With this 100% online Master's Degree, you will design individualized Speech Therapy and Orofacial Neurorehabilitation programs”

The role of the educator is fundamental in the development of numerous basic functions in children. Beyond the academic setting, the teacher plays a key role in the early detection of disorders in their students. Their knowledge of child development, combined with their experience, enables them to identify dysfunctions in essential instruments like the voice. According to the World Health Organization, voice disorders affect approximately 5% of the global population, highlighting the importance of early intervention. In this sense, the educator becomes a key figure in managing these issues, contributing to treatment and rehabilitation through specific techniques.

For this reason, TECH presents the Master's Degree in Speech Therapy and Orofacial Neurorehabilitation. Throughout the program, educators will specialize in fundamental aspects such as the anatomy and physiology of the voice, advanced therapies in vocal rehabilitation, specific approaches for students with Autism Spectrum Disorder (ASD), and recommended dietary guidelines for children with autism. As such, graduates will acquire advanced competencies to design personalized Speech Therapy and Orofacial Neurorehabilitation programs.

Thanks to its innovative design based on cutting-edge educational technology, this university program offers a dynamic and accessible learning experience. Educators will be able to reinforce their knowledge with complementary audiovisual material, real clinical cases, explanatory videos, and specialized theoretical guides. All of these resources make this program from TECH the most comprehensive academic option available.

Learn the foundations of the nervous system and how to apply them in effective speech therapy treatments”

This Master's Degree in Speech Therapy and Orofacial Neurorehabilitation contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of practical cases presented by experts in NSpeech Neurorehabilitation and Orofacial Therapy
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an internet connection

You will master specific therapeutic techniques to treat conditions such as Dysarthria or Aphasia”

The teaching staff includes professionals from the field of Orofacial Neurorehabilitation and Speech Therapy, who bring their extensive practical experience to the program, alongside renowned specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations.

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

Thanks to the Relearning methodology, you will be able to study all the contents of this program from the comfort of your home and without the need to move to a learning center”

Specialized readings will allow you to further extend the rigorous information provided in this academic option”

The structure of the content has been designed by experts in Orofacial Neurorehabilitation and Speech Therapy, integrating the latest scientific advancements. The academic itinerary will delve into topics ranging from the fundamentals of neuropsychological rehabilitation and voice physiology to the design of intervention programs for addressing conditions such as Dysphonia. In this way, graduates will be equipped to intervene effectively in complex disorders of language, voice, and swallowing, applying evidence-based therapeutic approaches.

Discover how the brain adapts after an injury and utilize innovative strategies to enhance the recovery of language and communication”

Module 1. Introduction to Neurorehabilitation I: Basic Fundamentals of Neuroanatomy

1.1. History of Brain Discovery

1.1.1. Introduction
1.1.2. Stages in Brain History: Mind vs. Brain

1.1.2.1. From Antiquity to the 2nd Century
1.1.2.2. From the 2nd to the 17th Century
1.1.2.3. From the 19th Century to the Present

1.1.3. A Modern Vision of the Brain
1.1.4. Neuropsychological Rehabilitation
1.1.5. Conclusions
1.1.6. Bibliography

1.2. Introduction to the Nervous System

1.2.1. Introduction
1.2.2. Neurons

1.2.2.1. Cell Anatomy
1.2.2.2. Cell Functions
1.2.2.3. Classification of Neurons
1.2.2.4. Support Cells or Glia

1.2.3. Transmitting Information

1.2.3.1. Action Potentials

1.2.3.1.1. Resting Potential
1.2.3.1.2. Action Potential
1.2.3.1.3. Postsynaptic Potential, Local or Graded

1.2.4. Neuronal Circuits
1.2.5. Hierarchical Neural Organization

1.2.5.1. Introduction
1.2.5.2. Characteristics

1.2.6. Brain Plasticity
1.2.7. Conclusions

1.3. Neurodevelopment

1.3.1. Introduction
1.3.2. Phases in Brain Development

1.3.2.1. Neurogenesis: Proliferation
1.3.2.2. Cell Migration
1.3.2.3. Cell Differentiation
1.3.2.4. Synaptogenesis
1.3.2.5. Apoptosis: Neuronal Death
1.3.2.6. Myelination

1.3.3. Brain Maturation from Birth to Adolescence
1.3.4. Actuation Systems in Newborns: Reflexes
1.3.5. Alert Signals
1.3.6. Conclusions
1.3.7. Bibliography

1.4. Central Nervous System

1.4.1. Introduction
1.4.2. Peripheral Nervous System
1.4.3. Central Nervous System

1.4.3.1. CNS Protection System: Meninges
1.4.3.2. Irrigation of the CNS
1.4.3.3. Spinal Cord
1.4.3.4. Brain

1.4.3.4.1. Introduction
1.4.3.4.2. Structure

1.4.3.4.2.1. Brain Stem
1.4.3.4.2.2. Rhombencephalon or Hindbrain
1.4.3.4.2.3. Mesencephalon or Midbrain
1.4.3.4.2.4. Prosencephalon or Forebrain

