Update all your practical skills in Nursing for Logopedic and Orofacial Neurorehabilitation with this Hybrid Master's Degree in TECH"

Science and technology have advanced rapidly in recent years, allowing the development of effective neurological and orofacial neurorehabilitation protocols to enhance the work of nurses. Professionals in this field must be up to date on a wide variety of innovative methods, techniques and therapies. In this way, the Nursing staff will be able to contribute significantly to the evaluation and improvement of patients with pathologies such as Aphasia and Hypophonia. However, keeping up to date in these areas is a challenge, as there are not many educational programs that cover all the new developments in this area.

Faced with this scenario, TECH has developed a Hybrid Master's Degree that combines theory and practice in this field in an innovative way. For this purpose, the degree consists of two phases of 1500 hours of learning in a 100% online format. Through this syllabus, the graduate will review different methods of care that apply to Nursing personnel and the strategies where they are most effective. In order to assimilate all this knowledge quickly and flexibly, they have innovative methodologies such as Relearning and a wide variety of multimedia materials.

After that stage, you will carry out a 3-week intensive on-site stay in state-of-the-art hospitals. In this way, they will be able to access real patients and the specialized guidance of prestigious experts. At the same time, an assistant tutor will monitor progress and insert dynamic practical tasks for the acquisition of competencies. In this way, TECH provides you with the most necessary skills to take your career as a nurse to the highest level of excellence.

Get the most demanded competences in the field of Nursing dedicated to orofacial rehabilitation through this very complete program”

This Hybrid Master's Degree in Logopedic and Orofacial Neurorehabilitation for Nursing contains the most complete and up-to-date scientific program on the market. The most important features include:

• Development of more than 100 clinical cases presented by nursing professionals
• Its graphic, schematic and eminently practical contents, which are designed to provide scientific and assistance information on those medical disciplines that are essential for professional practice
• Presentation of practical workshops on procedures, diagnosis, and treatment techniques in critical patients
• An algorithm-based interactive learning system for decision-making in the clinical situations presented throughout the course
• Practical clinical guides on approaching different pathologies
• All this will be complemented by 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
• In addition, you will be able to carry out a clinical internship in one of the best hospitals in the world

Through TECH Global University you will be able to update your skills as a nurse in Logopedic Neurorehabilitation with 1,500 hours of theoretical learning and 3 weeks of practical, intensive and face-to-face training”

In this proposed Hybrid Master's Degree, of a professionalizing nature and blended learning modality, the program is aimed at updating nursing professionals who require a high level of qualification. The content is based on the latest scientific evidence and is organized in a didactic way to integrate theoretical knowledge into nursing practice. The theoretical-practical elements allow professionals to update their knowledge and help them to make the right decisions in patient care.

Thanks to their multimedia content developed with the latest educational technology, they will allow the nursing professional to obtain situated and contextual learning, i.e., a simulated environment that will provide immersive learning programmed to train in real situations. This program is designed around Problem-Based Learning, whereby the physician must try to solve the different professional practice situations that arise during the course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts.

Thanks to TECH, you will be an updated nurse trained to detect alterations in breathing, swallowing, chewing and phonation patterns in pediatric patients"

With the study of this degree, you will be able to monitor and assess the condition of people with swallowing disorders after undergoing chemical or surgical treatments"

This curriculum, designed for nurses, includes a wide variety of modules and topics of academic interest. They cover the fundamentals of Logopedic and Orofacial Neurorehabilitation for Nursing, based on the most updated techniques and tools. In this way, participants are offered a first class update, based on the latest scientific discoveries in this area. Likewise, the didactic methodology used integrates innovative methods such as Relearning, as well as multimedia resources such as videos, infographics and interactive summaries. Thanks to these elements, graduates will be able to assimilate the contents and apply them more efficiently in their daily practice.

In this curriculum you will deepen as a nurse about the different intervention strategies at the orofacial level in pediatric age in children with swallowing disorders"

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. Features

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. Myelenization

1.3.3. Brain Maturation from Birth to Adolescence
1.3.4. Actuation Systems in Newborns: Reflexes
1.3.5. Warning Signs
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. Cerebral 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 Aspects
1.9.3. ANS Functions
1.9.4. Somatic Nervous System vs. Autonomic Nervous System
1.9.5. Organisation
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: Relation with Logopedic 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. Cranioencephalic Trauma (CET)

2.1.4.1. General Characteristics
2.1.4.2. Types of CET
2.1.4.3. CET Disorders

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. Alertness 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
2.2.3.2.3. 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 Evaluation
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. Diffuse Brain Damage vs. Local
2.4.5. Injury Location and Size
2.4.6. Injury Depth
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
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. Apraxias

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 (FF.EE)

2.5.6.1. General Advice
2.5.6.2. EF Stimulation

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. Behavioural Rehabilitation and Speech Therapy Applications

2.6.1. Introduction

2.6.1.1. ERC 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. Scope 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. Scope 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. Scope 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. Scope of Application

2.6.7. Frequent Behavior in Logopedics

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

2.6.8. Conclusions

2.7. Rehabilitation in Occupational Therapy and Speech Therapy Applications

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/Support Products Useful in Speech Therapy Rehabilitation
2.7.7. Objective of Occupational Therapy as a Means of Integration

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. Neurodevelopment 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

