Study programme competencies |
Code
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Study programme competences / results
|
A1 |
Coñecer e integrar os fundamentos biolóxicos da Logopedia: a Anatomía e Fisioloxía. |
A2 |
Coñecer e integrar os fundamentos psicolóxicos da Logopedia: o desenvolvemento da linguaxe, o desenvolvemento psicolóxico, a Neuropsicoloxía da linguaxe, os procesos básicos e a Psicolingüística. |
A6 |
Coñecer a clasificación, a terminoloxía e a descrición dos trastornos da comunicación, a linguaxe, a fala, a voz e a audición e as funcións orais non verbais. |
A7 |
Coñecer, recoñecer e discriminar entre a variedade das alteracións: os trastornos específicos do desenvolvemento da linguaxe, trastorno específico da linguaxe, retrasos da linguaxe, trastornos fonéticos e fonolóxicos; os trastornos da comunicación e a linguaxe asociados a déficit auditivos e visuais, o déficit de atención, a deficiencia mental, o trastorno xeneralizado do desenvolvemento, os trastornos do espectro autista, a parálise cerebral infantil e as plurideficiencias; os trastornos específicos da linguaxe escrita; as discalculias; as alteracións no desenvolvemento da linguaxe por deprivación social e as asociadas a contextos multiculturais e plurilingüismo; os trastornos da fluidez da fala; as afasias e os trastornos asociados; as disartrias; as disfonías; as disglosias; as alteracións da linguaxe no avellentamento e os trastornos dexenerativos; as alteracións da linguaxe e a comunicación en enfermidades mentais; o mutismo e as inhibicións da linguaxe; as alteracións das funcións orais non verbais: deglución atípica, disfagia e alteracións tubáricas. |
A8 |
Coñecer os fundamentos do proceso de avaliación e diagnóstico. |
A9 |
Coñecer e aplicar os modelos, técnicas e instrumentos de avaliación. |
A10 |
Realizar a avaliación das alteracións da linguaxe nos trastornos específicos do desenvolvemento da linguaxe: trastorno específico da linguaxe, retrasos da linguaxe, trastornos fonéticos e fonolóxicos; os trastornos da comunicación e a linguaxe asociados a déficit auditivos e visuais, o déficit de atención, a deficiencia mental, o trastorno xeneralizado do desenvolvemento, os trastornos do espectro autista, a parálise cerebral infantil e as plurideficiencias; os trastornos específicos da linguaxe escrita; as discalculias; as alteracións no desenvolvemento da linguaxe por deprivación social e as asociadas a contextos multiculturais e plurilingüismo; os trastornos da fluidez da fala; as afasias e os trastornos asociados; as disartrias; as disfonías; as disglosias; as alteracións da linguaxe no avellentamento e os trastornos dexenerativos; as alteracións da linguaxe e a comunicación en enfermidades mentais; o mutismo e as inhibicións da linguaxe; as alteracións das funcións orais non verbais: deglución atípica, disfagia e alteracións tubáricas. |
A11 |
Redactar un informe de avaliación logopédica. |
A12 |
Realizar unha avaliación tras a intervención. |
A13 |
Coñecer os principios xenerais de la intervención logopédica. |
A14 |
Coñecer as funcións da Intervención logopédica: prevención, educación, reeducación, rehabilitación e tratamento. |
A15 |
Coñecer e aplicar os modelos e as técnicas de intervención. |
A16 |
Coñecer as características diferenciais da intervención logopédica nos ámbitos familiar, escolar, clínico-sanitario e asistencial. |
A17 |
