguaje del niño.Desarrollo, evaluación y trastornos. Narbona, J. y alt. Editorial Masson 2001
El Trastorno de Desarrollo del Lenguaje. Una revisión y guía práctica. Jurado, E. Ed. Amazon
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
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEM) Seminars | 111 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 112 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 113 | Catalan | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |