COURSE GUIDE OF THE SUBJECT Logopedic intervention in

1
Course Guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
COURSE GUIDE OF THE SUBJECT
Logopedic intervention in autism spectrum
disorders and intellectual disabilities
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”
2
Course guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
COURSE GUIDE TO LOGOPEDIC INTERVENTION IN AUTISM
SPECTRUM DISORDERS AND INTELLECTUAL DISABILITIES
ECTS
MODULE: Disturbances, disorders and logopedic treatment
72
FIELD: Neuro-psycho-linguistic disorders
18
Subject: Logopedic intervention in autism spectrum disorders
6
and intellectual disabilities
YEAR: 2
Type of learning: Obligatory
Semester: 2
Department: Personality,
Asessment and Therapeutic
Teacher: Inmaculada Baixauli Fortea Ph.D
Interventions
E-mail:
[email protected]
SUBJECT ORGANIZATION
____________________________________________________________________________
Nº ECTS: 6
Logopedic intervention in autism spectrum disorders and
intellectual disabilities
The main purpose of this subject is to provide the students with the knowledge about
the main techniques and logopedic intervention procedures of autism spectrum
disorders and intellectual disabilities. Students will learn methodological principles of
treatment, and acquire the competence to plan logopedic intervention programs.
Subjects and Courses
Subject
Language Pathology
Deficiency in the basic
tools for entertainment
and language
ECTS
18
24
Courses
ECTS
Course/
semester
Language pathologies I
6
1/1
Language pathologies II
6
1/2
Learning difficulties
6
2/4
Logopedic treatment of speech disorders
and nonverbal oral functions
6
3/5
Logopedic treatment of organical
6
3/5
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
production
misarticulation and dysarthria
Logopedic treatment of voice disorders
Neuro-PsychoLinguistics Disorders
24
Fluency Disorders
6
Alternative
communication
6
Logopedic treatment of hearing
impairment
Treatment of specific developmental
disorders of language
Logopedic treatment of aphasia and
related disorders
Logopedic treatment of autism spectrum
disorders and mental deficiency
Logopedic treatment of stuttering and
other disorders with psychosocial
implications
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:
Logopedic treatment of autism spectrum disorders and
intellectual disabilities
Prerequisites: None.
GENERAL GOALS
a.
b.
c.
d.
To know the theoretical models of logopedic treatment of autism spectrum
disorders and intellectual disabilities.
To know intervention programs directed to promote language and
communication development in autism spectrum disorders and intellectual
disabilities in early childhood.
To know augmentative /alternative communication systems used in
communication intervention of autism spectrum disorders and intellectual
disabilities.
To know the main intervention strategies directed to overcome pragmatic
difficulties that characterize the communicative profile of autism spectrum
disorders.
CROSS-SECTIONAL COMPETENCES
Competence
measuring scale
Instrumental
1
1.(1). Analysis and synthesis.
2.(2). Organize a work plan being able to carry it out within a specified
period.
Universidad Católica de Valencia “San Vicente Mártir”
2
3
4
x
x
4
Course guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
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
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.
x
10. (10). Recognize, analyze and obtain resolutions of ethical problemas
in situations of professional practice.
Systemic
x
1
2
11. (11). Adapt to new situations arising in their profession.
3
4
x
12. (12). Having an open and flexible attitude to lifelong learning.
x
13. (13). Know and use of technical advances in the exercise of their
profession.
x
SPECIFIC COMPETENCIES FROM THE "DISTURBANCES, DISORDERS AND SPEECH THERAPY
INTERVENTION" MODULE
1
14. (26). Knowing the general principles of speech therapy intervention.
15. (28). Know and apply models and intervention techniques.
