Language Alterations Associated With Other Pathologies
Code: 101722Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Speech therapy | OB | 3 |
Contact lecturer
- Name :
- Débora Perez Garcia
- Email :
- debora.garcia@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
In this subject the patterns of behaviour and language associated with other disorders will be dealt with, therefore, in order to take this subject, it is highly recommended that students have previously studied the milestones of typical development (including language) as well as the specific language disorders.
Also a good command of reading skills in English is desirable.
Objectives
The subject aims to offer students knowledge of the behaviour and language features associated with the following disorders:syndromic intellectual disability, autism spectrum disorders, cerebral palsy, attention deficit disorders with or without hyperactivity.
When the subject is completed, the student will be able to:
- Be sensitive to understanding the overall involvement of persons who present these disorders.
- Identify the language characteristics associated with the disorders studied.
- Meet the speech therapy needs of persons who present these disorders.
Learning outcomes
- CM14 (Generate examination and diagnosis reports, as well as the appropriate treatment guidelines for each user according to their pathology.) Generate examination and diagnosis reports, as well as the appropriate treatment guidelines for each user according to their pathology.
- KM28 (Explain the usefulness and indications of the language assessment tools that best suit the characteristics of each pathology or any other personal condition.) Explain the usefulness and indications of the language assessment tools that best suit the characteristics of each pathology or any other personal condition.
- KM29 (Identify typical and atypical language patterns in patients with different pathologies or disabilities.) Identify typical and atypical language patterns in patients with different pathologies or disabilities.
- KM30 (Explain language disturbances secondary to disorders in other spheres.) Explain language disturbances secondary to disorders in other spheres.
- SM27 (Issue a probable diagnosis, as well as possible differential diagnoses, from cases presented on video or from the reading of reports.) Issue a probable diagnosis, as well as possible differential diagnoses, from cases presented on video or from the reading of reports.
Contents
This subject is structured into the following blocks:
BLOCK 1 - General introduction: Language disturbances related to other disorders
BLOCK 2. - Intellectual disability (ID)
ID concept: Definition and evolution.
Cognitive profile and adaptive behaviour in intellectual disability.
Language characteristics in non-syndromic intellectual disability.
-Language in syndromic ID
The following syndromes will be studied: Down syndrome, Fragile X syndrome, Prader Willi syndrome, Angelman syndrome, Rett syndrome, Williams syndrome,dup7q11.23 duplication syndrome, 22q11 deletion syndrome & 22q11 duplication syndrome.
For each syndrome the content is: aetiology and prevalence, physical and behavioural phenotype and speech and language profile.
BLOCK 3. - Autism Spectrum Disorders (ASD)
Aetiology and prevalence, physical and behavioural phenotype and speech and language profile.
BLOCK 4. – Language in Attention Adeficit Disorders (ADHD)
Concept and subtypes, aetiology and prevalence, cognitive and behavioural profile and speech and language characteristics.
BLOCK 5. - Language in Cerebral Palsy
Aetiology and prevalence, cognitive and behavioural phenotype and speech and language characteristics.
BLOCK 6 – Language in Mental Disorders
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Practical classes | 24 | 0.96 | CM14, KM28, SM27 |
| Theory | 21 | 0.84 | KM28, KM29, KM30 |
| Supervised activity | 2 | 0.08 | |
| Study and practical case analyses | 96 | 3.84 | CM14, SM27 |
GUIDED ACTIVITY
Theoretical classes and seminars Lectures supported by ICT Case analysis seminars: students will discuss the exploration techniques used and formulate a diagnosis with supporting arguments.
SUPERVISED ACTIVITY
Tutorials: Follow-up tutorials for the completion of assigned work
INDEPENDENT ACTIVITY
Reading articles, writing papers, studying, etc.
In-depth reading of various documents (reports, evaluation protocols, etc.) and articles
Case analysis
Study: Creating outlines, concept maps, and summaries
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| EV2 2nd exam | 35 | 2 | 0.08 | KM28, KM29, KM30 |
| EV3 Practical case | 30 | 4 | 0.16 | CM14, SM27 |
| EV1 Midterm exam | 35 | 1 | 0.04 | KM28, KM29, KM30 |
Continuous assessment:
EV1: 1st Midterm Exam. 35% of the total grade (first assessment period) Individual and on-site (1 h 30m)
EV2: 2nd Midterm Exam. 35% of the total grade (second assessment period) Individual and on-site (1 h 30m)
EV3: Practical cases. 30% of the total grade. Individual and on-line
The definition of passing a course through continuous assessment must necessarily include obtaining a weighted average of all assessment components equal to or greater than 5.0, as well as achieving a minimum score of 4.0 points (on a 10-point scale) in each of the on-site assessment tests (EV1 and EV2) that contribute 20% or more to the continuous assessment grade.
