This version of the course guide is provisional until the period for editing the new course guides ends.

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Intervention in Language Disorders Associated With Other Pathologies: Interaction and Communicative Factors in Augmentative and Alternative Communication

Code: 104148 ECTS Credits: 9
2025/2026
Degree Type Year
Logopedia OB 3

Contact

Name:
Cristina Carol Pons
Email:
cristina.carol@uab.cat

Teachers

Eulalia Noguera Llopart
Sonia Vilaltella Verdes

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

It is recommended to review the key concepts from the course: Language Disorders Associated with Other Pathologies and Interventions in Oral and Written Language.


Objectives and Contextualisation

The subject comprises two main parts:

Part A: Early intervention

Part B: Intervention in language disorders related to other pathologies and Augmentative and Alternative Communication Systems

 

GOALS:

 

Part A:

  • Broaden knowledge of the method of direct and systematic observation in children between 0 and 6 years.
  • Know how to prepare a therapeutic plan, learn strategies and intervention procedures, and finally, find out how the care process ends in a CDIAP.
  • Get to know the Hanen Program and know how to apply it in collaboration with the family.
  • Understand the field of early care in Catalonia and work at the Early Childhood and Early Childhood Development Centers (CDIAP), the care process from the initial demand to the abatement process.
  • Broaden knowledge of  diagnosis and its most important procedures and techniques in this field.
  • Learn the main intervention tools for children and their families.
  • Resolution of doubts and other questions in the preparation of the final project.

 

Part B:

  • Provide knowledge, resources and procedures with the aim of carrying out a correct evaluation and intervention of users that require supports, alternative or complementary, that make possible and improve their communication and their language.
  • Bring the student closer to the knowledge of alternative and augmentative communication systems so that he is able to make judicious decisions based on a good assessment in the face of a possible intervention.
  • Develop a global perspective on the difficulties of users with motor disorders, neurological impairments; intellectual disability, multiple disabilities and autism spectrum disorders, in relation to communication and language.
  • Learn to identify the difficulties of the environment presented by SAAC users and generate solutions in the field of speech therapy.
  • Managecommunication and information technologies.
  • Know the origin and theoretical bases of the Communication System for Image Exchange (PECS)
  • Learn the phases on which the PECS system is based and its purpose
  • Know how to select candidates to work PECS and peculiarities of their intervention in different populations.
  • To be able to resolve doubts and other issues during the preparation of the project.

 


Learning Outcomes

  1. CM14 (Competence) Generate examination and diagnosis reports, as well as the appropriate treatment guidelines for each user according to their pathology.
  2. KM31 (Knowledge) Establish in a reasoned manner the participation, referral to other professionals and/or termination of services based on the cases raised.
  3. KM32 (Knowledge) Explain in a reasoned way the speech therapy treatment for cases with language disorders secondary to other pathologies or disability.
  4. SM26 (Skill) Design interventions by selecting the techniques and resources or systems available for the most appropriate speech therapy intervention based on practical cases.
  5. SM28 (Skill) Explain the limitations associated with the different language pathologies secondary to other alterations, as well as the patient's cultural and socioeconomic status.
  6. SM29 (Skill) Select the most appropriate augmentative and alternative communication systems for each case.

Content

Part A: Early intervention

Part I: THEORETICAL FRAMEWORK

  • Origins of Early Intervention. The White Paper on Early Intervention. Objectives.
  • Early intervention in Catalonia. Characteristics and evolution of the Catalan model.
  • Areas of intervention and professional roles
  • Specific model of a CDIAP

Part II: INITIAL CARE PROCESS, ASSESSMENT AND DIAGNOSIS

  • Welcome interview, medical history and social history
  • Neuropediatric examination
  • Biopsychosocial diagnosis
  • ODAT 0–6 classification and UCCAP diagnostic organization for the CDIAP network of Catalonia
  • Feedback interview with the family

Part III: THERAPEUTIC PLAN AND COMPLETION OF THE CARE PROCESS

  • Work objectives with the child
  • Work objectives with the family
  • Discharge from the CDIAP. Report.

 

PART B: Intervention in Language Disorders related to other pathologies and AACS.

 Part I:

  • Content module I: Communication and Language; concept review; Cognitive skills and factors related to communication and language in CAA users; Communication functions; role of the adult and the family.
  • Content module II: Augmentative and Alternative Communication (ACL): pathologies (intellectual disability; motor disorders; neurological impairments; multiple disabilities); Key concepts around CAA and SAAC.
  • Content module III: Decision making to potential users of SAAC.
  • Content module IV: Evaluation and Intervention: Theoretical reference frameworks; assessment tools; communicative environments and pedagogical resources and other services to enhance the CAA
  • Content module V: Work with case studies (in relation to modules I to IV)

Part II:

  • Content module VI: Intervention in ASD on Communication and Language.
  • Content module VII: Picture Exchange Communication System (PECS)

 

The different topics of the program will be introduced from an exhibition by the corresponding teacher, and will be deepened with documents that students must read individually and with examples of materials and activities of evaluation and intervention. Students must read the documents corresponding to the compulsory and / or recommended readings throughout the module that is being taught.

The personal work of the student will consist of the reading and study of the compulsory or recommended readings reviewed in each teaching unit. The practical activities will be carried out in an integrated way and will consist of the elaboration of the group works from which will derive the need to make comprehensive readings of proposed documents.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
practices 12 0.48 CM14, KM31, KM32, SM26, SM28, SM29, CM14
theoric conceps 55.5 2.22 CM14, KM31, KM32, SM26, SM28, SM29, CM14
Type: Supervised      
Follow-up tutorials for group work 18 0.72 CM14, KM32, SM26, SM29, CM14
One to one attention (in person or online) for the students that ask for it 16.5 0.66 CM14, KM32, SM26, SM28, CM14
Participation on the activities and forums on the Virtual Campus 10 0.4 CM14, KM31, KM32, SM26, SM28, SM29, CM14
Type: Autonomous      
Autonomy search for information 10 0.4 CM14, KM31, KM32, SM28, CM14
Reading articles and chapters of books 34 1.36 CM14, KM31, KM32, SM26, SM28, SM29, CM14
Study of the subject and preparation for the test 34 1.36 CM14, KM32, SM26, SM28, SM29, CM14
Team work for the completion of the final work 35 1.4 CM14, KM31, KM32, SM26, SM28, SM29, CM14

Bloc A and B

The different topics of the program will be introduced through a presentation by the corresponding lecturer and will be further explored with documents that students must read individually, along with examples of materials and assessment activities. Students must read the documents corresponding to the required or recommended readings during the module being taught.

The practical seminars consist of following practical cases and completing a group project during the sessions. A space will be enabled on Moodle to complement these practical tasks with additional readings.

Since the course includes a significant practical component, it is essential that students participate actively and consistently in class. All mandatory practical activities will be carried out during class sessions and in groups.

Methodology of theoretical classes:

The different topics of the program will be introduced through a presentation by the corresponding lecturer and will be further explored with documents that students must read individually, along with examples of materials and activities.

Students’ individual work:

Students’ individual work will consist of reading and studying the required or recommended readings listed in each teaching unit. Practical activities will be carried out in an integrated manner and will involve the preparation of practical assignments, which will require students to reflect on and apply the knowledge acquired in theoretical classes. This will be complemented by comprehensive readings of various documents (reports, assessment protocols, articles, or book chapters) for the writing of group assignments.

Practical sessions:

Various group-based practical activities will be carried out. These will focus on the application and use of the knowledge acquired in the theoretical credits and the analysis of cases reported in the literature or recorded on video. Integrated practical sessions will be conducted in groups of four students. Each group must submit each practical assignment or report on the specified due date.

Practical project:

Students must complete a written practical project based on a real or fictional case. This project will be carried out in groups of four and will include follow-up tutoring. Each group will present their completed project to the rest of the class.