2
3
4
x
x
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
16. (29). Knowing the different characteristics of speech therapy
intervention in family, school, health and clinical care contexts.
x
17. (30). Know and perform speech therapy intervention in specific
disorders of language development: specific developmental disorders of
language, specific language impairment, language delays, phonetic and
phonological disorders, communication disorders and speech and hearing
deficits associated with visual attention deficits, mental retardation,
pervasive developmental disorder, autism spectrum disorders, cerebral
palsy and multiple disabilities, specific disorders of written language of
dyscalculia; alterations in the development of language deprivation
associated social and multicultural and multilingual contexts, disorders of
speech fluency, aphasias and related disorders, dysarthria, dysphonia,
diglossia, language disorders in aging and degenerative disorders,
language disorders and communication in mental illness, silence and
inhibitions of language disturbances of nonverbal oral functions atypical
swallowing, dysphagia, and tubal abnormalities.
18. (31). Know and perform speech therapy intervention in early
childhood.
19. (35). Know how to design, develop and evaluate the performance of
speech therapy.
x
x
x
SPECIFIC COMPETENCIES OF THE REMAINING MODULS OF THE TECHNICAL REPORT
1
2
3
4
20 (40). Perform strategic planning for speech therapy intervention.
x
21 (44). Acquire or develop personal resources for intervention: social and
communication skills, professional skills, and evaluation of their
performance; observing techniques, dynamic techniques or those related to
decision making.
22. (45). Using information technology and communication.
GENERAL DEGREE COMPETENCIES
Universidad Católica de Valencia “San Vicente Mártir”
X
x
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Course guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
1
2
3
4
23. (51). Master the terminology that allows one to interact effectively with
x
other professionals.
24. (54). Advise families and the social context of patients, encouraging their
x
participation and collaboration in speech therapy treatment.
25. (57). Knowing the limits of competencies and knowing when
interdisciplinary treatment is necessary.
x
26. (58). Explain and support the selected treatment.
x
27. (67). Have adequate speech production, structure of language and voice
quality.
x
28. (68). Manage communication technologies and information.
x
LEARNING OUTCOMES
COMPETENCES
R-1. To know the communicative and linguistic profile of
autism spectrum disorders and intellectual disability.
1, 2, 12, 17, 23, 26
R-2. To Know the main models and methodologies of
logopedic intervention in autism spectrum disorders and
intellectual disabilities.
R-3. To be able to plan an intervention according to the
assessment results, strengths and weaknesses of autism
spectrum disorders and intellectual disabilities.
R-4. To know the main ways of counseling and
coordination with family and school environments.
R-5. To know and be able to use augmentative/alternative
communication systems in logopedic treatment of autism
spectrum disorders and intellectual disability.
1, 2, 3, 4, 6, 7, 8, 11, 12,
14, 15, 17, 18, 22, 23, 25,
28
1, 2, 3, 4, 5, 7, 8, 9, 10, 14,
15, 17, 18, 19, 20, 21, 25,
26
6, 9, 10, 11, 16, 21, 24, 26,
27
13, 22, 28
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS CLASS
PRACTICAL CLASSES
GROUP
PRESENTATION OF
PAPERS
OFFICE ASSISTANCE
ASSESSMENT
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.
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
Total
Universidad Católica de Valencia “San Vicente Mártir”
Relationship With
Learning Outcomes
for the subject
ECTS
R-1, R-2, R-3, R-4,
R-5.
1
R-1, R-2, R-3, R-4,
R-5.
0,5
R-1, R-3, R-5.
0,5
R-1, R-2, R-3, R-4,
R-5.
0,3
R-1, R-2, R-3, R-4,
R-5.
0,1
( 40% ): 60 horas
2,4
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Course guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
INDEPENDENT WORK ACTIVITIES
ACTIVITY
GROUP WORK
Teaching-Learning
Methodology
Relationship of
Course with
Learning Outcomes
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.
R-3 y R-5
ECTS
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
or submitted in theoretical
lectures, practical and/or
small-group tutoring sessions.