Coñecer e realizar a intervención logopédica nos trastornos específicos do desenvolvemento da linguaxe: trastorno específico da linguaxe, retrasos da linguaxe, trastornos fonéticos e fonolóxicos; os trastornos da comunicación e a linguaxe asociados a déficit auditivos e visuais, o déficit de atención, a deficiencia mental, o trastorno xeneralizado do desenvolvemento, os trastornos do espectro autista, a parálise cerebral infantil e as plurideficiencias; os trastornos específicos da linguaxe escrita; as discalculias; as alteracións no desenvolvemento da linguaxe por deprivación social e as asociadas a contextos multiculturais e plurilingüismo; os trastornos da fluidez da fala; as afasias e os trastornos asociados; as disartrias; as disfonías; as disglosias; as alteracións da linguaxe no avellentamento e os trastornos dexenerativos; as alteracións da linguaxe e a comunicación en enfermidades mentais; o mutismo e as inhibicións da linguaxe; as alteracións das funcións orais non verbais: deglución atípica, disfagia e alteracións tubáricas. |
A21 |
Saber deseñar e elaborar informes logopédicos. |
A22 |
Saber deseñar, programar e avaliar a actuación logopédica. |
A27 |
Realizar a planificación estratéxica da intervención logopédica. |
A28 |
Adquirir un coñecemento práctico en intervención logopédica (formación práctica en ámbitos escolares, clínico-sanitarios e asistenciais). |
B1 |
Acceso, selección e xestión das fontes de información relevantes para a práctica profesional. |
B2 |
Aplicar un pensamento crítico, lóxico e creativo. |
B3 |
Apreciar as distintas manifestacións da diversidade. |
B5 |
Aprender autonomamente, e motivarse para facelo de forma continuada. |
B7 |
Capacidade de análise e síntese. |
B9 |
Capacidade de organizar e planificar. |
B11 |
Comportarse con ética e responsabilidade social como cidadán e como profesional. |
B14 |
Destreza e empatía nas relacións interpersoais. |
B16 |
Resolver problemas de forma efectiva. |
B17 |
Saber expresarse en público. |
B19 |
Ter compromiso ético. |
B24 |
Traballar en equipo e, de ser o caso, de forma interdisciplinar. |
C1 |
Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Learning outcomes |
Study programme competences / results |
To understand and to integrate biological bases in Speech and Language Therapist: Anatomy and psysiology. |
A1 A2 A6 A7 A8 A9 A13 A14 A16 A21 A22 A27 A28
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B3 B14 B24
|
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To know and ability skills to do to evaluate the procedures such as assessment protocols, programming and intervention of the different language disorders. |
A8 A9 A10 A11 A12 A13 A14 A15 A17 A21 A22 A27
|
B1 B2 B5 B7 B9 B11 B16 B17 B19
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C1 C6 C7 C8
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Contents |
Topic |
Sub-topic |
UNIT 1. Bases for aphasia intervention. |
1.1. Semiology.
1.2 Clinical types.
1.3. Differential diagnosis.
1.4. Prognostic factors. |
UNI 2. Assessment of Aphasia. |
2.1 General aspects.
2.2 Main standardized tests.
|
UNIT 3. Semiological intervention for Aphasia. |
3.1 Syntax.
3.2. Naming
3.3. Understanding.
3.4. Reading.
3.5. Writing. |
UNIT 4. Bases for language disorders intervention in children. |
4.1. Primary disorders of language development.
4.2. Secondary disorders of language development.
4.3. Evaluation of non-linguistic areas. |
UNIT 5. Assessment of Language in children.
|
5.1. Linguistic aspects to evaluate.
5.2. Main standardized tests. |
UNIT 6. Logopaedic intervention in Developmental Language Disorders. |
6.1. Intervention of phonetic and phonological aspects.
6.2. intervention of the semantic and pragmatic aspects.
6.3. Intervention of the syntactic and morphological aspects. |
UNIT 7. Cerebral palsy intervention in children. |
7.1. Postural control and psychomotricity.
7.2. Voice treatment
7.3. Treatment of speech and articulation.
7.4. Swallowing treatment
7.5. Treatment of breathing. |
UNIT 8. Cognitive disability intervention.