1.4.4. Conclusions
1.4.5. Bibliography

1.5. Structural and Functional Organization of the Cerebral Cortex

1.5.1. Introduction
1.5.2. Brodmann Map
1.5.3. Brain Hemispheres and Cerebral Cortex: Structural Organization

1.5.3.1. Circumvolutions and Main Sulci: Cerebral Lobes
1.5.3.2. Structure of the Cerebral Cortex
1.5.3.3. White Matter

1.5.3.3.1. Association Fibers
1.5.3.3.2. Commissural Fibers
1.5.3.3.3. Projection Fibers

1.5.4. Cortical Areas: Functional Organization
1.5.5. Conclusions
1.5.6. Bibliography

1.6. Spinal Cord Pathways

1.6.1. Spinal Cord
1.6.2. Ascending Cord Pathways
1.6.3. Anatomical Organization
1.6.4. Functions and Lesions of the Ascending Pathways
1.6.5. Descending Cord Pathways
1.6.6. Anatomical Organization
1.6.7. Descending Tract Functions
1.6.8. Descending Tract Lesions
1.6.9. Sensory Receptors
1.6.10. Anatomical Types of Receptors

1.7. Cranial Nerves

1.7.1. Essential Basic Vocabulary
1.7.2. History
1.7.3. Introduction
1.7.4. Nerve Components
1.7.5. Classification of Cranial Nerves
1.7.6. Pathologies
1.7.7. Summary

1.8. Spinal Nerves

1.8.1. Introduction
1.8.2. Components
1.8.3. Dermatomes
1.8.4. Plexus
1.8.5. Cervical Plexus
1.8.6. Brachial Plexus
1.8.7. Lumbar Plexus
1.8.8. Sacral Plexus
1.8.9. Pathologies

1.9. Autonomic Nervous System

1.9.1. Basic Vocabulary
1.9.2. General Overview
1.9.3. Functions of the ANS (Autonomic Nervous System)
1.9.4. Somatic Nervous System vs. Autonomic Nervous System
1.9.5. Organization
1.9.6. Sympathetic ANS
1.9.7. Parasympathetic ANS
1.9.8. Enteric Nervous System
1.9.9. ANS Disorders

1.10. Motor Control

1.10.1. Somatosensory System
1.10.2. Upper Motor Circuit
1.10.3. Movement
1.10.4. Introduction to Motor Control
1.10.5. Clinical Applications of Motor Control and Learning in Neurorehabilitation
1.10.6. Neurological Impairment
1.10.7. Global Summary

Module 2. Introduction to Neurorehabilitation II: Relationship with Speech Therapy Treatment

2.1. Etiology of Brain Damage

2.1.1. Introduction
2.1.2. Vascular Disorders

2.1.2.1. Occlusive Syndromes
2.1.2.2. Types of Cerebrovascular Disease
2.1.2.3. Neuropsychological Disorders in CVA

2.1.3. Intracranial Neoplasms

2.1.3.1. General Characteristics
2.1.3.2. Tumor Classification
2.1.3.3. Neuropsychological Disorders in Tumours

2.1.4. Traumatic Brain Injuries (TBI)

2.1.4.1. General Characteristics
2.1.4.2. Types of TBI
2.1.4.3. Alterations in TBI

2.1.5. Neurodegenerative Diseases

2.1.5.1. General Characteristics
2.1.5.2. Types and Disorders

2.1.6. Epilepsy

2.1.6.1. General Characteristics
2.1.6.2. Classification

2.1.7. Central Nervous System Infections

2.1.7.1. General Characteristics
2.1.7.2. Classification

2.1.8. Cerebrospinal Fluid Circulation and Disorders

2.1.8.1. General Characteristics
2.1.8.2. Disorders

2.1.9. Global Summary

2.2. Cognitive Functions I: Attention, Perception and Memory

2.2.1. Introduction to Cognitive Functions
2.2.2. Alert System

2.2.2.1. Concept
2.2.2.2. Assessment
2.2.2.3. Abnormalities

2.2.3. Attention

2.2.3.1. Focused/Selective Attention

2.2.3.1.1. Concept
2.2.3.1.2. Assessment
2.2.3.1.3. Abnormalities

2.2.3.2. Sustained Attention

2.2.3.2.1. Concept
2.2.3.2.2. Assessment
2.2.3.2.2. Abnormalities

2.2.3.3. Alternating Attention

2.2.3.3.1. Concept
2.2.3.3.2. Assessment
2.2.3.3.3. Abnormalities

2.2.3.4. Divided Attention

2.2.3.4.1. Concept
2.2.3.4.2. Assessment
2.2.3.4.3. Abnormalities

2.2.4. Memory

2.2.4.1. Concept
2.2.4.2. Process
2.2.4.3. Classification
2.2.4.4. Assessment
2.2.4.5. Abnormalities

2.2.5. Perception

2.2.5.1. Concept
2.2.5.2. Assessment
2.2.5.3. Abnormalities

2.3. Cognitive Functions II: Language and Executive Functions

2.3.1. Conceptualization of Executive Functions
2.3.2. Executive Functions Assessment
2.3.3. Executive Function Disorders
2.3.4. Dorsolateral Prefrontal Syndrome
2.3.5. Orbitofrontal Syndrome
2.3.6. Mesial Frontal Syndrome
2.3.7. Conceptualization of Language
2.3.8. Language Assessment
2.3.9. Language Impairment

