Speech Sound Disorders and Dysphemies: Assessment and Intervention
Code: 108080 ECTS Credits: 9| Degree | Type | Year |
|---|---|---|
| Logopedia | OB | 2 |
Contact
- Name:
- Cristina Cambra Verges
- Email:
- cristina.cambra@uab.cat
Teachers
- Inmaculada Concepción Morales Becerra
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
It is recommendable to go over the contents related to the acquisition of the language.
Objectives and Contextualisation
The student will be able to assess the SSD and stuttering of children and to suggest corresponding treatment.
Learning Outcomes
- CM12 (Competence) Explain in writing the diagnosis and proposed speech therapy treatment in order to inform other professionals involved in the case (speech therapists, ENT specialists, teachers, paediatricians, etc.).
- KM22 (Knowledge) Describe the main disorders of speech, voice, hearing and swallowing, as well as their impact on communication processes.
- KM23 (Knowledge) Recognise in which situations a referral is required to a specialist in ENT, audiology, speech therapy or other related specialties.
- SM19 (Skill) Plan for family collaboration and participation in speech therapy treatment related to speech, voice, and hearing.
- SM20 (Skill) Prepare a medical history based on the symptoms and signs provided by the patient.
- SM67 (Skill) Apply the specific assessment tools appropriate for speech, voice and hearing.
- SM68 (Skill) Design speech therapy interventions, selecting the appropriate objectives, techniques and resources for speech, voice and hearing intervention.
Content
BLOCK A: Speech Sound Disorders
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Topic 1: Typology of speech sound disorders.
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Topic 2: Assessment of speech sound disorders.
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Topic 3: Speech therapy intervention for phonological SSDs.
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Topic 4: Speech therapy intervention for phonetic SSDs.
BLOCK B: DYSPHEMIA (Stuttering)
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Topic 5: The multifactorial nature of stuttering.
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Topic 6: Assessment and intervention for stuttering in children and school-age individuals.
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Topic 7: Assessment and intervention for stuttering in adolescents and adults.
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Topic 8: Treatment principles: Comorbidities associated with stuttering.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Master classes | 39 | 1.56 | KM22, KM23, KM22 |
| Seminars | 28 | 1.12 | CM12, SM19, SM20, SM67, SM68, CM12 |
| Type: Supervised | |||
| Tutorials | 15 | 0.6 | KM22, KM23, SM19, SM68, KM22 |
| Type: Autonomous | |||
| Essays | 65 | 2.6 | CM12, KM22, SM20, SM68, CM12 |
| Study | 74 | 2.96 | KM22, KM23, KM22 |
- Master classes
- Seminars to discuss different cases
- Individual tutorials to resolve doubts
- Self-study activities
Note: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| EV1: A group-written essay on SSD | 10% | 0 | 0 | CM12, KM22, KM23, SM19, SM68 |
| EV2: An exam face-to-face on SSD | 40% | 2 | 0.08 | KM22, KM23, SM19, SM68 |
| EV3: A group-written essay on stuttering | 10% | 0 | 0 | CM12, KM22, KM23, SM19, SM20, SM68 |
| EV4: An exam face-to-face on sttutering | 40% | 2 | 0.08 | KM22, KM23, SM19, SM67, SM68 |
EV1: a group-written essay on SSD (10%)
EV2: an individual written exam on SSD (40%)
EV3: a group-written essay on stuttering (10%)
EV4: an individual written exam on stuttering (40%)
The grade for each of the EV2 and EV4 assessments must be equal to or greater than 4 in order to in order to be able to make the weighted sum of the marks obtained in EV1 and EV2.
| TYPE OF FEEDBACK | EV and TYPOLOGY | WEEK |
| Written | - | |
| Digital tool | - | |
| In the classroom |
EV1: essay EV3: essay |
Week 6, 2nd semester Week 15, 2nd semester |
| Tutoring |
EV2: exam EV4: exam |
Week 7, 2nd semester Week19-20, 2nd semester |
Definition of a passed subject: A student passes the subject when they have submitted all the required learning evidences and have obtained a minimum grade of 5.0 points (on a scale of 0–10).
Definition of a non-assessable subject: A student who has submitted learning evidences amounting to less than 40% of the total weight will be marked as "not assessable."