Note: A 15-minute period within a scheduled class session, as determined by the academic calendar of the programme or institution, will be allocated for students to complete the surveys evaluating both the teaching performance of the faculty and the content and delivery of the subject/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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Ev1. Part A and B. Evidence1-Written work and oral presentation 30% 0 0 CM14, KM31, KM32, SM26, SM28, SM29
Ev2. Part A and B: Evidence 2- Oral anb written presentials works applied to practical classes 20% 0 0 CM14, KM31, KM32, SM26, SM28, SM29
Ev3A. Part A: Evidence 3A- Written theoric presential test 15% 0 0 KM32, SM28, SM29
Ev3B. Part B: Evidence 3B-Face-to-face theoretical written test 35% 0 0 KM32, SM28, SM29 

Terminology: EV = Evidence

 

Continuous Assessment

  • Group Written Assignment EV1. Students must complete a group project on one of the pathologies covered in the theoretical classes. They must develop an intervention proposal, and the project will be assessed based on: an oral presentation (10% of the grade); attendance and participation in the presentation sessions (5% of the grade); and the written report (15% of the grade). The total grade for this EV1 will account for 30% of the grade for this part of the course. The submission of the written report and presentations is scheduled between weeks 13 and 15 of the semester.

  • Practical Class Assignments – Group Work EV2. This evidence is assessed based on the completion of all assignments/reports for each practical session (15% of the grade) and attendance and participation in the sessions (5% of the grade). The grade obtained from the evaluation of activities, participation, and attendance in the seminar practical sessions represents 20% of the final grade. These assignments must be submitted via the Moodle platform within 15 days of the practical session.

  • Individual Theoretical Exam EV3. To pass this part of the course, students must take two theoretical exams: EV3A, covering Block A during the first evaluation period of the second semester, and EV3B, covering Block B during the second period. These exams will account for 50% of the final grade (Block A 15% and Block B 35%). A minimum score of 5.0 out of 10 is required in each part. Students who do not pass one or both parts must take the resit exam during the official resit period of the second semester, on dates set by the faculty (published on the website).

 

Observation

EV

week

Return

EV1

  • Written group assignment
  • Group oral presentations
  • Individual attendance and participation

Submission between weeks 15 and 16
  • Rubric
  • Follow-up tutorial

 

EV2

  • Applied work in the 6 seminars (group assignments)
  • Attendance and participation

Submission within 15 days from the date of the seminar Grup 111: set (2, 4, 6, 9, 11, 14); Grup 112: set (1, 3, 5, 9, 11,14); Grup 113: set (2, 4, 6, 10, 13, 15)

In class and via submission on Moodle

EV3

2 individual written examinations conducted in person

On the days and weeks set by the faculty for the assessment periods established in the academic calendar of the course.

On Moodle and with the possibility of a tutorial

 

Single Assessment

For students who opt out of continuous assessment. The single assessment must be requested online (via e-form) during the specific period (more information on the faculty website).

This single assessment will consist of the following evidence, completed and/or submitted on the scheduled day of the second evaluation period:

  • EV3. Written Theoretical Exam consisting of two parts: EV3A, covering Block A (15% of the grade), and EV3B, covering Block B (35% of the grade). Duration: 3 hours.

  • EV1. Written Assignment. Students must complete an individual project on one of the pathologies covered in the theoretical classes. They must develop an intervention proposal, and the project will be assessed based on: an oral presentation (10% of the grade) given on the day of the evaluation; attendance and participation in the presentation sessions (5% of the grade); and the written report (15% of the grade), which must be submitted on the day of the evaluation. The total grade for this EV1 will account for 30% of the grade for this part of the course. Presentation duration: 10 minutes.

  • EV2. Practical Class Assignments. This evidence will be assessed based on the completion of 6 written reports (one for each practical session), accounting for 15% of the grade, and attendance and participation in the sessions (5% of the grade). The grade obtained will represent 20% of the final grade. These reports must be completed and submitted on the day of the evaluation. Duration: 3 hours.

Total time for the single assessment: 6 hours and 10 minutes.

 

<tdrowspan="7" width="207">6h 10m

TAULA D’ACTIVITATS D’AVALUACIÓ ÚNICA

Name and description of the evidence

value

Duration in hours (of the face-to-face event)

Completion/delivery date

EV3A: Theoretical written test referring to Block A 

15%

Second evaluation period

EV3B: Theoretical written test related to Block B 

35%

EV1A: Written work. The student must do an individual work on one of the pathologies treated in the theoretical classes. They will have to develop an intervention proposal

15%

EV1B: Oral presentation of written work

10% 

EV1C: attendance and participation in presentation sessions

 5%

 
EV2A: Works related to the practical classes. Completion of 6 written reports/works (1 for each practical sessionof the course).

15%

 
EV2B: Attendance and participation in seminar sessions.

