Progress in the Social Aspects of Communication and Language
Code: 45536 ECTS Credits: 3| Degree | Type | Year |
|---|---|---|
| Trastornos de la Comunicación y del Lenguaje | OP | 1 |
Contact
- Name:
- Mario Figueroa González
- Email:
- mario.figueroa@uab.cat
Teachers
- Paula Resina Curado
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are no prerequisites.
Objectives and Contextualisation
To provide students with both theoretical and practical content that enables their qualification and specialization in the social aspects relevant to the development of language and communication.
Learning Outcomes
- CA19 (Competence) Work in teams in the field of social cognition and communication.
- CA20 (Competence) Make decisions and solve problems autonomously on social cognition skills in communication and language.
- KA16 (Knowledge) Acquire more in-depth knowledge of social cognition in communication and language
- SA26 (Skill) Intervene on the facilitators of social cognition skills for effective communication
Content
- Social Cognition
- Social Cognition and Language Skills
- Social Cognition and Language Skills: Atypical Development
- Maladaptive Behaviors and Communication
- Maladaptive Behaviors and Communication: Intervention
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lecture, Debate, Problem-Based Learning through clinical case studies | 15.75 | 0.63 | CA19, CA20, KA16, CA19 |
| Type: Supervised | |||
| Tutorías | 6 | 0.24 | CA19, CA20, CA19 |
| Type: Autonomous | |||
| Writing assignments, preparing oral presentations, reading relevant articles and reports, and individual study. | 50.75 | 2.03 | CA19, CA20, SA26, CA19 |
The face-to-face sessions will combine master lectures by expert teachers and practical exercises where the students can put the exposed theory into practice and discuss it. Subsequently, the student will perform various assessment tasks in a non-face-to-face manner.
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. Multiple choice exam | 50 | 0 | 0 | KA16 |
| EV2. Project of an evidence-based intervention | 20 | 1 | 0.04 | CA19, CA20, SA26 |
| EV3. Design an evidence-based intervention | 30 | 1.5 | 0.06 | CA19, CA20, SA26 |
EV1: Online multiple-choice exam (individual; 50% of the final grade). To be taken in Week 17.
EV2: Project of an evidence-based intervention (in group; 20% of the final grade). To be submitted in Week 11.
EV3: Design an evidence-based intervention (in group; 30% of the final grade). To be submitted in Week 18.
Attendance is mandatory (at least 75% of the sessions); therefore, failure to attend will mean that the course will not be passed, and the maximum grade will be 4.5.
Type of Feedback
| Assessment (EV) and Type | Week |
|---|---|
| Written – EV1 | Week 18 |
| Digital tool – EV2 and EV3 | Weeks 12-13 and 19–20 |
| In-class | — |
| Tutorial | — |
The final grade for the course will be the weighted average of the scores obtained in each of the learning assessments.
Resits / Recovery
If the final grade for the module is below 5 (out of 10), students must resubmit the assessments that werenot passed (i.e., any learning evidence with a score below 5). The maximum grade that can be obtained after resubmission is 5 out of 10.
Definition of "Not Assessable"
Students who do not participate in any of the assessments, or who participate in several but the total weight of those assessments is less than 70% of the final grade, will receive the qualification "Not Assessable."
Synthesis Test
For students enrolled for the second or subsequent time, the same continuous assessment process will apply. Therefore, a single non-recoverable synthesis test is not foreseen.
Use of Artificial Intelligence (AI)
The use of AI technologies is permitted in this course exclusively for support tasks, such as literature or information searches, text correction, or translations. Students must clearly identify which parts were generated using AI, specify the tools used, and include a critical reflection on how these tools influenced the process and the final outcome of the activity. Lack of transparency in the use of AI in any assessed activity will be considered academic dishonesty and may result in partial or total penalties in the activity’s grade, or more severe penalties in serious cases.
Bibliography
Barkley, R. A. (2013). Defiant Children. Guilford Press.
Brignell, A., Chenausky, K. V., Song, H., Zhu, J., Suo, C., & Morgan, A. T. (2018). Communication interventions for autism spectrum disorder in minimally verbal children. The Cochrane database of systematic reviews, 11(11), CD012324. https://doi.org/10.1002/14651858.CD012324.pub2
Kazdin, A. E. (2005). Parent Management Training. Oxford University Press.
Tomasello, M. (2003). Constructing a Language. Harvard University Press.
Tomasello, M. (2008). Origins of Human Communication. MIT Press.
Volkmar, F. R., Paul, R., Klin, A., & Cohen, D. (2005). Handbook of Autism and Pervasive Developmental Disorders. Wiley.
Wellman, H. M. (2014). Making Minds: How Theory of Mind Develops. Oxford University Press.
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.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan/Spanish | second semester | afternoon |