|
8.1. Language.
8.2. Voice and articulation.
8.3. Other aspects |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A6 B2 B3 B7 |
21 |
0 |
21 |
Case study |
A1 A7 A8 A9 A10 A11 A12 A13 A14 A15 A16 A17 A21 A22 A27 A28 B5 B7 B9 B11 B16 B17 B19 C6 C7 C8 |
5 |
15 |
20 |
Critical bibliographical |
A6 A7 A8 A9 A10 A16 A17 B1 B2 B5 B7 B9 C1 |
1 |
10 |
11 |
Events academic / information |
A15 A28 B4 B7 B14 C8 |
3 |
0 |
3 |
ICT practicals |
A2 A6 A7 A8 A9 A12 A13 A14 A15 A16 A17 A21 A22 A27 A28 B1 B2 B5 B7 B9 B11 B16 B17 B19 C1 C6 C7 C8 |
5 |
25 |
30 |
Online discussion |
A7 B2 B5 B6 B7 B11 B14 B16 B24 |
8 |
16 |
24 |
Multiple-choice questions |
A1 A2 A6 A7 A8 A9 A10 A13 A14 A15 A16 A17 A21 A22 A27 A28 |
3 |
34 |
37 |
Introductory activities |
A1 A6 A7 A8 A9 |
1 |
0 |
1 |
|
Personalized attention |
|
3 |
0 |
3 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Guest lecture / keynote speech |
The theoretical contents and the therapeutic programming of clinical cases will be taught, and some questions will be asked in order to reflect about the pathologies at the end of each master class. |
Case study |
The therapeutic programming will be carried out about the language with some clinical cases . |
Critical bibliographical |
A bibliographic search will be done about aphasia. This activity will begin in the interactive classes or tutorials to resolve doubts about some fundamental aspects such as use some databases, search criteria, APA standards and ethics iin speech therapy research, etc. |
Events academic / information |
Students will attend and participate in any activity organized for the subject. |
ICT practicals |
This methodology allows to learn effectively, through practical activities (Role-Playing or speech therapy simulation in aphasic, cases with videos, presentations Power point with audio...). In this way, the students practice their theoretical knowing and develop communication skills.
This activity will be done in small group (5-6 students/s) and computes in this subject. |
Online discussion |
Some question will be asked about the theoretical contents in order to reflect the different aspects. They will do at the end of the session, 20 minutes and for all students (whole group) with TEAMS platform.
|
Multiple-choice questions |
Objective test consisting of a question in the form of a direct question or an incomplete statement and several answer options or alternatives providing possible solutions, only one of which is valid.
There will be a single test to assess learning of the whole subject on the official evaluation date. |
Introductory activities |
Students' competences (knowledge and assessment practical skills) will be evaluated on the pathologies included in this subject. For doing this, an initial questionaire will be completed in Moodle platform on the first teaching day. |
Personalized attention |
Methodologies
|
Case study |
Critical bibliographical |
ICT practicals |
Online discussion |
|
Description |
The students will have a personalized attention to carry out the study case programming, practices through ICT, bibliographic search and resolution of doubts in the virtual debate.
This personalized attention will be offered in the tutorial schedule (group and individual) for resolving some doubts during the learning, explaining the corrections made in the different activities and tasks performed.
The tutorials will be virtually through videoconference, chats, etc (TEAMS Platform) in the schedule provided in the first quarter. It is advisable to request an appointment by the TEAMS chat.
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|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Critical bibliographical |
A6 A7 A8 A9 A10 A16 A17 B1 B2 B5 B7 B9 C1 |
Students do a literature search on a language topic. For this, groups of 5 students will be made.
Assessment criteria: Bibliographic richness (national and international journals, recent and coming from prestigious databases such as Web of Science, Scopus, etc), capacity for synthesis and organization of information, correction and good use of APA standards for the citation of documentary sources used. |
10 |
Multiple-choice questions |
A1 A2 A6 A7 A8 A9 A10 A13 A14 A15 A16 A17 A21 A22 A27 A28 |
Objective test that consists of formulating a question in the form of a direct question or incomplete statement and several options or alternative answers that provide possible solutions, of which only one of them is valid.
A single test will be carried out to assess the learning of the whole subject on the official evaluation date. |
70 |
ICT practicals |
A2 A6 A7 A8 A9 A12 A13 A14 A15 A16 A17 A21 A22 A27 A28 B1 B2 B5 B7 B9 B11 B16 B17 B19 C1 C6 C7 C8 |
The students will be distributed in groups of 5-6 students, in order to do the programming and intervention practices in some aphasia study cases. Each working group will develop the therapeutic process of an study case (evaluation-programming and intervention) and they will do an oral presentation with power point support.
Evaluation criteria: Analysis and synthesis (B7), organization and planning (B9) and ability to work in a team (B24) |
20 |
|
Assessment comments |
The teacher will also assess the participation, willingness and positive attitude shown during the theoretical and practical activities.
- At the first opportunity, the activities will be evaluated with the percentages described above and to pass the subject it is necessary
to obtain at least 5 points or more, out of a possible 10 (multiple choice test and Practices through ICT and literature review) 2. At the second opportunity, students only have to take a single multiple-choice test that counts for 100% and to pass the subject they must obtain at least 5 points out of a possible 10.