If these requirements are not met, the maximum grade that may be recorded in the academic transcript will be 4.5 points.
Resit examinations (during the resit period): Students who have not met the criteria established for passing the course may take one or more resit examinations. The course will be considered passed when the student obtains a grade of 5.0 or higher in the resit examination.
Students who have already passed the course may not take the resit examinations for the purpose of improving their grade.
Single assessment:
The single evaluation is requested electronically (e-formulari) in the specific period (more information on the Faculty website)
|
|
Name and description
|
|
Duration | Date | |
| EV1:1r Midterm | 35% | 5 h | Second assessment period |
| EV2: 2n Midterm | 35% | ||
| EV3: Practical cases | 30% |
Feedback:
| Type of feedback | Assesment type | Week |
| Written | EV3 (Rubric) | 16 |
| Digital tool | EV2 (virtual campus) | 19 |
| In-class | EV1 (in-class correction) | 11 |
| Tutorial | EV1, EV3, EV2 (by appointment) | 16,20,11 |
Exams Translation:
The translation of the evaluation examns will be carried out if the requirements established in article 263 are met. Request has to be electronically in week 4 electronically (e-formulari) (more information on the Faculty website)
Use of AI:
Prohibited use: the use of Artificial Intelligence (AI) technologies is not allowed at any stage of this course. Any assignment containing AI-generated content will be considered a breach of academic integrity and may result in partial or total penalties on the activity grade, or more serious sanctions depending on the severity of the case.
Bibliography
CORE REFERENCES (None of this references can be considered a handbook for the subject)
AAVV(2006) Síndrome X frágil:Libro de consulta para familias y profesionales. Centro Español deDocumentación sobre Discapacidad.
BRUN,C y ARTIGAS J. (2005) Síndrome de Angelman: del gen a la conducta. Ed Nau Llibres Valencia. Colección Logopedia e Intervención. Serie: Patologías.
CALLEJA REINA,M (2021) Necesidades complejas de comunicación y enfermedades minoritarias. Mc Graw-Hill- Madrid
GARAYZÁBAL,E.,FERNÁNDEZ,M.,DÍEZ-ITZA,E (2010) Guía de intervención logopédica en el síndrome de Williams. Síntesis. Madrid
HAGERMAN, R.J i HAGERMAN, P. (2002) Fragile X syndrome. Diagnosis, Treatment and Research. The Johns Hopkins University Press. Baltimore.
LOPEZ,MA (2017) Intervención logopédica en el síndrome de X frágil. EOS MAdrid
O’BRIEN, G. & YULE, W. (1995) Behavioural Phenotypes. MacKeith Press. Cambridge University Press.
POSTIGO,E, CALLEJA,M i GABAU,E (2018) Disability and communication.Madrid Mc Graw Hill Education
PUYUELO et al. (1999) Casos clínicos en logopedia 2. Barcelona Ed Masson
PUYUELO et al. (2001) Casos clínicos en logopedia 3. Barcelona Ed Masson
TORRES J, CONESA MI, BRUN C (2003) Trastornos del lenguaje en niños con necesidades educativas especiales. Ed Ceac
ADDITIONAL REFERENCES
AAIDD Asociación Americana de Discapacidades Intelectuales y del Desarrollo (2011) Discapacidad Intelectual. Psicología. Alianza Editorial
PEDROSA,E (2008) Criaturesd’un altre planeta Barcelona. Ed. La Magrana.
Web links
http://www.ssbp.co.uk - SSBP: Society for the Study of Behavioural Phenotypes,
http://www.ssbp.co.uk/files/syndromes.htm -
http://www.fcsd.org Fundació catalana síndrome de Down
http://www.dincat.cat
http://www.nas.org.uk National Autistic Society UK
https://sindromewilliams.org/
https://autismo.org.es/
Software
Does not apply
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan/Spanish | first semester | morning-mixed |
| (SCC) Clinical case seminars | 111 | Catalan/Spanish | first semester | morning-mixed |
| (SCC) Clinical case seminars | 112 | Catalan/Spanish | first semester | morning-mixed |
| (SCC) Clinical case seminars | 113 | Catalan/Spanish | first semester | morning-mixed |