2.4. Neuropsychological Assessment

2.4.1. Introduction
2.4.2. Neuropsychological Assessment Objectives
2.4.3. Assessment Variables
2.4.4. Brain Injury: Diffuse vs. Local
2.4.5. Localization and Size of the Lesion
2.4.6. Depth of the Lesion
2.4.7. Distant Effects of the Injury
2.4.8. Disconnection Syndrome
2.4.9. Injury Time Evolution
2.4.10. Intrinsic Patient-Related Variables
2.4.11. Quantitative Evaluation vs. Qualitative Evaluation
2.4.12. Stages in Neuropsychological Assessment
2.4.13. Clinical History and Establishing Therapeutic Relationships
2.4.14. Test Administration and Correction
2.4.15. Analyzing and Interpreting Results, Preparing Reports and Returning Information

2.5. Neuropsychological Rehabilitation and Speech Therapy Applications

2.5.1. Neuropsychological Rehabilitation I: Cognitive Functions

2.5.1.1. Introduction

2.5.2. Attention and Perception

2.5.2.1. Training Attention Processes
2.5.2.2. Effectiveness
2.5.2.3. Virtual Reality

2.5.3. Memory

2.5.3.1. Basic Principles
2.5.3.2. Memory Strategies
2.5.3.3. Virtual Reality

2.5.4. Praxias

2.5.4.1. Stimulation Strategies
2.5.4.2. Specific Tasks

2.5.5. Language

2.5.5.1. General Advice
2.5.5.2. Specific Tasks

2.5.6. Executive Functions U.S

2.5.6.1. General Advice
2.5.6.2. EF Stimulation U.S.A:

2.5.6.2.1. Sohlberg and Mateer
2.5.6.2.2. Executive Deficit Treatment Techniques

2.5.6.3. Specific Tasks
2.5.6.4. Effectiveness

2.5.7. Summary
2.5.8. Bibliography

2.6. Behavioral Rehabilitation and Its Application in Speech

2.6.1. Introduction

2.6.1.1. E-R-C Reference Model
2.6.1.2. Orientations/Currents
2.6.1.3. Behavior Modification Characteristics
2.6.1.4. Behavior Modification Techniques: General Use/Specific Use

2.6.2. Behavioral Assessment: Observation

2.6.2.1. Define Target Behavior
2.6.2.2. Choose Measurement Methods
2.6.2.3. Record Sheets
2.6.2.4. Contextual Aspects of What Is Observed

2.6.3. Operant Techniques: Behavioral Development

2.6.3.1. Introduction
2.6.3.2. Theoretical Concepts
2.6.3.3. Reinforcement Programs
2.6.3.4. Molding
2.6.3.5. Chaining
2.6.3.6. Fading
2.6.3.7. Negative Reinforcement
2.6.3.8. Areas of Application

2.6.4. Operant Techniques: Behavior Reduction

2.6.4.1. Introduction
2.6.4.2. Extinction
2.6.4.3. Time Off
2.6.4.4. Cost of Response
2.6.4.5. Areas of Application

2.6.5. Operant Techniques: Contingency Organization Systems

2.6.5.1. Introduction
2.6.5.2. Token Economy
2.6.5.3. Behavioral Contracts
2.6.5.4. Areas of Application

2.6.6. Modeling Techniques

2.6.6.1. Introduction
2.6.6.2. Procedure
2.6.6.3. Modeling Techniques
2.6.6.4. Areas of Application

2.6.7. Frequent Behavior in Logopedics

2.6.7.1. Impulsivity
2.6.7.2. Apathy
2.6.7.3. Disinhibition
2.6.7.4. Anger or Aggressiveness

2.6.8. Conclusions

2.7. Occupational Therapy Rehabilitation and Its Application in Speech Therapy

2.7.1. Occupational Therapy
2.7.2. Body Posture in Speech Therapy
2.7.3. Body Posture
2.7.4. Adaptations in Body Posture
2.7.5. Techniques in Neurorehabilitation: Bobath, Affolter, Basal Stimulation
2.7.6. Adaptations/Assistive Products Useful in Speech Therapy Rehabilitation
2.7.7. Objective of Occupational Therapy as an Integrative Measure

2.8. Child Neuropsychology

2.8.1. Introduction
2.8.2. Child Neuropsychology: Definition and General Fundamentals
2.8.3. Etiology

2.8.3.1. Genetic and Environmental Factors
2.8.3.2. Classification

2.8.3.2.1. Neurodevelopmental Disorders
2.8.3.2.2. Acquired Brain Injury

2.8.4. Neuropsychological Assessment

2.8.4.1. General Aspects and Assessment Phase
2.8.4.2. Evaluation Tests

2.8.5. Neuropsychological Intervention

2.8.5.1. Family Intervention
2.8.5.2. Educational Intervention

2.8.6. Cognitive Function Development

2.8.3.1. First Childhood (0-2 Years of Age)
2.8.3.2. Preschool Period (2-6 Years of Age)
2.8.3.3. School Period (6-12 Years of Age)
2.8.3.4. Adolescence (12-20 Years of Age)

