course guide treatment of specific language developmental disorders

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Course Guide
Treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
COURSE GUIDE
TREATMENT OF SPECIFIC LANGUAGE
DEVELOPMENTAL DISORDERS
Speech Language Pathology Degree
Psychology and Education Sciences Faculty
Universidad Católica de Valencia San Vicente Mártir
Year 2016-17
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide
treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
COURSE GUIDE TO TREATMENT OF SPECIFIC
DEVELOPMENTAL LANGUAGE IMPAIRMENTS
ECTS
MODULE:Disturbances, disorders andlogopedic treatment
72
FIELD:Neuro-psycho-linguistic disorders
18
Subject: Treatment of specific developmental language
6
impairments
YEAR: 2
Type of learning:Obligatory
Semester:2
Department:Personality,
Teacher: Inmaculada Baixauli Fortea. Ph D. Asessment and Therapeutic
Interventions
E-mail:[email protected]
SUBJECT ORGANIZATION
____________________________________________________________________________
Treatment of specific developmental language impairments
Nº ECTS: 6
The main purpose of this subject is to provide the students with the knowledge about
the main techniques and logopedic intervention procedures of specific language
impairments (SLI). Students will learn methodological principles of treatment, and
acquire the competence to plan logopedic intervention programs.
Subjects and Courses
Subject
Language Pathology
Deficiencyinthebasicto
olsforentertainmentand
languageproduction
ECTS
18
24
Courses
ECTS
Course/
semester
Language pathologies I
6
1/1
Language pathologies II
6
1/2
Learning difficulties
6
2/4
6
3/5
6
3/5
Logopedic treatment of speech disorders
and nonverbal oral functions
Logopedic treatment of organical
misarticulationanddysarthria
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide
Treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
Logopedic treatment of voice disorders
Neuro-PsychoLinguistics Disorders
24
Fluency Disorders
6
Alternative
communication
6
Logopedic treatment of hearing
impairment
Treatment of specific developmental
disordersof language
Logopedic treatment of aphasia and
related disorders
Logopedic treatment of autism
spectrumdisordersandmental deficiency
Logopedic treatment of stuttering and
other disorders with
psychosocialimplications
Augmentative and alternative
communication systems
6
3/5
6
3/6
6
2/4
6
3/6
6
3/6
6
3/5
6
3/6
COURSE GUIDE TO THE SUBJECT:
Treatment of specific developmental language
impairments
Prerequisites:None.
GENERAL GOALS
a.
b.
c.
d.
To know the theoretical foundations and methodological principles of treatment that conform the
base of Specific Language Impairment intervention.
To know the fundamentals and to manage technical materials and resources used in Specific
Language Impairment intervention.
To be able to design of activities and intervention materials used in treatment of Specific
Language Impairment.
To be able to plan intervention programs according to assessment data of children with Specific
Language Impairment.
CROSS-SECTIONAL COMPETENCES
Competence
measuring scale
Instrumental
1
2
3
1.(1). Analysis and synthesis.
2.(2). Organize a work plan being able to carry it out within a specified
period.
4
x
x
3. (3) Find, evaluate, organize and manage information systems.
x
4. (4). Speaking and writing fluently,appropriately and with the necessary
consistency to meet the academic standards of correctness in the
language of instruction.
x
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide
treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
5. (5). Make decisions and being responsibile for them.
x
Interpersonal
6. (6). Use the techniques of verbal and nonverbal communication in
order to optimize relevant communicative situations.
x
7. (7). Critically evaluate own job performance and that of other
professionals to improve results.
x
8.(8). Have flexibility to work in teams formed by other professionals
belonging to the same field.
x
9 (9). Acquire a compromise with the ethics and deontology of the
professional field.
Systemic
x
1
2
3
10. (12). Having an open and flexible attitude to lifelong learning.
x
11 (13). Knowing and using technical advances in the course of the
duties.
SPECIFIC COMPETENCIES FROM THE "DISTURBANCES, DISORDERS AND
SPEECH THERAPY INTERVENTION" MODULE
x
Competence
measuring scale
1
2
3
12 (26). Know general principles of logopedic intervention.