2.8.6.1. First Childhood (0-2 Years of Age)
2.8.6.2. Preschool Period (2-6 Years of Age)
2.8.6.3. School Period (6-12 Years of Age)
2.8.6.4. 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 Subacute Phase

2.9.2.1. Acute Phase: Hospital Stay
2.9.2.2. Subacute 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 Cases
2.10.2. CET Theories
2.10.3. Broca's Aphasia: Pathological Correlates and Associated Alterations in 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. Chest
3.1.2.2. Airway
3.1.2.3. Respiratory Musculature

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

3.4.1. Phonosurgery
3.4.2. Laryngeal Surgery
3.4.3. 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. Velo-Palatine Efficiency
3.8.5. VHI

3.9. Assessing Vocal Quality

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  Medical Record
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 Dysphonia

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. Justification
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 Care

5.1. Neonatal Development

5.1.1. Neonatal Development
5.1.2. NBAS: Neonatal Behavioral Assessment
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 routes: Parenteral, Enteral, Tube, Gastrectomy, Oral (diet with or without modification)
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 Start
5.5.2. Impact at the Orofacial Level
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. Undernourishment
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. Infant Dysphagia
5.9.5. Phases of Standardized Swallowing in Pediatrics vs. Pathological Swallowing
5.9.6. Neurological Maturity: Cognitive, Emotional and Motor Coordination
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. Assessment and Intervention in Dysphagia of Neurological Origin 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. Oesophageal

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. Preoral 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: Chewing

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. Structural Dysphagia Differentiation 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. Medical History
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. Assessment of Nutritional Status

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 2002 (NRS 2002)

6.6.3. Nutritional Assessment

6.6.4. Undernourishment
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. Language
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 Normo Pattern

7.2.1. Introduction
7.2.2. Apparatus
7.2.3. Dentolabial 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. Orofacial System Functions Assessment
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 I
7.5.6. Joint and Jaw Examination I
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
7.7.3. Permanent Occlusion
7.7.4. Permanent Occlusion Development
7.7.5. Physiological and Non-Physiological Occlusion
7.7.6. Static and Dynamic Occlusion
7.7.7. Multidisciplinary Treatment
7.7.8. Bibliography

7.8. Main Occlusion Classification

7.8.1. Introduction
7.8.2. Features
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. Case Study 1
7.10.3. Case Study 2
7.10.4. Case Study 3
7.10.5. Case Study 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. Respiratory Pattern and Classification
8.1.3. Airway Analysis
8.1.4. Chewing
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. Relation between Breathing and Swallowing: Importance of Breathing-Swallowing Coordination during Swallowing

8.2. Detection and Early Onset Diagnosis of Autism Spectrum Disorder

8.2.1. Unit objectives
8.2.2. Introduction
8.2.3. Features of a TEA
8.2.4. Social Communication and Interaction
8.2.5. Communication Skills
8.2.6. Social Interaction Skills
8.2.7. Behavioral and Thinking Flexibility
8.2.8. Sensory processing
8.2.9. Scales and Instruments
8.2.10. Conclusions
8.2.11. Bibliographies

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

8.3.1. Introduction
8.3.2. Basic Methodological Principles
8.3.3. Intervention Techniques
8.3.4. Intervention Support for People with ASD
8.3.5. Teacch Working System

8.4. General Feeding Intervention Guidelines

8.4.1. General Intervention Guidelines
8.4.2. Order of Food Introduction
8.4.3. Recommendations
8.4.4. Conclusions

8.5. Dietary Problems in Children with ASD: Single Case Intervention Proposal. Part 1

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

8.6. Dietary Problems in Children with ASD: Single Case Intervention Proposal. 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. Promote Nasal Breathing and Blowing
8.6.5. Enhancing Olfactory Sensory Response
8.6.6. Dietary 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 Stereognosia
8.6.12. Gag Reflex Inhibition
8.6.13. Taste Stimulation
8.6.14. Masticatory Muscle Relaxation
8.6.15. Chewing without Food
8.6.16. Chewing with Food

Module 9. Feeding in Congenital Neurological Disorder

9.1. Feeding in Congenital Neurological Disorder Part 1

9.1.1. Cerebral Palsy and Oropharyngeal Dysphagia
9.1.2. Main Feeding-Related Problems Associated with Cerebral Palsy
9.1.3. Alterations of Neuromuscular Function
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 Disturbances

9.2. Feeding in Congenital Neurological Disorder Part 2

9.2.1. Structural Alterations of the Oral Cavity
9.2.2. Ogival 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. No Cough Reflex or Ineffective Coughing
9.2.8. Respiratory Infections Associated with Aspiration
9.2.9. Bibliography

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

9.3.1. Efficiency Alterations
9.3.2. Security Alterations
9.3.3. Evident Signs at the Time of Ingestion
9.3.4. Not Evident Signs at the Time of Ingestion
9.3.5. Action Model in the Presence of Swallowing Disturbances

9.4. Human Nutrition and Dietetics

9.4.1. Symptomatology of Malnutrition and Dehydration
9.4.2. Consequences of Malnutrition and Dehydration
9.4.3. Diseases Caused by Heat
9.4.4. Screening Scales for Malnutrition/Undernutrition
9.4.5. Importance of the Role of the Nutritionist

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

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

The syllabus of this degree is distinguished by its in-depth approach to the anatomy and function of the organs involved in functions such as respiration, phonation and swallowing”