2.8.7. Conclusions
2.8.8. Bibliography

2.9. Family Approach and Therapy

2.9.1. Introduction
2.9.2. Family Care in the Acute and Sub-Acute Phase

2.9.2.1. Acute Phase: Hospital Stay
2.9.2.2. Sub-Acute Phase: Return Home
2.9.2.3. What about after Rehabilitation?

2.9.3. The Family as Part of the Rehabilitation Process
2.9.4. Needs Posed by the Family during the Rehabilitation Process
2.9.5. The Rehabilitation Team
2.9.6. Conclusions
2.9.7. Bibliography

2.10. A Transdisciplinary Rehabilitation Example: Clinical Case

2.10.1. Clinical Case
2.10.2. Theories of a TBI (Traumatic Brain Injury)
2.10.3. Broca's Aphasia: Anatomopathological Correlates and Disorders Associated with Broca's Aphasia
2.10.4. Neuropsychological Assessment
2.10.5. Neuropsychological Profile
2.10.6. Results
2.10.7. Deficits and Potentials
2.10.8. Injury Course and Treatment
2.10.9. Specific Objectives for Patients with Broca's Aphasia
2.10.10. Fundamentals of Rehabilitation

Module 3. Anatomy and Physiology of the Voice. Vocal Chord Status

3.1. Voice Anatomy

3.1.1. Laryngeal Anatomy
3.1.2. Respiratory Structures Involved in Phonation

3.1.2.1. Thorax
3.1.2.2. Airway Management
3.1.2.3. Respiratory Muscles

3.1.3. Laryngeal Structures Involved in Phonation

3.1.3.1. Laryngeal Skeleton
3.1.3.2. Cartilage
3.1.3.3. Joints
3.1.3.4. Musculature
3.1.3.5. Innervation

3.1.4. Structures of the Vocal Tract Involved in Phonation

3.1.4.1. Linear Source-Filter Model
3.1.4.2. Non-Linear Source-Filter Model

3.2. Voice Physiology

3.2.1. Histology of Vocal Folds
3.2.2. Biomechanical Properties of the Vocal Folds
3.2.3. Myoelastic Mucoondulatory Theory and Aerodynamic Theory

3.3. Pathological Voice

3.3.1. Euphonia vs Dysphonia
3.3.2. Vocal Fatigue
3.3.3. Acoustic Signs of Dysphonia
3.3.4. Classification of Dysphonia

3.4. Medical-Surgical Treatment

3.3.1. Phonosurgery
3.3.2. Laryngeal Surgery
3.3.3. Medication in Dysphonia

3.5. Physical and Acoustic Aspects

3.5.1. Physical Aspects of the Voice

3.5.1.1. Types of Waves
3.5.1.2. Physical Properties of Sound Waves: Amplitude and Frequency
3.5.1.3. Transmission of Sound

3.5.2. Acoustic Voice Aspects

3.5.2.1. Intensity
3.5.2.2. Pitch
3.5.2.3. Quality

3.6. Objective Voice Assessment

3.6.1. Morphofunctional Exploration
3.6.2. Electroglottography
3.6.3. Aerodynamic Measures
3.6.4. Electromyography
3.6.5. Videochemography
3.6.6. Acoustic Analysis

3.7. Perceptual Assessment

3.7.1. GRBAS
3.7.2. RASAT
3.7.3. GBR Score
3.7.4. CAPE-V
3.7.5. VPAS

3.8. Functional Assessment

3.8.1. Fundamental Frequency
3.8.2. Phonetogram
3.8.3. Maximum Phonatory Times
3.8.4. Velopharingeal Efficiency
3.8.5. Voice Handicap Index (VHI)

3.9. Vocal Quality Assessment

3.9.1. Vocal Quality
3.9.2. High-Quality Voice vs. Low-Quality Voice
3.9.3. Vocal Quality Assessment in Voice Professionals

3.10. Medical History

3.10.1. The Importance of the Clinical History
3.10.2. Characteristics of the Initial Interview
3.10.3. Medical History Sections and Voice Implications
3.10.4. Proposal of a Model of Anamnesis for Vocal Pathology

Module 4. Vocal Rehabilitation

4.1. Speech Therapy Treatment for Functional Dysphonias

4.1.1. Type I: Isometric Laryngeal Disorder
4.1.2. Type II: Glottic and Supraglottic Lateral Contraction
4.1.3. Type III: Anteroposterior Supraglottic Contraction
4.1.4. Type IV: Conversion Aphonia/Dysphonia and Psychogenic Dysphonia with Arched Vocal Cords
4.1.5. Transitional Adolescent Dysphonia

4.2. Speech Therapy Treatment for Organic Dysphonias

4.2.1. Introduction
4.2.2. Speech Therapy in Congenital Origin Dysphonias
4.2.3. Speech Therapy in Acquired Origin Dysphonias