3. Students with recognition of partial dedication or academic dispensation of exemption from attendance will take a multiple-choice test for their evaluation and will count for 100%. This condition must be reported at the beginning of the semester of the corresponding subject.
4. Following the modification of article 11, section 4 b) of the UDC Student Discipline Regulations. The text is as follows: b) Suspension grade in the call in which the misconduct is committed and with respect to the subject in which it was committed: the student will be graded with "suspension" (numerical grade 0) in the corresponding call of the academic year, whether the commission of the misconduct occurs in the first opportunity or in the second. To this end, their grade will be modified in the first opportunity report, if necessary.
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Sources of information |
Basic
|
Fawcus Margaret (1990). Aphasia therapy in practice: Comprehension. Bicester:Winslow
Fawcus Margaret (1990). Aphasia Therapy in practice: Expression. Bicester:Winslow
Fawcus Margaret (1991). Aphasia therapy in practice: Readiing. Bicester:Winslow
Fawcus Margaret (1993). Aphasia therapy in practice: Writing. Bicester:Winslow
Wiig EH, Semel E (2028). CELF 5. Evaluación clínica de los fundamentos del lenguaje. . Madrid: Pearson Clinical & Talent Assessment
Seif Workinger M (2005). Cerebral Palsy Resource guide for Speech-Language-Pathologists.
Narbona Juan (2003). El lenguaje del niño. Barcelona: Elsevier
Monfort Marc (1999). El niño que habla. El lenguaje oral en el preescolar.. Madrid: Cepe
Juárez Sánchez Adoración (2002). Estimulación del lenguaje oral. Un modelo interactivo para niños con dificultades. Madrid: Santillana
Goodglass H (2005). Evaluación de la afasia y trastornos relacionados. Madrid: Panamericana
Buckley Sue (2005). Habla, lenguaje y comunicación en alumnos con Síndrome de Down y actividades para padres y profesores. Madrid: Cepe
Puyuelo Sanclemente M et al. (2017). La parálisis cerebral. Diagnóstico e intervención logopédica. EOS
Chapey Roberta (2008). Language intervention. Strategies in aphasia and related neurogenic communication disorders. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins,
Monfort Marc (1993). Los niños disfásicos. Descripción y tratamiento. Madrid: Cepe
Mendoza Lara Elvira (2016). Trastornos Específicos del Lenguaje.. Barcelona: Pirámide.
Aguado Alonso Gerado (2004). Trastornos específicos del lenguaje: Retraso del lenguaje y disuasivas. Málaga: Aljibe
Frome Roth and Colleen Worthington (2010). Treatment Resource Manual for Speech Language Pathology. Cenage Learning
Aguado Alonso Gerardo (2002). TSA: El desarrollo de la morfosintaxis en el niño. Madrid: Cepe |
Aguado Alonso G (2002). El desarrollo de la morfosintaxis en el niño. Madrid, Cepe. Aguinag G, Armentia ML, Fraile, A, Olangua P y Uriz N (2004). PLON_R. Prueba de lenguaje oral Navarra-revisada. Madrid: TEA. Boehm AE (2000). Boehm. Test Boehm de conceptos básicos. Madrid: TEA. Bosch L (2004). Evaluación fonológica del habla infantil, Barcelona. Masson. Hedge MN,y Pomaville F (2008). Assessment of Communication Disorders in Children. Resources and Protocols.San Diego: Plural Publishing.
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Complementary
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-Powell T, Head injury. A practical guide, United Kingdom. Winslow, 1994, Book.
Links (Associations): http;//www.aphasia.org http://www.CerebralPalsy.org http://www.dldandme.org |
Recommendations |
Subjects that it is recommended to have taken before |
Anatomy of the Organs of Hearing and Speech/652G04001 |
|
Subjects that are recommended to be taken simultaneously |
Assessment of Neurological and Anatomical Disorders/652G04026 | Early Intervention Strategies/652G04025 |
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Subjects that continue the syllabus |
Psycholinguistics/652G04003 | Foundations of Assessment and Diagnosis/652G04010 | Neuropsychology/652G04016 | Galician Language/652G04036 | Spanish Language/652G04037 | Clinical Linguistics/652G04042 |
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Other comments |
It is recommended to know a foreign language (minimum level B1 in English) to access the bibliographical sources that could need.
Attendance at scientific events and conferences is recommended and use of mask-face during teaching. |
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