Definition of unique assessment: The single assessment will take place on the same day and in the same location as the exam for the second assessment period of the subject, and it will cover all course content. It will include two midterm exams with multiple-choice and short-answer questions, as well as a case-solving test. Approximate duration: 3.5 hours. The final grade will be calculated according to the same criteria as continuous assessment. Requests for single assessment must be submitted online(viae-form) within the specified period (see the faculty website for more information).
Re-evaluation conditions: A student may retake failed learning evidences if their final gradefrom continuous assessment is between 3.5 and 4.9 (on a scale of 0–10). To pass the resit, the student must earn at least 5.0 points on each reassessed learning evidence. In the weighted calculation of the final grade, each recovered evidence will be assigned a score of 5.0. Students enrolled for the second or later time are not expected to be assessed through a single, non-recoverable synthesis exam.
Restricted use of AI: For this subject, the use of Artificial Intelligence (AI) technologies is allowed exclusively in support activities, such as bibliographic or information search, consultation in the classroom of evaluation report models, correction and/or translation of texts and the generation of graphs and/or tables. Students will have to clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. Non-transparency in the use of AI in each assessable activity will be considered a lack of academic honesty and may lead to a partial or total penalty in the mark for the activity, or higher penalties in serious cases".
Bibliography
- Susanibar, F., Dioses, A., Marchesan, I., Guzmán, M., Leal, G., Guitar, B. & Junqueira A. (2016).Tratstornos del habla. De los fundamentos a la evaluación. Ed. Giuntieos.
- Massana,M. (2003). Tractament i prevenció de la dislàlia. Edicions EPL.
- Zambrana,N i Dalva,L. (1998) Logopedia y ortopedia maxilar en la rehabilitación orofacial. Ed. Masson.
- Levrini, L. et al. (2023). Terapia miofuncional orofacial. Ed.Edra.
Complementary bibliography related to Speech Sound Disorders (SSD)
- Gispert,D. i Ribas,L. (2002). Els sons entremaliats (s/l-r-d/ll/rr). Edicions l'Àlber.
- Grandi,D i Donato,G. (2006). Terapia miofuncional. Diagnóstico y tratamiento. Ed.Lebón.
- Monge, R. (2009). Atenció auditiva, 5-8 anys. Lebón.
- Ribas,L. i Gispert,D. (2000). Jocs fonològics. Ed. L'Àlber.
- Zambrana,N. i Puyuelo,M. (2017). Terapia miofuncional orofacial. Actualización en nuevos campos de actuación. Ed.EOS
Basic bibliography related to stuttering:
- Canals Raventós, G., Dionís Bargalló, N., Morales Becerra, I., Rodríguez García, M. J., & Franquesa Albareda, M. (2024, abril). Tartamudesa (disfèmia): Guia per a famílies / Tartamudez (disfemia): Guía para familias [Guía disponible en catalán y castellano]. Associació de la Tartamudesa de Catalunya. https://www.atcat.org/guia-de-tartamudesa-per-a-families/
- Neiders, K., Ross, W., & Leal, G. (2019). De la Tartamudez a la Fluidez: Manejo de tus emociones para una vida completa (Gunars K. Neiders).
- Yaruss, J. (2007).Application of the ICF in Fluency Disorders. Seminars in Speech and Language, 28(4), 312–322. https://doi.org/10.1055/s-2007-986528
- Zebrowski, P. M., Anderson, J. D., & Conture, E. G. (2022). Stuttering and Related Disorders of Fluency. Thieme Medical Publishers.
Complementary bibliography related to stuttering:
- Bloodstein, O., Bernstein, N., & Brundage, S. (2021). A Handbook on Stuttering (7th ed.). Plural Publishing Inc.
- Conture, E. (2008). Stuttering and related disorders of fluency. Ed. George Thieme.
- Guitar, B. (2019). Stuttering: An integrated approach to its nature and treatment (fifth edition).
- Neiders, G., & Senske, J. (2023). Free Yourself from the Shackles of Stuttering: A Rational Emotive Behavior Therapy Approach. Gunars Neiders.
- Scaler, K. (2018). Fluency Plus: Managing Fluency Disorders in Individuals With Multiple Diagnoses (1st ed.). Routledge.
- Yaruss, S., & Reardon-Reeves, N. (2017). Early Childhood Stuttering Therapy: A Practical Guide. Stuttering Therapy Resources
Software
Not applicable
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.