13. (27). Know the functions of logopedic intervention: prevention,
education, reeducation, rehabilitation and treatment.
x
15. (29). Know differential characteristics of logopedic intervention in family, school,
health and welfare contexts.
x
17.(36). Know, apply and critically evaluate pedagogical techniques, methodological
and didactic resources used to language teaching.
4
x
x
14. (28). Know and apply intervention models and techniques.
16. (35). Be able to design, program and assess logopedic performance.
4
x
x
Competence
measuring scale
SPECIFIC COMPETENCIES OF THE REMAINING MODULS OF THE
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide
Treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
TECHNICAL REPORT
1
2
3
4
18. (40). Do the strategic planning of logopedic intervention.
x
19. (44). Acquire or develop personal resources involved in intervention:
social and communicative abilities, professional abilities, evaluation of the
own professional performance, observational techniques, dynamic
techniques or decision making.
X
20. (45). Use information and communication techniques.
x
Competence
measuring scale
GENERAL DEGREE COMPETENCIES
1
2
3
21. (48). Design, implement and evaluate actions in order to prevent language and
communication disorders.
x
22. (54). Advising families and users of the social environment,facilitating
their participation and collaboration in the treatment.
x
23. (57). Knowing the limits of competencies and knowing when
interdisciplinary treatment is necessary.
x
24. (58). Explaining and justifyingthe chosen treatment.
25. (64). Know and critically evaluate techniques and instruments of
assessment and diagnosis in Speech Language Therapy, and procedures
of logopedic intervention.
21. Have adequate speech production, structure of language and voice
quality.
x
x
x
26. (68). Manage communication technologies and information.
x
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide
treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
LEARNING OUTCOMES
COMPETENCES
R-1. Know the main models and methodologies of logopedic
intervention in specific language developmental impairments (SLI).
1, 4, 12, 13, 14, 25
R-2. Be able to plan the most suitable logopedic intervention according
to the linguistic difficulty profile: select and organize objectives,
linguistic and communicative contents, activities and support systems.
2, 5, 7, 9, 10, 16, 17, 18, 19, 20,
24
R-3. Be able to design activities in order to obtain linguistic and
communicative objectives in different language levels.
2, 3, 4, 17, 20, 26
R-4. Know the main ways and techniques of school and family advice,
in specific language developmental impairments.
4, 5, 6, 15, 18, 21, 22, 23
R-5. Know and be able to use material and technical resources of
logopedic intervention in specific language developmental impairments
(SLI).
3, 10, 11, 17, 20, 25, 26
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS CLASS
PRACTICAL CLASSES
LABORATORY
Teaching-Learning
Methodology
Teacher presentation of
contents, analysis of
competences, explanation
and in-class display of skills,
abilities and knowledge.
Group work sessions
supervised by the professor.
Case studies, diagnostic
tests, problems, field work,
computer room, visits, data
search, libraries, on-line,
Internet, etc.
Meaningful construction of
knowledge through
interaction and student
activity.
Activities carried out in
spaces with specialized
equipment.
Relationship With
Learning Outcomes
for the subject
ECTS
R-1, R-2, R-3, R-4, R5
1
R-1, R-2, R-3, R-4, R5
0,25
0
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide
Treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
SEMINAR
GROUP
PRESENTATION OF
PAPERS
OFFICE ASSISTANCE
ASSESSMENT
Supervised monographic
sessions with shared
participation
Application of
multidisciplinary knowledge
Personalized and small
group attention.Period of
instruction and/or orientation
carried out by a tutor to
review and discuss materials
and topics presented in
classes, seminars, readings,
papers, etc.
Set of oral and/or written
tests used in initial, formative
or additive assessment of the
student
0
R-1, R-3, R-5
0,25
R-1, R-2, R-3, R-4, R5
0,3
R-1, R-2, R-3, R-4, R5
0,1
Total
2,4
INDEPENDENT WORK ACTIVITIES
ACTIVITY
GROUP WORK
Teaching-Learning
Methodology
Group preparation of readings,
essays, problem solving,
seminars, papers, reports, etc.
to be presented or submitted
in theoretical lectures,
practical and/or small-group
tutoring sessions.