4.3. Speech Therapy Treatment for Organic-Functional Dysphonias

4.3.1. Introduction
4.3.2. Objectives in the Rehabilitation of Organic-Functional Pathologies
4.3.3. Proposal of Exercises and Techniques according to the Rehabilitation Objective

4.4. Voice in Acquired Neurological Problems

4.4.1. Dysphonias of Neurological Origin
4.4.2. Speech Therapy Treatment

4.5. Child Dysphonia

4.5.1. Anatomical Characteristics
4.5.2. Vocal Characteristics
4.5.3. Intervention

4.6. Hygiene Therapy

4.6.1. Introduction
4.6.2. Harmful Habits and Their Effect on the Voice
4.6.3. Preventive Measures

4.7. Semi-Occluded Vocal Tract Exercises

4.7.1. Introduction
4.7.2. Rationale
4.7.3. TVSO

4.8. Estill Voice Training

4.8.1. Jo Estill and the Creation of the Model
4.8.2. Principles of Estill Voice Training
4.8.3. Description

Module 5. Orofacial/Myofunctional Therapy (OMT) and Early Intervention

5.1. Neonatal Development

5.1.1. Evolutionary Development in Neonates
5.1.2. NBAS. Neonatal Behavioral Assessment Scale
5.1.3. Early Diagnosis
5.1.4. Neurologic Diagnosis
5.1.5. Habituation
5.1.6. Oral Motor Reflexes
5.1.7. Body Reflexes
5.1.8. Vestibular System
5.1.9. Social and Interactive Media
5.1.10. Use of NBAS in High-Risk Newborns

5.2. Eating Disorders in Children

5.2.1. Feeding Processes
5.2.2. Pediatric Swallowing Physiology
5.2.3. Phases in Skill Acquisition
5.2.4. Deficits
5.2.5. Multidisciplinary Work
5.2.6. Warning Symptomatology
5.2.7. Premature Orofacial Development
5.2.8. Feeding Methods: Parenteral, Enteral, Tube, Gastrectomy, Oral (Modified or Unmodified Diet)
5.2.9. Gastroesophageal Reflux

5.3. Neurodevelopment and Infant Diets

5.3.1. Embryonic Development
5.3.2. Appearance of Main Primary Functions
5.3.3. Risk Factors
5.3.4. Evolutionary Milestones
5.3.5. Synaptic Function
5.3.6. Immaturity
5.3.7. Neurological Maturity

5.4. Brain-- Motor Skills

5.4.1. Innate Orofacial Motor Skills
5.4.2. Evolution of Orofacial Motor Patterns
5.4.3. Reflex Swallowing
5.4.4. Reflex Breathing
5.4.5. Reflex Suction
5.4.6. Assessing Infant Oral Reflexes

5.5. Nursing

5.5.1. Early Initiation
5.5.2. Orofacial Impact
5.5.3. Exclusivity
5.5.4. Optimal Nutrition
5.5.5. Spontaneous Maturation of Oral Musculature
5.5.6. Muscle Mobility and Synergy
5.5.7. Position
5.5.8. Therapeutic Recommendations
5.5.9. Intellectual Development
5.5.10. Intervention Program

5.6. Early Feeding Techniques

5.6.1. Newborn Feeding
5.6.2. Positioning Techniques
5.6.3. Signs of Good Positioning
5.6.4. Key Therapeutic Recommendations
5.6.5. Milk and Non-Milk Formulas
5.6.6. Classification of Formulas
5.6.7. Bottle Feeding Techniques
5.6.8. Spoon Techniques
5.6.9. Techniques for Low-Cut Cup Use
5.6.10. Techniques Tube Use or Alternative Feeding Systems

5.7. Speech Therapy Intervention in Neonates

5.7.1. Primary Functions Assessment
5.7.2. Re-Education of Primary Neuromotor Dysfunctions
5.7.3. Primary Intervention
5.7.4. Individual Treatment Planning and Coordination
5.7.5. Oral Motor Exercise Program I
5.7.6. Oral Motor Exercise Program II
5.7.7. Intervention with Families
5.7.8. Early Motor Activation

5.8. Child Swallowing Disorders I

5.8.1. Intake Analysis
5.8.2. Malnutrition
5.8.3. Respiratory Infections. Airway Unit
5.8.4. Complementary Explorations
5.8.5. Quantitative Explorations
5.8.6. Nutritional Treatment
5.8.7. Adaptive Treatment: Posture, Texture, Materials
5.8.8. Performance Program

5.9. Rehabilitative Treatment of Infant Oropharyngeal and Esophageal Dysphagia

5.9.1. Symptoms
5.9.2. Etiology
5.9.3. Neurological Damage in Children: High Probability of Presenting a Disorder
5.9.4. Dysphagia in Infants
5.9.5. Phases of Normalized Swallowing in Pediatrics vs. Pathological Swallowing
5.9.6. Neurological Maturity: Cognitive, Emotional, and Motor Coordination Status
5.9.7. Impossibility of Oral Feeding
5.9.8. Early care. High Probability of Recovering

