University certificate
The world's largest faculty of medicine”
Introduction to the Program
Thanks to this Professional master’s degree, in 12 months you will be up to date with the most notable advances in the early detection of delays in speech development"
The medical professional, especially in Primary Care, plays a relevant role in the detection of certain pathologies at an early age. These include speech, language and communication disorders. These are quite frequent manifestations, which cause concern among parents and health care professionals, but which have made great progress in recent years thanks to studies that have achieved remarkable advances in the understanding of neurodevelopmental processes and improved intervention techniques.
The physician, therefore, is a key player for the child who presents dyslalia, dyslexia or autism and whose identification in the so-called "critical periods" or "windows of opportunity" are decisive in order to achieve optimal recovery and improvement results. For this reason, TECH has designed a university degree that offers the professional the latest information on the assessment, diagnosis and intervention in children with Speech, Language and Communication Disorders. All this from the hand of a team of specialized professionals with extensive professional experience.
In this way, through innovative multimedia content, the professional will be able to learn more about genetic syndromes, the current classification of autism spectrum disorder, Asperger's disorder, Rett or pervasive developmental disorders. Likewise, the Relearning system, based on the reiteration of content, will allow students to progress through the syllabus in a much more agile way. This favors an exhaustive and reliable update of knowledge, based on the latest scientific evidence on patients with hearing impairment or child and adolescent dysarthria.
The professionals are also faced with a program taught exclusively in online mode, which they can access comfortably whenever and wherever they wish. Students taking this Professional master’s degree will be able to view the syllabus of this degree at any time from an electronic device with an internet connection. In addition, TECH gives healthcare professionals the freedom to distribute the teaching load according to their needs, which allows them to balance their personal and/or work responsibilities with an education that is at the forefront of the academic field.
Easily access the latest scientific studies on Speech, Language and Communication Disorders from your computer at any time”
This Professional master’s degree in Medical Approach to Speech, Language, and Communication Disorders contains the most complete and up-to-date educational program on the market. Its most notable features are:
- Development of more than 75 case studies presented by experts in Speech, Language and Communication Disorders
- 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
- Latest developments in Speech, Language, and Communication Disorders
- It contains practical exercises where the self-assessment process can be carried out to improve learning
- With special emphasis on innovative methodologies in Speech, Language, and Communication Disorders
- All of 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
With this cdegree you will learn about the determining factors of disorders in childhood and adolescence, as well as the areas of the brain involved in the attentional processes”
The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as 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 immersive training programmed to train in real situations.
This program is designed around Problem-Based Learning, whereby the professionals must try to solve the different professional practice situations that arise throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.
Detailed videos and case studies are two key teaching tools available to you to update your knowledge of language disorders"
The Relearning system applied by TECH will allow you to progress in a much more natural way through the advanced content of this program"
Syllabus
TECH makes available to students all the innovative teaching tools in which the latest technology applied to teaching has been used. Through a dynamic methodology, students will be able to obtain updated knowledge on the basics of speech therapy and language, the importance of working with an interdisciplinary team that intervenes in the child with speech disorders or the different syndromes and disorders that affect communication. All of this is complemented with clinical case studies and specialized readings to which you will have access 24 hours a day, without classes with fixed timetables or attendance.
The curriculum will immerse you in the most relevant techniques used for the diagnosis and intervention of patients with dysphemia, tachyphemia or dysglossia"