Relationship of
Course with
Learning Outcomes
ECTS
R-2, R-3, R-5
1,6
Work done on the university
e-learning platform
( www.plataforma.ucv.es )
INDEPENDENT WORK
Student study: Group
Individual preparation of
readings, essays, problem
solving, seminars, papers,
reports, etc. to be presented
Universidad Católica de Valencia “San Vicente Mártir”
R-1, R-2, R-3, R-4,
R-5
2
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Course guide
treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
or submitted in theoretical
lectures, practical and/or
small-group tutoring sessions.
Work done on the university
e-learning platform
( www.plataforma.ucv.es )
Total
3,6
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES
AND ASSESSMENT SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED
Written proof
R1, R2, R3, R4, R5
Written reports
R5, R3, R5
Allocated
Percentage
60%
40%
Note: In order to pass the subject the student must pass both the theoretical and the practical
content separately.
MENTION OF DISTINCTION:
The mention of Distinction will be awarded to students who have achieved a score equal to or
greater than 9.5. The number of Distinctions granted will not exceed 5% of students enrolled in
a subject in the corresponding academic year unless enrollment is under 20, in which case only
one Distinction may be granted. (Royal Decree 1125/2003).
DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS:
There will be a special group for students who are not enrolling for the first time if they exceed
the occupancy limit of the classroom and a teacher is assigned to that group.
The professor in charge of this group will conduct 4 follow-up sessions and tutoring for 2 hours
each. Assessment of skills and abilities will be done through the scheduled practice sessions In
each session the subject will be developed so as to reinforce the work on the skills that each
student needs to pass the course.
Assessment of content and skills will be made during the examination set in the official calendar
for this course.
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Course Guide
Treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
DEVELOPMENT OF THE SUBJECT IN SECOND AND SUCCESSIVE
REGISTRATION
There will be a special group for students who are not first registration and a teacher in charge
of this group. He will make 6 sessions of monitoring and mentoring with a duration of 2 hours
each one. In each session the subject will be developed in order to strengthen the working of
skills each student needs to pass the subject.
The assessment of the contents will be made in the exam fixed in the official calendar for this
subject.
These sessions are available on the specific schedule.
The blocks of content and tasks to be developed in each session will be next:
TEMPORARY ORGANIZATION OF LEARNING
(Students in second and successive registration):
SESSION
QUANTITY
BLOCK OF CONTENT / TEACHING UNIT
1
Methodological considerations previous to logopedic
intervention in language disorders
1
2
Monfort and Juarez (2001) model. The three levels of language
intervention.
1
3
4
5
6
Language levels intervention: morphosyntactic level.
Language levels intervention: lexical and semantic level.
Language levels intervention: pragmatic level.
Clinical cases analysis. Planning of logopedic intervention.
Universidad Católica de Valencia “San Vicente Mártir”
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1
1
1
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Course guide
treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
DESCRIPTION OF CONTENTS
COMPETENCES
1. Methodological considerations previous to logopedic intervention
in language disorders:
1.1. Purposes of logopedic intervention.
1.2. Steps of logopedic intervention process: objectives, contents
and activities programming,
1.3. Use of support systems: learning procedures, augmentative
systems and adjusting and reformulation strategies.
1, 2, 7, 10, 12, 13, 15,
16, 17, 18, 24, 25
2. Monfort and Juarez (2001) model. The three levels of language
intervention.
2.1. First level of language intervention: reinforced and systematic
stimulation directed to natural interlocutors: family and teachers.
2.2. Second level of language intervention: functional exercises.
2.3. Third level of language intervention: directed exercises.
3. Language levels intervention: morphosyntactic level.
3.1. First words combinations stage.
3.2. Simple utterances acquisition stage.
3.3. Grammatical development stage.
4. Language levels intervention: lexical and semantic level.
4.1. Intervention directed to learn new vocabulary.
4.2. Intervention directed to improve lexical and semantic reasoning.
5. Language levels intervention: pragmatic level.
5.1. Intervention in primary pragmatic disorders.
5.2. Main principles.
5.3. Characteristics of intervention in children with primary
disorders: formal approach.
