| Study programme competencies |
| Code | Study programme competences |
| 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 protocols and therapy in these pathologies. | A1 A2 A6 A7 A8 A13 A14 A15 A17 |
B1 B3 B5 B7 B8 B11 B13 B14 B16 B17 B19 B21 B22 B24 |
C1 C6 C7 |
| Ability to design a treatment program and ability to solve problems during speech therapy process. | B9 B16 B17 B19 B21 B22 B24 |
C1 C6 C7 |
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| Contents |
| Topic | Sub-topic |
| UNIT 1.General aspects of the speech and voice therapy. | 1.1. Anatomy and physiology for voice and speech systems. 1.2. Fundamental concepts of Linguistics. 1.3. Embryonic development. 1.4. Neuro-muscular control of speech. |
| UNIT 2. Vocal therapy for Dysphonia. |
4.1. Concept of functional and organic dysphonias. Types of functional dysphonias. 4.2. Voice assessment: history and acoustic and visual exploration. 4.3. Objectives and bases for vocal therapy. 4.4 . Therapeutic approaches. 4.5. Overall treatment resources. |
| UNIT 3.Vocal technique:respiration, phonation and resonance aspects. |
5.1.Physiological aspects. 5.2 Correction of the functional errors. 5.3 Specific vocal techniques. |
| UNIT 4. Therapy for specific dysphonia. | 6.1. Vocal paralysis 6.2. Mutation disoders. |
| UNIT 5. Fundamental bases about Dysarthria | 2.1. Concept, etiologies and clinical classification. 2.2. Assessment of dysarthria: history, exploration of respiration functions, swallowing, mastication, phonation and articulation |
| UNIT 6. Speech therapy in Dysarthria. |
3.1. Objectives and principles 3.2. Therapeutic approaches. 3.3. Techniques and resources specific to swallowing and chewing problems. 3.4. Techniques and resources specific to respiration, phonation and articulation problems. |
| UNIT 7. Fundamental bases about Stuttering. |
7.1. Concept and principal etiopathogenic theories. 7.2. Clinical feagtures and differential diagnostics. 7.3. Stuttering evaluation. |
| UNIT 8. Therapy for Stuttering. | 8.1. Bases and objectives. 8.2. Specific resources for dysfluence, logofobie and neurovegetative symptoms. |
| UNIT 9.Speech therapy for Disglosias. | 9.1.Concept, etiologies and types. 9.2. Speech therapy: principles, objectives and therapeutic resources. |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Case study | A1 A6 A7 A8 A13 A14 A15 A17 B1 B3 B5 B7 B8 B9 B11 B13 B14 B16 B17 B19 | 5 | 20 | 25 |
| Introductory activities | A1 A2 A6 A8 A13 A14 | 2 | 1 | 3 |
| Clinical practice placement | A6 A7 A8 A14 A15 A17 A22 A23 A27 B3 B4 B5 B6 B13 B22 C6 C8 | 21 | 0 | 21 |
| Simulation | A1 A6 A7 A8 A13 A14 A15 A17 B7 B8 B9 B11 B13 B14 B16 B19 B24 C1 C6 C7 | 3 | 9 | 12 |
| Online discussion | B5 B7 B8 B9 B11 B14 B16 B17 | 3 | 12 | 15 |
| Multiple-choice questions | A1 A6 A7 A8 A13 A14 A15 | 3 | 60 | 63 |
| Critical bibliographical | A7 A8 A14 A15 A17 B2 B5 B7 B9 B13 B21 B22 B24 C1 C6 | 3 | 6 | 9 |
| Personalized attention | 2 | 0 | 2 | |
| (*)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 the language disorder study cases that have been taught in theoretical classes to learn how to design and treat with their objectives, systematic and selection of specific exercises. This activity will be done in working groups of 5-6 people, on Mondays in interactive practical classes. |
| Introductory activities | An initial questionnaire to evaluate students' previous competencies on the assessment and fundamentals of speech and voice disorders. This activity will be do the first day of class. |
| Clinical practice placement | The theoretical and practical contents will be taught to the whole group (Fundamentals, assessment, intervention and therapeutic programming) and every file will be attached to the Moodle platform previously teaching. |
| Simulation | In order to learn some therapeutic practical skills, working groups will perform a logopaedic intervention simulation in a supposed patient with dysphonia (Role Playing). ICT media can be used (video presentation, power-point with audios, chat by TEAMS, Moodle forum, etc.) and each group´s student is going to have a different role (patient, evaluator/ra, programming, intervention). In this way, students will practice the theoretical knowledge, communication skills and problem solving in their teams. This activity will be done in a small group (5-6 students) and will be carried out virtually or in the class during interactive sessions. Any questions will be resolved in interactive sessions or in tutoring schedules. This activity computes for evaluation of the subject. |
| Online discussion | Activity to think about the theoretical contents with questions related to the topic and it will be done at the end or beginning of each master session for the whole group. The time considered for this activity is about 20 minutes with TEAMS platform. |
| Multiple-choice questions | Individual test to evaluate the knowledge and skills acquired during the learning of the subject. So, there will be two tests: Questionnaire 1, when topping at the end the voice module (dysphonia) and Questionnaire 2 to be carried out at the official examination date to evaluate all the theoretical and practical contents. |
| Critical bibliographical | The student will do a bibliographic review about a topic or a clinical aspect. This bibliograohical search will be presented in a written report, synthesizing the most relevant found in the literature (introduction) in 6-7 pages. It will be accompanied by the 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 compute in the final evaluation of the subject. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Critical bibliographical | A7 A8 A14 A15 A17 B2 B5 B7 B9 B13 B21 B22 B24 C1 C6 | About the evaluation criteria: capacity to synthesize, 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 voice disorders and the document there will be in 6-7 pa ges plus 1 in order to include the references. It is an activity for working in group of 5-6 students. |
10 |
| Simulation | A1 A6 A7 A8 A13 A14 A15 A17 B7 B8 B9 B11 B13 B14 B16 B19 B24 C1 C6 C7 | Role playing in a case of dysphonia (group): Evaluation criterias: Same criteria as those presented in the case study. In addition, the following criterias will be considered: 1. Communication skills: sonority, clarity, diction and fluency in oral presentation. 2. Level of knowledge and use correct of technical terms. 3. Quality of the slides or video presented. 4. Spelling/ orthographic rules. |
20 |
| Multiple-choice questions | A1 A6 A7 A8 A13 A14 A15 | 1st Test or Questionnaire 1 (Voice-dysphonia disorder): it will computes 20%. 2nd test or Questionnaire 2 (official examination) to evaluate all pathologies taught and it will computes 50%. Each questionnaire will include four possible answers and each error will subtract 0.20 points. |
70 |
| Assessment comments | |||
The competences of the students will be evaluated with the three sections indicated and to pass the subject the studentattending the class must obtain 5 or more. |
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| Sources of information |
| Basic |
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
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 |
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LInks: www.espaciologopedico.com http:// www.asha.org. |
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| Complementary | |
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Journals. Revista de Investigación en Logopedia. Revista de Logopedia, Foniatría y Audiología (suscrita la UDC) Journal of Voice. 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 | ||
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| Subjects that continue the syllabus | |
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| Other comments | |
It is recommendable to know Enlish language (level B1) to use of bibliographical sources and to use a mask face during teaching. |