5%

 

 

 

 

 

 

 

 

 

 

 

 Applicable to both continuous and single assessment

Eligible student. Students will be assessed if they have submitted learning evidence with a total weight equal to or greater than 4.0 points (40%).

Course passed. Students who achieve a final course grade of 5.0 or higher (on a 0–10 scale) will be considered to have passed the subject, provided they have submitted all required assignments. It is mandatory to obtain a minimum score of 5.0 in each of the theoretical exams (Block A and Block B) of EV3.

Resits. Students who have not met the criteria to pass the subject and who have previously been assessed in a set of activities representing at least two-thirds of the total course grade may be eligible for resit exams. The maximum grade that can be obtained in a resit is 5.0. EV1 and EV2 are not eligible for resits.

Use of AI. In this subject, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks such as bibliographic or information searches, text correction, or translations. Students must clearly identify which parts were generated using AI, specify the tools used, and include a critical reflection on how these tools influenced the process and final outcome. Lack of transparency in the use of AI in assessable activities will be considered academic dishonesty and may result in partial or total penalties on the activity grade, or more serious sanctions in severe cases.

Second and subsequent enrolments. Students enrolled for the second time or beyond are not expected to be assessed through a single, non-recoverable synthesis exam.

https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html

Pautes d’avaluació de les titulacions de la facultat 

Important. THE DELIVERY OF THE TRANSLATION OF THE IN-PERSON ASSESSMENT TESTS WILL BE CARRIED OUT IF THE REQUIREMENTS ESTABLISHED IN ARTICLE 263 ARE MET AND THE REQUEST IS SUBMITTED ONLINE (E-FORM) DURING WEEK 4 (more information on the Faculty website).

 


Bibliography

Bloc A

Fonametal Bibliography:

    • INGERSOLL, B; DVORTCSAK, A. (2022).Comunicación social para niños con autismo y otras dificultades del desarrollo. ImPACT: guía para profesionales. Avila: Autismo Avila.
    • INGERSOLL, B; DVORTCSAK, A. (2021).Comunicación social para niños con autismo y otras dificultades del desarrollo. ImPACT: guía para familias. Avila: Autismo Avila.
    • Millé Gracia, M., & Mulas, F. (2005). Atención temprana: Desarrollo infantil, diagnóstico, trastornos e intervención. Valencia: Promolibro.
    • Pepper, J., & Weitzman, E. (2007). Hablando nos entendemos los dos: Una guía práctica para padres de niños con retraso del lenguaje. Toronto: The Hanen Program.
    • ROGERS, S.J i DAWSON, G. (2021). Modelo Denver de atención temprana para ninos pequeños con autismo.  Estimulación del lenguaje, el aprendizaje y la motivación social. (4a ed.). Ávila: Autismo Ávila 
    • ROGERS, S.J., DAWSON, G. I VISMARA, L.A. (2018).  Atención temprana para su niño o niña con autismo.  Cómo utilitzar las actividades cotidianas para enseñar a los ninos a conectar, comunicarse y aprender. Ávila: Autismo Ávila
    • Sussman, F. (2012). More than words: A parent’s guide to building interaction and language skills for children with Autism Spectrum Disorder or social communication difficulties. Toronto: The Hanen Program.

Complementary Bibliography:

      • Aimard, P., & Abadie, C. (1992). Intervención precoz en los trastornos del lenguaje del niño. Barcelona: Masson.
      • BERK, L.E. (2021). Child Development: an Active Learning Approach (10th Edition).Pearson
      • Cabrera, M. C., & Sánchez, C. (1985). La estimulación precoz: Un enfoque práctico. Madrid: Siglo XXI.
      • Campo, A. J., & Ribera, C. (1992). El juego de los niños y el diagnóstico: “La hora de juego”. Barcelona: Ediciones Paidós.
      • Del Río, M. J. (1997). Lenguaje y comunicación en personas con necesidades especiales. Barcelona: Martínez Roca.
      • Diputació de Barcelona. (2001). Llibre blanc de l’atenció precoç. Diputació de Barcelona.
      • Federación Estatal de Asociaciones de Profesionales de Atención Temprana (GAT). (2004). Organización diagnóstica para la atención temprana (ODAT). Real Patronato sobre Discapacidad.
      • Ferrari, P. (2000). El autismo infantil. Madrid: Biblioteca Nueva.
      • Fey, M. (1995). Language intervention, preschool through the elementary years. Boston: Allyn and Bacon.
      • Fundació Vidal i Barraquer. (1995). Nous models de família en l’entorn urbà. Generalitat de Catalunya, Departament de Benestar Social.
      • Gardini, M., & Mas, C. (2001). Observar, conocer y actuar: Método de intervención en la relación y el comportamiento del niño. Madrid: Pirámide.
      • Gassier, J. (1990). Manual del desarrollo psicomotor del niño. Barcelona: Masson.
      • Generalitat de Catalunya. (2010). Recull de procediments d’atenció directa per als centres de desenvolupament infantil i atenció precoç (CDIAP). Taula Tècnica d’Atenció Precoç. Col·lecció Eines 10. ICASS.
      • Generalitat de Catalunya. (2005). Créixer amb tu: Els infants de0 a 18 mesos. Elsinfants de 18 a 36 mesos.
      • Generalitat de Catalunya. (2003). L’ús del llenguatge a l’escola.
      • Gómez, Viguer, & Cantero. (2003). Intervención temprana: Desarrollo óptimo de 0-6 años. Psicología Pirámide.
      • GATELL, A. (2022). Trastorns del neurodesenvolupament i l’aprenentatge: abordatge des de Pediatria d’Atenció Primària. Hospital Sant Joan de Déu de Barcelona.
      • Hegde, M. N., & Maul, C. A. (2006). Language disorders in children: An evidence-based approach to assessment and treatment. Boston: Pearson/Allyn & Bacon.
      • Jané, M. C. (2001). Llenguatge i psicopatologia de la infantesa i l’adolescència: Clínica i avaluació. Materials 101. Barcelona: Edicions UAB.
      • Jiménez, J., & Alonso, J. (2000). Corregir problemas de lenguaje. Barcelona: RBA Libros.
      • López, G., Monsalve, C., & Abad, J. Necesidades educativas en el Síndrome X Fràgil. Asociación Síndrome X Fràgil.
      • LORD, C.; MCDONALD, J. (2021) Early Intervention for Children with Autism Spectrum Disorder. The Guilford Press.
      • Martinborreguero, P. (2004). El síndrome de Asperger. Madrid: Alianza Editorial.
      • McCauley, R. J., & Fey, M. E. (2006). Treatment of language disorders in children. Boston: Paul H. Brookes Pub.
      • Morton, J. (2004). Understanding developmental disorders: A causal modelling approach. Malden, MA: Blackwell Publishers.
      • Narbona, J., & Chevrie-Muller. (1997). El lenguaje del niño. Barcelona: Masson.
      • National Center for Clinical Infant Programs. (1998). Clasificación diagnóstica: 0-3. Paidós.
      • Owens, R.(1991/2004). Language disorders: A functional approach to assessment and intervention. Boston: Pearson.
      • SANZ-TORRENT, M. i ANDREU BARRACHINA, LL. (Coord) (2024). El Trastorno del Desarrollo del Lenguaje (TDL). Una mirada desde la investigación hacia la pràctica. Barcelona: Pirámide.
      • SHONKOFF, J. P., & PHILLIPS, D. A. (2022). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
      • Siegel, D., & Payne, T. (2012). El cerebro del niño. Barcelona: Alba Editorial.
      • Stern, D. (2000). Diari d’un bebè: Tot allò que l’infant veu, sent i experimenta. Barcelona: Columna Assaig.
      • UCCAP (2024). Desenvolpuament infantil i atenció precoç avançada 2030. Una proposta per a la consolidació del model amb visió de futur.
      • Zuleta Mollé. (2001). Programa para la estimulación del desarrollo infantil: 1º-2º-3º-4º año de vida. CEPE.

 Referents manuals:

  • Diputació de Barcelona. (2001). Llibre blanc de l’atenció precoç. Diputació de Barcelona.
  • Grupo de Atención Temprana. (2011). La realidad actual de la atención temprana en España. Madrid: Real Patronato de Prevención y Atención a la Minusvalía.
  • Piñeiro, J., Pérez-López, J., Vargas, F., & Candela, A. B. (Coords.). (2014). Atención temprana en el ámbito hospitalario. Madrid: Pirámide.
  • Perpiñán, S. (2009). Atención temprana y familia: Cómo intervenir creando entornos competentes. Madrid: Narcea.

