Study programme competencies |
Code
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Study programme competences
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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. |
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. |
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. |
B1 |
Acceso, selección e xestión das fontes de información relevantes para a práctica profesional. |
B3 |
Apreciar as distintas manifestacións da diversidade. |
B5 |
Aprender autonomamente, e motivarse para facelo de forma continuada. |
B7 |
Capacidade de análise e síntese. |
B8 |
Capacidade de observar e de escoitar de forma activa. |
B9 |
Capacidade de organizar e planificar. |
B11 |
Comportarse con ética e responsabilidade social como cidadán e como profesional. |
B13 |
Coñecer e manexar as novas tecnoloxías da comunicación e da información. |
B14 |
Destreza e empatía nas relacións interpersoais. |
B16 |
Resolver problemas de forma efectiva. |
B17 |
Saber expresarse en público. |
B19 |
Ter compromiso ético. |
B21 |
Tomar decisións con autonomía e responsabilidade. |
B22 |
Traballar de forma autónoma con iniciativa. |
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. |
Learning aims |
Learning outcomes |
Study programme competences |
Knowing the assessment and therapy in these pathologies. |
A1 A2 A6 A7 A8 A13 A14 A15 A17
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B1 B3 B5 B7 B8 B11 B13 B14 B16 B17 B19 B21 B22 B24
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C1 C6 C7
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Ability to resolve problems during the logopedic intervention of the 4 pathologies. |
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B9 B16 B17 B19 B21 B22 B24
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C1 C6 C7
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Contents |
Topic |
Sub-topic |
UNIT 1.General aspects in the intervention of speech and speech disorders |
1.1. Anatomy and physiology of the vocal and speech systems.
1.2. Basic concepts of Linguistics.
1.3. Embryonic development.
1.4. Neuromuscular control of speech. |
UNIT 2. Fundamental theory of Dysarthria |
2.1. Concept, etiologies and clinical classification.
2.2. Evaluation of dysarthria: anamnesis, exploration of breathing functions, swallowing, chewing, phonation and articulation |
UNIT 3. Logopeadic intervention in Dysarthria. |
3.1. Objectives and principles
3.2. Therapeutic approaches.
3.3. Techniques and specific resources for swallowing and chewing alterations.
3.4. Techniques and specific resources for respiration, phonation and articulation. |
UNIT 4. Logopeadic intervention in Dysphonia. I |
4.1. Concept of functional and organic dysphonia. Types of functional dysphonia.
4.2. Voice evaluation: anamnesis and acoustic and visual exploration.
4.3. Objectives and principles of intervention.
4.4 .. Therapeutic approaches.
4.5. General treatment resources. |
UNIT 5.Vocal technique: breathing aspects, phonation and resonance. |
5.1. Physiological aspects
5.2 Correction of functional errors.
5.3 Specific vocal techniques. |
UNIT 6. Treatment of specific dysphonia. |
6.1. Vocal paralysis
6.2. Disorders of the vocal change. |
UNIT 7. Fundamental theory in Stuttering. |
7.1. Concept and main etiopathogenic theories.
7.2. Clinical characteristics and differential diagnosis.
7.3. Dysphemia evaluation. |
UNIT 8. Treatment in Stuttering. |
8.1. Goals.
8.2. Specific resources for dysfluency, logofobia and neurovegetative symptoms. |
UNIT 9. Logopeadic intervention in Disglosias. |
9.1.Classification and types.
9.2. Intervention in dysglossia: principles, objectives and therapeutic resources. |
UNIT 10. Fundamental theory in Fonological disorders |
10.1. Classification and main clinical types.
10.2. Assessment of dyslalias: anamnesis and auditory exploration, buccolinguofacial praxias and phonological aspects.
10.3. Direct and indirect intervention. |
Planning |
Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
Case study |
A1 A6 A7 A8 A13 A14 A15 A17 B19 B18 B17 B16 B15 B14 B13 B12 B11 B9 B8 B7 B5 B4 B3 B2 B1 |
7 |
21 |
28 |
Guest lecture / keynote speech |
A1 A2 A6 A7 |
15 |
30 |
45 |
Clinical practice placement |
B21 B22 B24 C1 C6 C7 |
15 |
15 |
30 |
Document analysis |
C8 |
1 |
8 |
9 |
Critical bibliographical |
A8 A14 A15 |
1 |
17 |
18 |
Mixed objective/subjective test |
C6 C8 |
3 |
15 |
18 |
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Personalized attention |
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2 |
0 |
2 |
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(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Case study |
Therapeutic programming of clinical cases of the disorders taught in the lectures.
Work groups will be made. 5 people. |
Guest lecture / keynote speech |
Impartition of the theoretical and practical knowledge collected in the contents. Exposure of doubts. |
Clinical practice placement |
Practice of basic requirements for the intervention of speech and voice disorders.
Practices of the basic tests of evaluation in speech and voice.
Vocal technique practices for dysphonia: relaxation, breathing, phonation, resonance and articulation.