5.10. Child Swallowing Disorders II

5.10.1. Types Neuroanatomical and Behavior-Based Classification
5.10.2. Functional Maturational Dysphagia
5.10.3. Degenerative Diseases
5.10.4. Cardiorespiratory Pathologies
5.10.5. Congenital Brain Damage
5.10.6. Childhood Acquired Brain Injury (CABI)
5.10.7. Craniofacial Syndromes
5.10.8. Autism Spectrum Disorders

Module 6. Evaluation and Intervention in Neurologic Dysphagia in Adults

6.1. Swallowing: Definition and Anatomy

6.1.1. Definition of Swallowing
6.1.2. Swallowing Anatomy: Structures

6.1.2.1. Oral Cavity
6.1.2.2. Pharynx
6.1.2.3. Larynx
6.1.2.4. Esophageal

6.1.3. Swallowing Anatomy: Neurological Control

6.1.3.1. Central Nervous System
6.1.3.2. Cranial Nerves
6.1.3.3. Autonomic Nervous System

6.2. Swallowing: The Swallowing Process

6.2.1. Phases of Swallowing

6.2.1.1. Pre-Oral Phase
6.2.1.2. Oral Phase

6.2.1.2.1. Oral Preparatory Phase
6.2.1.2.2. Oral Transport Phase

6.2.1.3. Pharyngeal Phase
6.2.1.4. Esophageal Phase

6.2.2. Valve System
6.2.3. Biomechanics of Swallowing

6.2.3.1. Swallowing Liquids
6.2.3.2. Swallowing Semi-Solids
6.2.3.3. Swallowing Solids: Mastication

6.2.4. Breathing-Swallowing Coordination

6.3. Introduction to Dysphagia

6.3.1. Definition
6.3.2. Etiology and Prevalence

6.3.2.1. Functional Causes
6.3.2.2. Organic Causes

6.3.3. Classification

6.3.3.1. Types of Dysphagia
6.3.3.2. Severity of Dysphagia

6.3.4. Differentiation of Structural Dysphagia vs. Neurogenic Dysphagia
6.3.5. Signs and Symptoms of Dysphagia
6.3.6. Safety and Efficacy Concepts

6.3.6.1. Safety Complications
6.3.6.2. Efficacy Complications

6.3.7. Brain Damage Dysphagia
6.3.8. Dysphagia in the Elderly

6.4. Medical Assessment of Dysphagia

6.4.1. Medical Anamnesis
6.4.2. Scales of Assessment and Screening

6.4.2.1. EAT-10
6.4.2.2. V-VST. Volume-Viscosity Swallow Test

6.4.2.2.1. How to Perform the V-VST
6.4.2.2.2. Useful Tips when Using V-VST

6.4.3. Instrumental Tests

6.4.3.1. Fibroendoscopy (FEES)
6.4.3.2. Videofluoroscopy (VFS)
6.4.3.3. Fibroendoscopy vs. Videofluoroscopy
6.4.3.4. Pharyngoesophageal Manometry

6.5. Speech Therapy Assessment of Dysphagia

6.5.1. Anamnesis
6.5.2. General Patient Assessment

6.5.2.1. Physical Examination
6.5.2.2. Cognitive Examination

6.5.3. Clinical Patient Exploration

6.5.3.1. Structural Assessment
6.5.3.2. Oral Motor and Sensory Examination
6.5.3.3. Cranial Nerves Assessment
6.5.3.4. Reflex Assessment
6.5.3.5. Exploring Swallowing by Phases (without Bolus)
6.5.3.6. Using Auscultation and Sound Assessment
6.5.3.7. Respiratory and Phonation Assessment

6.5.4. Tracheostomy Patient Assessment
6.5.5. Severity and Quality of Life Scales

6.6. Nutritional Status Assessment

6.6.1. Importance of Nutrition
6.6.2. Screening Scales in Nutrition

6.6.2.1. Malnutrition Universal Screening Tool (MUST)
6.6.2.2. Mini Nutritional Assessment (MNA)
6.6.2.3. Nutritional Risk Screening (NRS-2002)

6.6.3. Nutritional Assessment
6.6.4. Malnutrition
6.6.5. Dehydration
6.6.6. Nutritional Supplements
6.6.7. Alternatives to Oral Feeding

6.6.7.1. Enteral Nutrition

6.6.7.1.1. Naso/Oroenteral Tube Nutrition
6.6.7.1.2. Nutrition by Gastrostomy
6.6.7.1.3. Comparing Types of Enteral Nutrition

6.6.7.2. Parenteral Nutrition

6.7. Dysphagia Rehabilitation Using Compensatory Techniques

6.7.1. Rehabilitation Treatment Objectives
6.7.2. Postural Techniques
6.7.3. Consistency Modifications
6.7.4. Modifying Intake Volume and Speed
6.7.5. Modifying Food at the Perceptual Level
6.7.6. New Textures
6.7.7. Adapting Utensils for Intake
6.7.8. Guidelines for Patients and Family

6.7.8.1. Adaptation to Surroundings
6.7.8.2. Drug Administration
6.7.8.3. Oral Hygiene

6.8. Dysphagia Rehabilitation Using Rehabilitation Techniques I

6.8.1. Inclusion/Exclusion Criteria in Treatments Using Rehabilitation Techniques
6.8.2. Swallowing Maneuvers
6.8.3. Techniques to Exercise Swallowing Musculature