R-1, R-2, R-3, R-4,
R-5
2
Work done on the university
e-learning platform
( www.plataforma.ucv.es )
(60% ): Total
3,6
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES
AND ASSESSMENT SYSTEM
Assessment Tool
LEARNING OUTCOMES ASSESSED
Written proof
R1, R2
Written reports
R5, R3, R5
Allocated
Percentage
60%
40%
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
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.
DESCRIPTION OF CONTENTS
COMPETENCES
PART I
1. Conceptualization of autism spectrum disorders.
2. Characteristics of linguistic and communicative profile of
autism spectrum disorders.
3. Language and communication assessment in autism
spectrum disorders. Early identification. Usage of standarized
instruments and communicative questionnaires and reports.
Determining the stage of communicative development.
4. Treatment models in autism spectrum disorders: from
sociopragmatic aproaches to behavioral interventions.
Combined models.
5. Language and communicative intervention according to best
recommended practices.
Universidad Católica de Valencia “San Vicente Mártir”
1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12, 13, 14, 15,
16, 17, 18, 19, 20, 21,
22, 23, 24, 25, 26, 27,
28
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Course guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
6. Family-centered intervention programs.
7. Use of alternative and augmentative communication
systems:: Picture Exchange Communication System (PECS),
Total Comunicación (Benson Schaeffer).
8. Clinical cases analysis.
PART II
9. Linguistic profile of different syndromes síndromes
characterized with intellectual disabilities: Down Syndrome,
X-fragile syndrome, Williams síndrome, Angelman Syndrome,
Prader-Willie Syndrome.
10. Characteristics of logopedic intervention in intellectual
disabilities.
1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12, 13, 14, 15,
16, 17, 18, 19, 20, 21,
22, 23, 24, 25, 26, 27,
28
11. Clinical cases analysis.
REFERENCES
Basic references:
Aguado, G. y Narbona, J. (1997). Lenguaje y deficiencia mental. En Narbona, J. y
Chevrie-Muller, C. El lenguaje del niño. Barcelona, Masson.
Alcantud, F. (coord..) (2003). Intervención psicoeducativa en niños con trastornos
generalizados del desarrollo. Madrid, Pirámide.
Alcantud, F. (coord.). (2013). Trastornos del espectro autista. Detección, diagnóstico e
intervención temprana. Madrid, Pirámide.
Bekley, S. y Bird, G. (2005). Habla, lenguaje y comunicación en alumnos con Síndrome
de Down. Recursos para padres y profesores. Madrid, Cepe.
Martos, J. y Pérez, M. (coords.). (2002). Autismo. Un enfoque orientado a la formación
en logopedia.
Miller, J.F., Leavitt, L.A. & Leddy, M. (2000). Síndrome de Down: comunicación,
Universidad Católica de Valencia “San Vicente Mártir”
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Course Guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
lenguaje, habla. Barcelona, Masson.
Complementary references:
Cornago, a., Navarro, M. & Collado, F. (2012). Manual de teoría de la mente para niños
con autismo. Ed. Psylicom.
Del Río, M.J. y Torrens, V. (2006). Lenguaje y comunicación en trastornos del
desarrollo. Madrid, Pearson-Prentice Hall.
Frost, L. & Bondy, A. (2002). El Manual de Picture Exchange Communication System.
Pyramid Educational Consultants.
Fuentes, J., Ferrari, M.J., Boada, L., Touriño, E., Artigas, J., Belinchón, M., Muñoz, J.,
Hervás, A., Canal, R., Hernández, J.M., Díez, A., Idiazábal, M.A., Mulas, F., Palacios,
S., Tamarit, J., Martos, J. & Posada, M. (2006). Guía de buena práctica para el
tratamiento de los trastornos del espectro autista. Revista de Neurología, 43, 425-438.
García Sánchez, J.N. (1999). Intervención psicopedagógica en los trastornos del
desarrollo. Madrid, Pirámide.
Greenspan, S & Wieder, S. (2006). Engaging Autism: Helping children relate,
communicate and think with the DIR Floortime Approach. New York: DeCapo Press.
