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Speech Sound Disorders and Dysphemies: Assessment and Intervention

Code: 108080
Credits: 9
2026/2027
Degree programme Type Course
Speech therapy OB 2

Contact lecturer

Name :
Cristina Cambra Verges
Email :
cristina.cambra@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

It is recommendable to go over the contents related to the acquisition of the language.

Objectives

The student will be able to assess the SSD and stuttering of children and to suggest corresponding treatment.

Learning outcomes

  • CM12 (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.).) 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 (Describe the main disorders of speech, voice, hearing and swallowing, as well as their impact on communication processes.) Describe the main disorders of speech, voice, hearing and swallowing, as well as their impact on communication processes.
  • KM23 (Recognise in which situations a referral is required to a specialist in ENT, audiology, speech therapy or other related specialties.) Recognise in which situations a referral is required to a specialist in ENT, audiology, speech therapy or other related specialties.
  • SM19 (Plan for family collaboration and participation in speech therapy treatment related to speech, voice, and hearing.) Plan for family collaboration and participation in speech therapy treatment related to speech, voice, and hearing.
  • SM20 (Prepare a medical history based on the symptoms and signs provided by the patient.) Prepare a medical history based on the symptoms and signs provided by the patient.
  • SM67 (Apply the specific assessment tools appropriate for speech, voice and hearing.) Apply the specific assessment tools appropriate for speech, voice and hearing.
  • SM68 (Design speech therapy interventions, selecting the appropriate objectives, techniques and resources for speech, voice and hearing intervention.) Design speech therapy interventions, selecting the appropriate objectives, techniques and resources for speech, voice and hearing intervention.

Contents

BLOCK A: Speech Sound Disorder (SSD)

Topic 1: Typology of SSD.

Topic 2: Assessment of the speech sound disorder.

Topic 3: Speech therapy intervention for phonological SSD.

Topic 4: Speech therapy intervention for phonetic SSD.


BLOCK B: DYSPHEMIA (Stuttering)

Topic 5: Concept and causes of stuttering.

Topic 6: Assessment and intervention for stuttering in children and school-age individuals.

Topic 7: Assessment and intervention for stuttering in adolescents and adults.


Learning activities and methodology

Title Hours ECTS Learning outcomes
Essays 65 2.6 CM12, KM22, SM20, SM68
Study 74 2.96 KM22, KM23
Tutorials 15 0.6 KM22, KM23, SM19, SM68
Seminars 28 1.12 CM12, SM19, SM20, SM67, SM68
Master classes 39 1.56 KM22, KM23

- 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

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
EV1: A group-written essay on SSD 10% 0 0 CM12, KM22, KM23, SM19, SM68
EV5: Student participation in class 10% 0 0 CM12, KM22, SM20, SM68
EV4: An exam face-to-face on sttutering 35% 2 0.08 KM22, KM23, SM19, SM67, SM68
EV3: Group work on a case of stuttering 10% 0 0 CM12, KM22, KM23, SM19, SM20, SM68
EV2: An exam face-to-face on SSD 35% 2 0.08 KM22, KM23, SM19, SM68

Assessment system structure: The assessment system is organized based on the following assessment activities:

EV1: a group-written essay on SSD (10%)

EV2: an individual written exam on SSD (35%)

EV3: a group-written essay on stuttering (10%)

EV4: an individual written exam on stuttering (35%)

EV5: Student participation in class (10%). Participation can be in a group or individual format depending on the theory or practical sessions. Although this activity accounts for 10% of the grade, it is not compulsory; students who choose not to attend may opt for a maximum grade of 9 out of 10 points under the continuous assessment modality. This activity includes the sessions of the first and second evaluation periods.


All assessment tasks, except for EV5, are compulsory.


TYPE OF FEEDBACK EV and TIPOLOGY WEEK

In the classroom EV1, EV3 and EV5: professor feedback EV1 and EV3 (a group-written essay): Week 6 and 17, 2nd semester. EV5 (student participation in class): after each activity.
Tutoring EV2 and EV4: exam EV2 and EV4 (exam): Week 10 and 19-20, 2nd semester.



Definition of passing grade: The student passes the course when the grade of each of the face-to-face assessment tests that have a contribution equal to or greater than 20% (EV2 and EV4) is equal to or greater than 5.0 points and, in the weighted sum of the grades of each of the course assessments, the student has obtained a minimum grade of 5.0 points on a 0-10 scale. In case of not meeting these requirements, and any others that the course may establish, the maximum grade to be recorded in the academic record will be 4.5 points.


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".

Faculty evaluation guidelines:

https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html

Bibliography

Basic bibliography related to Speech Sound Disorder (SDD):

  • Susanibar, F., Dioses, A., Marchesan, I., Guzmán, M., Leal, G., Guitar, B. & Junqueira A. (2016).Trastornos 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 Disorder (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

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 second semester morning-mixed
(SEM) Seminars 111 Catalan second semester morning-mixed
(SEM) Seminars 112 Catalan second semester morning-mixed
(SEM) Seminars 113 Catalan second semester morning-mixed