Links:

http://www.uccap.com/ (Unió Catalanade Centres de Desenvolupament Infantil i Atenció Precoç)

http://www.acapcat.com/ (Associació Catalana d’atenció Precoç).

http://www.gat-atenciontemprana.org (Federación Estatal de Asociaciones de Profesionales de Atención Temprana -GAT).

http://www.um.es/atemp/ (Asociación Atenció Temprana Murcia).

http://www.um.es/facpsi/maltrato/ (Asociación Murciana de apoyo infancia maltratada).

http://www.asperger.es/catalunya (Associació síndrome d’Asperger)

http://www.xfragilcatalunya.org (Associació catalana SXF)

http://www.ctv.es/USERS/jgab/ (Asociación Síndrome X Fràgil de Madrid)

http://paidos.rediris.es/genysi/ (Grupo de estudios natalógicos)

http://zerotothree.org (National Center for Clinical Infants Programs)

http://biblioteca.consultapsi.com/DSM/Dsm.htm (Manual Diagnóstico y estadístico de los trastornos mentales)

http://biblioteca.consultapsi.com/ICD10/cie1.htm (Sistema clasificación internacional de enfermedades)

http://www.gencat.net/benestar/apreco (Generalitat de Catalunya)

http://www.gencat.net/diari/4002/03294122.htm (Decret 261/2003 del21 d’octubre)

http://iier.isciii.es/autismo/pdf/aut_lbap.pdf (Libro Blanco de la Atención Precoç)

http://www.xtec.es/recursos/socials/50dh/infant.htm (Drets de l’infant 1959)

http://www.autismo.com/

http://www.walearning.com/products/language-is-the-key/ El lenguaje es la clave (Interaccions constructives al voltant dels llibres i del joc amb materials i mètodes dissenyats especialment pels pares).

www.hanen.org

https://www.youtube.com/watch?v=_-NBZNqs648  (Jocs del Falda. Escola d'educació especial l'Arboç. Fundació el Maresme)

www.teachmetotalk.com

www.touchpoints.org (Brazelton Touchpoints Center)

http://abansprimeresparaules.upf.edu/

http://www.firstsigns.org/ (Informació exemplificada amb vídeos sobre els indicadors de risc de dificultats de comunicación basats en investigacions científiques)

http://www.zerotothree.org/ (Informació  per a pares, professionals i responsables polítics sobre el desenvolupament primerenc).

https://gatatenciontemprana.files.wordpress.com/2014/01/cartelcalendario-desarrollo-0-a-18.pdf

(Fulletó sobre les fites del desenvolupament en infants de 0a 18 anys).

http://www.parentingscience.com/baby-development.html (Informació sobre el desenvolupament infantil basada en la investigació científica)

www.thecommunicationtrust.org.uk/whatworks (Es poden trobar estratègies d’intervenció comprovades empíricament, per dificultats de comunicación, parla i llenguatge per diferents edats).

http://es.helpisinyourhands.org/ (Eina digital per a l’estimulació precoç del Trastorn de

l’Espectre Autista)

https://impactautismoavila.org (Projecte imPACT)

www.esdm.co (Early Start Denver Model)

www.communicationmatrix.org

www.mytobiidynavox.com/support/professional-resources

  

Part B:

Fonamental Bibliography:

    • Abril, D., Gil, S., & Vegara, A. (2010). Comunicación Augmentativa y Alternativa: Guía de referencia. Madrid: CEAPAT-IMSERSO. Edición electrónica.
    • Abril, D., Gil, S., & Sebastián, M. (2013). Mi interfaz de acceso. Madrid: CEAPAT-IMSERSO. Edición electrónica.
    • Basil, C., Soro, E., & Rossell, C. (1996). Discapacidad motora, interacción y adquisición del lenguaje: sistemas augmentativos y alternativos de comunicación (guía y videos 1, 2, 3, 4). Madrid: MEC-CDC.
    • Basil, C., & Soro-Camats, E. (2004). Proyectos y programas en alumnos con dificultades en la adquisición del lenguaje. En A. Badia, T. Mauri, & C. Monereo (Eds.), La práctica psicopedagógica en educación formal (pp. 447–469). Barcelona: Editorial UOC.
    • Basil, C., Soro-Camats, E., & Rosell, C. (1998). Sistema de signos y ayudas técnicas para la comunicación aumentativa y la escritura: principios teóricos y aplicaciones. Barcelona: Masson.
    • Baumgart, D., Johnson, J., & Helmstetter, E. (1996). Sistemas alternativos de Comunicación para personas con discapacidad. Madrid: Alianza.
    • Bondy, A., & Frost, L. (2009). Manual de PECS (Sistema de Comunicación por Intercambio de Imágenes) (2ª ed.). Estados Unidos: Pyramid Educational Products, Inc.
    • Bondy, A. (2011). The Pyramid Approach to Education (A guide to Functional ABA) (2ª ed.). Estados Unidos: Pyramid Educational Products, Inc.
    • Chaeffer, B., Raphael, A., & Kollinzas, G. (2005). Habla signada: para alumnos no verbales. Madrid: Alianza.
    • Gallardo, M. V., & Salvador, M. L. (1999). Discapacidad motórica: aspectos psicoeducativos y educativos. Málaga: Aljibe.
    • Giné, C. (2006). Trastorns del desenvolupament i necessitats educatives especials (2a ed.). Barcelona: Edicions de la Universitat Oberta de Catalunya.
    • Von Tetzchner, N. (2001). Introducción a la enseñanza de signos y ayudas técnicas.Madrid: Antonio Machado.
    • Von Tetzchner, S., & Martissen, H. (1993). Introducción a la enseñanza de signos y uso de ayudas técnicas para la comunicación. Madrid: Visor.
    • Torres, S., & García-Orza, J. (1998). Discapacidad y Sistemas de comunicación. Madrid: Real Patronato de prevención y atención a personas con minusvalía.
    • Urrutia, J. (1990). Sistemas de comunicación. Bases para su estudio. Sevilla: Alfar.
    • Pepper, J., & Weitzman, E. (2007). Hablando… nos entendemos los dos. Entha Ediciones.
    • Rosell, C., Soro-Camats, E., & Basil, C. (2010). Alumnado con discapacidad motriz. Barcelona: Graó.
    • Soro-Camats, E., & Basil, C. (2006). Desarrollo de la comunicación y el lenguaje en niños con discapacidad motora y plurideficiencia. En M. J. del Río & V. Torrens(Coords.), Lenguaje y comunicación en trastornos del desarrollo (pp. 79–104). Madrid: Pearson.
    • Soro-Camats, E.,Basil, C., & Rosell, C. (2012). Pluridiscapacidad y contextos de intervención. Barcelona: Universitat de Barcelona (Institut de Ciències de l’Educació). Edición electrónica.
    • Sotillo, M. (1993). Sistemas alternativos de comunicación. Madrid: Trotta.
    • Soto, G. (2000). Impacto de los SAAC en el desarrollo del lenguaje: consideraciones teóricas y aplicadas. Murcia: Publicación presentada en el 1er Congreso TecnoNEEt 2000 – Nuevas tecnologías, viejas esperanzas. Edición electrónica.
    • Soto, G., & Alcantud, F. (Coords.). (2003). Tecnologías de ayuda en personas con trastornos de comunicación. Valencia: Nau Llibres.

 Complementary Bibliography: 

    • Revista Española sobre Discapacidad Intelectual, 45(3), Núm. 251, 2014, pp. 6–27.
    • Bacco, J. L., Araya, F., Peña, N., & García, J. (2016). Trastornos de la alimentación y deglución en niños con parálisis cerebral: presencia y severidad. Rehabilitación Integral, 11(1), 15–24.
    • Moraleda, E. (2011). Análisis del desarrollo morfosintáctico en personas con Síndrome de Down en el periodo infantil y adolescente. Revista de Investigación en Logopedia, 1, 121–129. ISSN 2174-5218.
    • Belinchón, S., Casas, S., Díez, C., & Tamarit, J. (2014). Accesibilidad cognitiva en los centros educativos. Madrid: MECD/CNIIE. Edición electrónica.

Books/Referents Manuals: 

 


Software

Not applicable or without specific software

Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

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