Güemes I., Martín Arribas, M.C., Canal, R. & Posada M. (2009). Evaluación de la
eficacia de las intervenciones psicoeducativas en losTrastornos del Espectro Autista.
Madrid: Ministerio de Ciencia e Innovación. Instituto de Salud Carlos III.
Jiménez, A. (2013). Lenguaje expresivo en adolescentes con síndrome de Down.
Madrid, Cepe.
Kumin, L. (1997). Cómo favorecer las habilidades comunicativas de los niños con
Síndrome de Down. Guía para padres. Barcelona, Paidós.
Kumin, L. (2008). Helping children with Down Syndrome communicate better: speech
and language skills for ages 6-14. Ed. Woodbine House.
Kumin, L. (2001). Classroom language skills for children with Down Syndrome: a guide
for parents and teachers. Ed. Woodbine House.
Mesibov, G. B., Shea, V. & Schopler, E. (2005). The TEACCH Approach to Autism
Spectrum Disorders. New York: Kluwer Academic/Plenum Publishers.
Mulas, F., Ros, G., Millá, M., Etchepareborda, M., Abad, L. & Téllez, M. (2010).
Modelos de intervención en niños con autismo. Revista de Neurología, 50, Supl.3, 7784.
Paul, R. (2008). Interventions to improve communication in autism. Child and
Adolescent Psychiatric Clinics of North America, 17, 835-856.
Prizant, B., Wetherby, A., Rubin, E., Laurent, A. & Rydell, P. (2006). The SCERTS
Model. Baltimore: Brookes Publishing.
Puyuelo, M. (ed.). (2001). Casos clínicos en logopedia, III. Barcelona: Masson.
Riviere, A. y Martos, J. (comp.) (2000). El niño pequeño con autismo. Madrid, APNA.
Riviere, A. y Martos, J. (comp.). (1998). El tratamiento del autismo: nuevas
perspectivas. Madrid, APNA.
Rogers, S. & Dawson, G. (2010). Early Start Denver Model for young children with
autism. New York, The Guilford Press.
Salvadó, B., Palau, M., Clofent, M., Montero, M., Hernández, M.A. (2012). Modelos de
intervención global en personas con trastornos del espectro autista. Revista de
Neurología, 54, Supl.1,63-71.
Sussman, F. (2001). More than words. Toronto: The Hanen Centre.
Universidad Católica de Valencia “San Vicente Mártir”
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Course guide Logopedic intervention in autism spectrum
disorders and intellectual disabilities
PCA-27-F-01 Ed. 00
Troncoso, M.V. y Del Cerro. M.M. (1998). Síndrome de Down: lectura y escritura.
Barcelona, Masson.
TEMPORAL ORGANIZATION OF LEARNING:
CONTENT/TEACHING UNIT
1
2
3
4
5
6
7
8
9
10
11
Conceptualization of autism spectrum disorders.
Characteristics of linguistic and communicative profile of autism
spectrum disorders.
Language and communication assessment in autism spectrum
disorders. Early identification. Usage of standarized instruments
and communicative questionnaires and reports. Determining the
stage of communicative development.
Treatment models in autism spectrum disorders: from
sociopragmatic aproaches to behavioral interventions.
Combined models.
Language and communicative intervention according to best
recommended practices.
Family-centered intervention programs.
Use of alternative and augmentative communication systems::
Picture Exchange Communication System (PECS), Total
Comunicación (Benson Schaeffer).
Clinical cases analysis.
1
1
2
2
4
3
2
2
Linguistic profile of different syndromes characterized with
intellectual disabilities: Down Syndrome, X-fragile syndrome,
Williams síndrome, Angelman Syndrome, Prader-Willie
Syndrome.
Characteristics of logopedic intervention in intellectual
disabilities.
Clinical cases analysis.
# OF MEETINGS
3
4
4
Universidad Católica de Valencia “San Vicente Mártir”