6.8.3.1. Orofacial Myofunctional Therapy

6.8.3.1.1. Soft Tissues Manipulation
6.8.3.1.2. Sensory Enhancement Techniques
6.8.3.1.3. Specific Exercises

6.8.3.1.3.1. Tongue
6.8.3.1.3.2. Lips/Buccinator Muscles
6.8.3.1.3.3. Masticatory Muscles
6.8.3.1.3.4. Palatal Veil

6.8.3.2. Techniques to Stimulate Swallowing Reflex
6.8.3.3. Bolus Propulsion Exercises
6.8.3.4. Laryngeal Elevation (Hyoid Excursion) Exercises
6.8.3.5. Exercises to Improve Glottic Closure

6.9. Dysphagia Rehabilitation Using Rehabilitation Techniques II

6.9.1. Dysphagia Treatment based on Symptomatology
6.9.2. Breathing Treatment
6.9.3. Positioning
6.9.4. Diet Implementation
6.9.5. Use of Botulinum Toxin
6.9.6. Neuromuscular Bandaging

6.9.6.1. Rigid Bandages
6.9.6.2. Flexible Bandages

6.9.7. Electrotherapy in Swallowing
6.9.8. New Technologies

6.10. Useful Content for Speech Therapists Working in Dysphagia

6.10.1. CPR in Diet
6.10.2. Diet Rheology
6.10.3. Additional Information

Module 7. Dentistry and Orofacial Disorder

7.1. Dentition

7.1.1. Introduction
7.1.2. Tooth Growth and Development
7.1.3. Classification
7.1.4. Primary Dentition
7.1.5. Mixed Dentition
7.1.6. Permanent Dentition
7.1.7. Tooth Formation and Development

7.2. Typical and Pathological Patterns

7.2.1. Introduction
7.2.2. Equipment
7.2.3. Dento-Labial Deformities
7.2.4. Eruptive Abnormalities
7.2.5. Pathologic Patterns and Congenital Disorders
7.2.6. Clinical Assessment and Examination
7.2.7. Clinical Intervention
7.2.8. Multidisciplinary Perspective

7.3. Clinical Examination and Radiographic Analysis

7.3.1. Introduction
7.3.2. Overview
7.3.3. Teleradiography
7.3.4. Ricketts’ Circular Analysis
7.3.5. Steiner's Cephalometric Analysis
7.3.6. Bone Radiography
7.3.7. Bibliography

7.4. Assessment

7.4.1. Introduction
7.4.2. Orofacial System Functions
7.4.3. Aesthetic/Biofacial Analysis
7.4.4. Anatomical-Functional Assessment
7.4.5. Assessment of Orofacial System Functions
7.4.6. Atypical Swallowing
7.4.7. Myofunctional Assessment Protocol
7.4.8. Bibliography

7.5. Function and Form

7.5.1. Introduction
7.5.2. Breathing and Swallowing Disorders
7.5.3. Breathing and Swallowing
7.5.4. Bruxism
7.5.5. Joint and Jaw Examination II
7.5.6. Joint and Jaw Examination II
7.5.7. Mandibular Dynamics Study
7.5.8. Bibliography

7.6. Speech Therapy Intervention

7.6.1. Introduction
7.6.2. Mouth Breathing
7.6.3. Oral Dysfunction
7.6.4. Speech Therapy Intervention in Oral Breathing
7.6.5. Atypical Swallowing
7.6.6. Speech Therapy Intervention in Atypical Swallowing
7.6.7. Temporomandibular Joint (TMJ)
7.6.8. Speech Therapy Intervention in TMJ
7.6.9. Bibliography

7.7. Occlusion and Malocclusion

7.7.1. Introduction
7.7.2. Temporal Occlusion
7.7.3. Temporal Occlusion Development
7.7.4. Permanent Occlusion
7.7.5. Permanent Occlusion Development
7.7.6. Physiological and Non-Physiological Occlusion
7.7.7. Static and Dynamic Occlusion
7.7.8. Multidisciplinary Treatment
7.7.9. Bibliography

7.8. Main Occlusion Classification

7.8.1. Introduction
7.8.2. Characteristics
7.8.3. Anteroposterior Classification
7.8.4. Transversal Syndrome I
7.8.5. Transversal Syndrome II
7.8.6. Vertical Syndromes
7.8.7. Etiopathogenesis of Malocclusions
7.8.8. Bibliography

7.9. Dentistry and Speech Therapy

7.9.1. Introduction
7.9.2. Multidisciplinary Work
7.9.3. Extraoral Examination
7.9.4. Intraoral Examination
7.9.5. Functional Examination
7.9.6. Dentistry and Oral Function
7.9.7. Bibliography
7.9.8. Speech Therapy Intervention in Orofacial Disorder

7.10. Case Studies

7.10.1. Introduction
7.10.2. Practical Case 1
7.10.3. Practical Case 2
7.10.4. Practical Case 3
7.10.5. Practical Case 4
7.10.6. Bibliography

