| 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. |
| A9 | Coñecer e aplicar os modelos, técnicas e instrumentos de avaliación. |
| A13 | Coñecer os principios xenerais de la intervención logopédica. |
| A14 | Coñecer as funcións da Intervención logopédica: prevención, educación, reeducación, rehabilitación e tratamento. |
| A16 | Coñecer as características diferenciais da intervención logopédica nos ámbitos familiar, escolar, clínico-sanitario e asistencial. |
| 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. |
| B4 | Aprender a aprender. |
| B5 | Aprender autonomamente, e motivarse para facelo de forma continuada. |
| B6 | Capacidade de adaptarse aos cambios. |
| B7 | Capacidade de análise e síntese. |
| B9 | Capacidade de organizar e planificar. |
| B14 | Destreza e empatía nas relacións interpersoais. |
| B16 | Resolver problemas de forma efectiva. |
| 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. |
| C2 | Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
| 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 | ||
| Knowing language disorders in adults and children | A1 A6 A7 A8 A9 A13 A14 A16 A21 A22 A27 A28 |
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| Knowing different method to assess language impairment in aphasic adults and children with language disorders. | A8 A9 A13 A14 A21 A27 |
B1 B2 B3 B4 B5 B6 B7 B9 B14 B16 B19 B24 |
C1 C2 C6 C7 C8 |
| Knowing different exercises to four palologies | A2 A16 A21 A22 |
B3 B5 B6 B7 B9 B14 B16 B19 |
C1 C2 C8 |
| Contents |
| Topic | Sub-topic |
| UNIT 1. Fundamental basics for the intervention of aphasia. | 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 of Aphasia. | 3.1 Syntax. 3.2. Naming 3.3. Understanding. 3.4. Reading. 3.5. Writing. |
| UNIT 4. Fundamental basis for the intervention of language disorders 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. |
5.1. Linguistic aspects to evaluate. 5.2. Main standardized tests. |
| UNIT 6. Logopedic intervention in language development 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. Intervention of cerebral palsy 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. Intervention of cognitive disability |
8.1. Language. 8.2. Voice and articulation. 8.3. Other aspects |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Mixed objective/subjective test | A21 A16 A14 A13 A9 A8 A7 A6 A2 A1 A22 A27 A28 B1 | 7 | 0 | 7 |
| Guest lecture / keynote speech | A6 B2 B3 B4 B7 | 21 | 42 | 63 |
| Case study | B5 B6 B7 B9 B14 B16 B19 | 10 | 20 | 30 |
| Critical bibliographical | A6 B1 B2 B7 B9 B24 C1 C2 | 1 | 5 | 6 |
| Clinical practice placement | B24 C1 C2 C6 C7 C8 | 20 | 20 | 40 |
| Personalized attention | 4 | 0 | 4 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Mixed objective/subjective test | A test will be do with short answers at the end of the teaching to evaluate the theoretical and practical contents. |
| Guest lecture / keynote speech | In the classroom the theoretical contents and the therapeutic programming of clinical cases will be taught. At the end of each module, questions will be asked to reflect on the contents. |
| Case study | The therapeutic programming of clinical cases will be carried out with the pathologies imparted. |
| Critical bibliographical | A bibliographic search will be conducted on any of the pathologies taught in the subject. To do this in the interactive classes or tutorials can resolve doubts about some fundamental aspects for this activity (Management databases, search criteria, APA standards and ethics in research in speech therapy, etc). |
| Clinical practice placement | Specific practices will be carried out according to pathology (pre-intervention evaluation protocol, preparation of treatment exercises, etc.). |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Mixed objective/subjective test | A21 A16 A14 A13 A9 A8 A7 A6 A2 A1 A22 A27 A28 B1 | An exam is to evaluate the theoretical and practical contents developed in the materia. They will be short questions. It's the official exam. | 60 |
| Case study | B5 B6 B7 B9 B14 B16 B19 | The student will be evaluated in this section (case studies) in the final exam, through 2 questions related to the programming, evaluation and treatment of the pathologies taught in the subject. . Assessment criteria: reasoning capacity for therapeutic programming and selection of specific exercises. |
30 |
| Critical bibliographical | A6 B1 B2 B7 B9 B24 C1 C2 | 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 |
| Assessment comments | |||
The teacher will value the participation and positive disposition shown during the performance of clinical practices, to discuss cases and conferences, as well as to attend conferences or courses organized by the teacher. To pass this subject, it´s necessary to obtain or 50% of total, for this the students need a minimum score of 5. Students non assistants: Students from previous courses don´t do a bibliographic recession and final calcification performed according to do value reached in mixed probation (70%) and not case study (30%). |
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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
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
Bosch Galceran Laura (2003). Evaluación fonológica del habla infantil.. Barcelona: Masson
Buckley Sue (2005). Habla, lenguaje y comunicación en alumnos con Síndrome de Down y actividades para padres y profesores. Madrid: Cepe
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
Martínez Huete JC (2013). Métodos de investigación educativa. Sevilla: Punto Rojo libros
Peña Casanova Jordi (2005). Programa integrado de exploración neuropsicológica Test Barcelona revisado: TBR. Barcelona: Masson
Kumar, R (2014). Research methodology: A step by step guide for beginners (4ª Ed). Nueva Delhi: APH Publishing Corporation
Boehm Ann E (2000). Test Boehm de conceptos básicos. Madrid: TEA
Aguado Alonso Gerado (2004). Trastornos específicos del lenguaje: Retraso del lenguaje y disuasivas. Málaga: Aljibe
Aguado Alonso Gerardo (2002). TSA: El desarrollo de la morfosintaxis en el niño. Madrid: Cepe |
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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, 2004. 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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| Recommendations | ||||||
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus | ||||||
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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. |