Practices for specific treatment of laryngeal paralysis and vocal mouvement.
Practices for the intervention of the speech disorders: dysarthria and disfemias. |
Document analysis |
The student will learn to consult the most important databases related to the subject: WOS, PubMed ... |
Critical bibliographical |
The student will do a bibliographic review on a topic or a clinical aspect.
This review will be presented in a written report, synthesizing the most relevant found in the literature (introduction) and with at least 5 folios.
It will be accompanied by the bibliographic references used, according to APA standards. Recent (last 5 years), quality, international and national contributions will be assessed, including at least 10 references in English.
This bibliographic recession will serve for the final evaluation of the subject. |
Mixed objective/subjective test |
To assess any aspect of the practical activities carried out (clinical case scheduling, evaluation, performance of exercises or bibliographic review carried out).
The knowledge of the contents, the capacity of reasoning and clarity will be valued. |
Personalized attention |
Methodologies
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Case study |
Guest lecture / keynote speech |
Critical bibliographical |
Clinical practice placement |
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Description |
.Case study and clinical practices: a class and nurses or students have the attention of a teacher to solve problems in the preparation of a therapeutic program in the application of treatment (technical exercises).
. Maxistral session: o student will be able to solve two theoretical questions taught in a classroom.
. Bibliographic recession and presentation of written memory: students will be able to solve the problems that arise during the process of obtaining the written narrative of the document. |
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Assessment |
Methodologies
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Competencies |
Description
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Qualification
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Case study |
A1 A6 A7 A8 A13 A14 A15 A17 B19 B18 B17 B16 B15 B14 B13 B12 B11 B9 B8 B7 B5 B4 B3 B2 B1 |
The capacity of reasoning, adaptation and organization of the data in the design of therapeutic programming and application of the therapy will be valued (specific exercises and learned in the interactive classes).
For the assessment of this knowledge and skill, the final exam will include 2 questions with clinical cases of the pathologies taught in the subject. |
30 |
Critical bibliographical |
A8 A14 A15 |
The following are included as assessment criteria: capacity for synthesis, bibliographic quality - international and national reviews, last 5 years and from well-known and high-quality databases such as Web of Science, Scopus, PubMed, etc. - and correct written expression ( spelling, narration and bibliographical references according to APA). The search will be about a disorder of the clinical case in 6-7 pages plus 1 of references.
The bibliographic search will be made in groups composed of 5 students. |
10 |
Mixed objective/subjective test |
C6 C8 |
The theoretical and practical contents will be valued. Try with short questions. |
60 |
|
Assessment comments |
The competences of the subject will be evaluated with the three sections indicated and to pass the subject the student attending the class must obtain a 5 or higher.
Students from previous courses (not assistants) who attend only the final exam (official date) will be qualified taking into account only the mixed test and case study with a 60% assessment for mixed test and 40% case study.
The scientific or academic activities carried out during the course or related to the subjects included in this subject will be compulsory attendance.
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Sources of information |
Basic
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Perelló Gilberga Jordi (1982). Canto-dicción. Foniatría estética. Barcelon: Científico-Médica
Murdoch Bruce (1998). Dysarthria a physiological approach to assessment and treatment. United Kingdom: Stanley Thornes
Vila Josep (2009). Guía de intervención logopédica en las disfonías infantiles. Madrid: Síntesis
Fernández Zúñiga Alicia (2005). Guía de intervención logopédica en tartamudez infantil. Madrid: Síntesis
Verdolini Abbot Katherine (2008). Lessac-madsen Resonant Voice Therapy. San Diego: Plural Publishing
Zambrana Nidia (1998). Logopedia y ortopedia maxilar en la rehabilitación orofacial: Tratamiento precoz y preventivo. Barcelona: Masson
Cooper Morton (1973). Modernas técnicas de rehabilitación vocal. Buenos Aires: Médica Panamericana
Conture Edward y Curlee Richard (2007). Stuttering and related disorders of fluency. New York: Thieme
Perelló Gilberga Jordi (1990). Trastornos de Habla. Barcelona: Masson
Morrison Murray (1996). Tratamiento de los trastornos de la voz. Barcelona: Masson
Sataloff Robert (2005). Treatment of voice disorders. San Diego: Plural Publishing
Roberston Sandra (1999). Working woth dysarthrics a practical guide to therapy for dysarthria. New York: Thieme |
LInks: www.espaciologopedico.com http:// www.asha.org. |
Complementary
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Journals. Revista de Investigación en Logopedia. Revista de Logopedia, Foniatría y Audiología (suscrita la UDC) Journal of Voice.
European Journal of Disorders of Communication. Journal of Speech, Language and Hearing Research. International Journal of Language and Communicaton Disroders. International Journal of Speech-Language Pathology. Folia Phoniatrica et Logopaedica. |
Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
Foundations of Speech Therapy Intervention/652G04005 |
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Subjects that continue the syllabus |
The Professional Voice/652G04040 |
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Other comments |
It is recommendable to have B1 English Level to use of bibliographical sources.
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