5.4. Objectives of pragmatic level intervention:
5.4.1. Questions comprehension.
5.4.2. Use of deictic terms.
5.4.3. Interpretation of intentions and indirect utterances.
5.4.4. Referential communication.
5.4.5. Inferences.
5.4.6. Norms and social judgements.
5.4.7. Narrative and conversational abilities.
6. Clinical cases analysis. Planning of logopedic intervention.
1, 7, 10, 12, 14, 16, 17,
21, 22, 25, 26
11, 12, 16, 17, 18, 20,
24, 25
11, 12, 16, 17, 18, 20,
24, 25
11, 12, 16, 17, 18, 20,
24, 25
1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12, 14, 16, 17,
18, 19, 20, 21, 23, 24,
25, 26
REFERENCES
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide
Treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
Basic references:
Acosta, V. & Moreno, Ana M. (1999). Dificultades del lenguaje en ambientes
educativos. Barcelona: Masson.
Juárez, A & .Monfort, M. (2001). Estimulación del lenguaje oral. Madrid: Entha.
Complementary references:
Acosta, V. (2012). La intervención logopédica en los trastornos específicos del
lenguaje. Revista de Logopedia, Foniatría y Audiología, 32, 67-74.
Acosta, V., Moreno, A., & Axpe, A. (2012). Intervención logopédica sobre habilidades
narrativas en niños con Trastorno Específico del Lenguaje. Infancia y Aprendizaje, 35,
2, 201-2013.
Galván-Bovaira, M.J. & Del Río, M.J. (2010). Intervención naturalista. Revista de
Logopedia, Foniatría y Audiología, 30, 165-166.
Gràcia, M. (2002). Comunicación y lenguaje en primeras edades. Intervención con
familias. Barcelona: Milenio.
McCauley, R.J. & Fey, M.E. (2006). Treatment of language disorders in children.
Baltimore: Paul H. Brookes Publishing Co.
Monfort, M. & Juárez, A. (1987). El niño que habla. Madrid: Cepe.
Monfort, M. &Juárez, A. (1997). Los niños disfásicos. Descripción y tratamiento.
Madrid: Cepe.
Monfort, M. (ed.) (1999). Logopedia: ciencia y técnica. Madrid: Cepe.
Monfort, M., Juárez, A. &Monfort, I. (2004). Niños con trastornos pragmáticos del
lenguaje y la comunicación. Descripción e intervención. Madrid: Entha Ediciones.
Monfort, I., & Monfort, M. (2014). Investigación y práctica profesional en logopedia.
Revista de Neurología, 58, Supl.1, 111-115.
Monfort, I., & Monfort, M. (2013). Inferencias y comprensión verbal en niños con
trastornos del desarrollo del lenguaje. Revista de Neurología, 56, Supl.1, 141-146.
Monfort, I., & Monfort, M. (2010). La comprensión de preguntas: una dificultad
específica en niños con trastornos pragmáticos de la comunicación y el lenguaje.
Revista de Neurología, 50, Supl.3, 107-111.
Monfort, M. (2005). Intervención logopédica en los trastornos de comprensión. Revista
de Neurología, 40, Supl.1, 127-130.
Pepper, J.&Weitzman, E. (2004). Hablando...nos entendemos los dos. Toronto: The
Hanen Centre.
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Course guide
treatment of specific developmental language impairments
PCA-27-F-01 Ed. 00
TEMPORAL ORGANIZATION OF LEARNING:
CONTENT/TEACHING UNIT
# OF MEETINGS
1
Methodological considerations previous to logopedic
intervention in language disorders
4
2
Monfort and Juarez (2001) model. The three levels of language
intervention.
7
3
4
5
6
Language levels intervention: morphosyntactic level.
Language levels intervention: lexical and semantic level.
Language levels intervention: pragmatic level.
Clinical cases analysis. Planning of logopedic intervention.
4
4
4
5
Universidad Católica de Valencia “San Vicente Mártir”