Module 8. Feeding in ASD (Autism Spectrum Disorder)

8.1. Definition and History of ASD

8.1.1. Breathing
8.1.2. Classification and Breathing Patterns
8.1.3. Airway Pathway Analysis
8.1.4. Mastication
8.1.5. Swallowing
8.1.6. Stomatognathic System Structures Involved in Swallowing
8.1.7. Neurological Structures Involved in Swallowing
8.1.8. Neurological Control of Swallowing
8.1.9. Neurogenic Dysphagia
8.1.10. Breathing and Swallowing Relationship. Importance of Breathing-Swallowing Coordination during the Swallowing Process

8.2. Early Detection and Diagnosis of Autism Spectrum Disorder

8.2.1. Objectives of the Topic
8.2.2. Introduction
8.2.3. Characteristics of ASD
8.2.4. Communication and Social Interaction
8.2.5. Communication Skills
8.2.6. Social Interaction Skills
8.2.7. Behavioral and Cognitive Flexibility
8.2.8. Sensory Processing
8.2.9. Scales and Instruments
8.2.10. Conclusions
8.2.11. Bibliography

8.3. General Methodological Principles in the Treatment of People with ASD

8.3.1. Introduction
8.3.2. Basic Methodological Principles
8.3.3. Intervention Techniques
8.3.4. Support for Intervention in People with ASD
8.3.5. TEACCH Work System

8.4. General Guidelines for Feeding Intervention

8.4.1. General Intervention Guidelines
8.4.2. Order of Presentation of Foods
8.4.3. Recommendations
8.4.4. Conclusions

8.5. Feeding Problems in Children with ASD. Proposed Intervention in a Unique Case. Part 1

8.5.1. Introduction to Feeding Problems in Children with Autism
8.5.2. Clinical Case and Qualitative Assessment
8.5.3. Example of Orofacial Structural and Functional Evaluation
8.5.4. Speech Therapy Intervention Strategies

8.6. Feeding Problems in Children with ASD. Proposed Intervention in a Unique Case. Part 2

8.6.1. Speech Therapy Intervention Program
8.6.2. Enhance the Awareness and Control of Respiratory Functions
8.6.3. Nasal Hygiene
8.6.4. Encourage Nasal Breathing and Blowing
8.6.5. Increase Olfactory Sensory Response
8.6.6. Feeding Function
8.6.7. Oral Sensitivity
8.6.8. Oral Hygiene
8.6.9. Oral Stimulation
8.6.10. Oral Motor Skills
8.6.11. Oral Stereognosis
8.6.12. Inhibition of Gag Reflex
8.6.13. Taste Stimulation
8.6.14. Relaxation of Mastication Muscles
8.6.15. Mastication Without Food
8.6.16. Mastication with Food

Module 9. Feeding in Congenital Neurological Disorders

9.1. Feeding in Congenital Neurological Disorders. Part 1

9.1.1. Cerebral Palsy and Oropharyngeal Dysphagia
9.1.2. Main Feeding Problems Associated with Cerebral Palsy
9.1.3. Neuromuscular Function Alterations
9.1.4. Sensory Alterations
9.1.5. Structural Alterations Involved in the Swallowing Process
9.1.6. Postural Alterations
9.1.7. Orofacial Motor Function Alterations

9.2. Feeding in Congenital Neurological Disorders. Part 2

9.2.1. Structural Alterations of the Oral Cavity
9.2.2. High Palate (Ojival Palate)
9.2.3. Malocclusions
9.2.4. Temporomandibular Joint Disorders (TMJ)
9.2.5. Oral Health Alterations
9.2.6. Respiratory Problems
9.2.7. Absence of Cough Reflex or Ineffective Cough
9.2.8. Respiratory Infections Associated with Aspiration
9.2.9. Bibliography

9.3. Swallowing Safety and Efficacy Alterations. Main Signs Present in Individuals with Cerebral Palsy

9.3.1. Efficacy Alterations
9.3.2. Safety Alterations
9.3.3. Evident Signs During Ingestion
9.3.4. Non-Evident Signs During Ingestion
9.3.5. Model for Action in Presence of Swallowing Alterations

9.4. Human Nutrition and Dietetics

9.4.1. Symptoms of Malnutrition and Dehydration
9.4.2. Consequences of Malnutrition and Dehydration
9.4.3. Heat-Related Illnesses
9.4.4. Malnutrition/Malnourishment Screening Scales
9.4.5. Importance of the Nutritionist's Role

9.5. Feeding in Individuals with Cerebral Palsy and Related Disorders with High Support Needs and Dysphagia

9.5.1. Importance of Interdisciplinary Work in Feeding Individuals with Cerebral Palsy and Dysphagia
9.5.2. Types of Feeding in Individuals with Cerebral Palsy and Disabilities with High Support Needs
9.5.3. Aspects to Consider During Adapted Oral Feeding
9.5.4. Evolution Towards Texture and Consistency Adaptations in Food
9.5.5. Texturized Foods
9.5.6. Main Differences from Turmix Diets
9.5.7. What Does the Implementation of Texturized Foods Imply?

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