Module 1. Basis of Speech and Language Therapy
Module 2. Dyslalias: Assessment, Diagnosis, and Intervention
2.1. Module Presentation
2.1.1. Introduction
2.2. Introduction to Dyslalia
2.2.1. What are Phonetics and Phonology?
2.2.1.1. Basic Concepts
2.2.1.2. Phonemes
2.2.2. Classification of Phonemes
2.2.2.1. Preliminary Considerations
2.2.2.2. According to the point of Articulation
2.2.2.3. According to the mode of Articulation
2.2.3. Speech Emission
2.2.3.1. Aspects of Sound Emission
2.2.3.2. Mechanisms Involved in Speech
2.2.4. Phonological Development
2.2.4.1. The Implication of Phonological Awareness
2.2.5. Organs Involved in Phoneme Articulation
2.2.5.1. Breathing Organs
2.2.5.2. Organs of Articulation
2.2.5.3. Organs of Phonation
2.2.6. Dyslalias
2.2.6.1. Etymology of the Term
2.2.6.2. Concept of Dyslalia
2.2.7. Adult Dyslalia
2.2.7.1. Preliminary Considerations
2.2.7.2. Characteristics of adult Dyslalia
2.2.7.3. What is the difference between childhood Dyslalia and adult Dyslalia?
2.2.8. Comorbidity
2.2.8.1. Comorbidity in Dyslalia
2.2.8.2. Associated Disorders
2.2.9. Prevalence
2.2.9.1. Preliminary Considerations
2.2.9.2. The Prevalence of Dyslalia in the PreSchool Population
2.2.9.3. The Prevalence of Dyslalia in the School Population
2.2.10. Final Conclusions
2.3. Etiology and Classification of Dyslalias
2.3.1. Etiology of Dyslalias
2.3.1.1. Preliminary Considerations
2.3.1.2. Poor Motor Skills
2.3.1.3. Respiratory Difficulties
2.3.1.4. Lack of Comprehension or Auditory Discrimination
2.3.1.5. Psychological Factors
2.3.1.6. Environmental Factors
2.3.1.7. Hereditary Factors
2.3.1.8. Intellectual Factors
2.3.2. Classification of Dyslalias according to Etiological Criteria
2.3.2.1. Organic Dyslalias
2.3.2.2. Functional Dyslalias
2.3.2.3. Developmental Dyslalias
2.3.2.4. Audiogenic Dyslalias
2.3.3. The classification of Dyslalias according to Chronological Criteria
2.3.3.1. Preliminary Considerations
2.3.3.2. Speech Delay
2.3.3.3. Dyslalia
2.3.4. Classification of Dyslalia according to the Phonological Process involved
2.3.4.1. Simplification
2.3.4.2. Assimilation
2.3.4.3. Syllable Structure
2.3.5. Classification of Dyslalia based on Linguistic Level
2.3.5.1. Phonetic Dyslalia
2.3.5.2. Phonological Dyslalia
2.3.5.3. Mixed Dyslalia
2.3.6. Classification of Dyslalia according to the Phoneme involved
2.3.6.1. Hotentotism
2.3.6.2. Altered Phonemes
2.3.7. Classification of Dyslalia according to the number of errors and their persistence
2.3.7.1. Simple Dyslalia
2.3.7.2. Multiple Dyslalias
2.3.7.3. Speech Delay
2.3.8. The Classification of Dyslalias according to the type of error
2.3.8.1. Omission
2.3.8.2. Addiction/Insertion
2.3.8.3. Substitution
2.3.8.4. Inversions
2.3.8.5. Distortion
2.3.8.6. Assimilation
2.3.9. Classification of Dyslalia in terms of Temporality
2.3.9.1. Permanent Dyslalias
2.3.9.2. Transient Dyslalias
2.3.10. Final Conclusions
2.4. Assessment Processes for the Diagnosis and Detection of Dyslalia
2.4.1. Introduction to the Structure of the Assessment Process
2.4.2. Medical History
2.4.2.1. Preliminary Considerations
2.4.2.2. Content of the Anamnesis
2.4.2.3. Aspects to emphasize of the Anamnesis
2.4.3. Articulation
2.4.3.1. In Spontaneous Language
2.4.3.2. In Repeated Speech
2.4.3.3. In Directed Language
2.4.4. Motor Skills
2.4.4.1. Key Elements
2.4.4.2. Orofacial Motor Skills
2.4.4.3. Muscle Tone
2.4.5. Auditory Perception and Discrimination
2.4.5.1. Sound Discrimination
2.4.5.2. Phoneme Discrimination
2.4.5.3. Word Discrimination
2.4.6. Speech Samples
2.4.6.1. Preliminary Considerations
2.4.6.2. How to Collect a Speech Sample?
2.4.6.3. How to make a record of the Speech Samples?
2.4.7. Standardized tests for the Diagnosis of Dyslalia
2.4.7.1. What are Standardized Tests?
2.4.7.2. Purpose of Standardized Tests
2.4.7.3. Classification
2.4.8. Non-Standardized Tests for the Diagnosis of Dyslalias
2.4.8.1. What are Non-Standardized Tests?
2.4.8.2. Purpose of Non-Standardized Tests
2.4.8.3. Classification
2.4.9. Differential Diagnosis of Dyslalia
2.4.10. Final Conclusions
2.5. User-Centered Speech-Language Pathology Intervention
2.5.1. Introduction to Unit
2.5.2. How to Set Goals During the Intervention?
2.5.2.1. General Considerations
2.5.2.2. Individualized or Group Intervention, Which is More Effective?
2.5.2.3. Specific objectives that the Speech-Language Pathologist has to take into account for the Intervention of each Dyslalia
2.5.3. Structure to be Followed During Dyslalia Intervention
2.5.3.1. Initial Considerations
2.5.3.2. What is the Order of Intervention for Dyslalia?
2.5.3.3. In Multiple Dyslalia, which Phoneme would the Speech-Language Pathologist start working on and what would be the reason?
2.5.4. Direct Intervention in Children with Dyslalia
2.5.4.1. Concept of Direct Intervention
2.5.4.2. Who is the Focus of this Intervention?
2.5.4.3. The importance of Direct Intervention for Dyslexic Children
2.5.5. Indirect Intervention for Children with Dyslalia
2.5.5.1. Concept of Indirect Intervention
2.5.5.2. Who is the Focus of this Intervention?
2.5.5.3. The importance of Carrying Out Indirect Intervention in Dyslexic Children
2.5.6. The Importance of Play During Rehabilitation
2.5.6.1. Preliminary Considerations
2.5.6.2. How to Use Games for Rehabilitation?
2.5.6.3. Adaptation of Games to Children, Necessary or Not?
2.5.7. Auditory Discrimination
2.5.7.1. Preliminary Considerations
2.5.7.2. Concept of Auditory Discrimination
2.5.7.3. When is the right time during the Intervention to include Auditory Discrimination?
2.5.8. Making a Schedule
2.5.8.1. What is a Schedule?
2.5.8.2. Why Should a Schedule be Used in the Speech Therapy Intervention of the Dyslexic Child?
2.5.8.3. Benefits of Making a Schedule
2.5.9. Requirements to Justify Discharge
2.5.10. Final Conclusions
2.6. The Family as a Part of the Intervention of the Dysbalic Child
2.6.1. Introduction to Unit
2.6.2. Communication Problems with the Family Environment
2.6.2.1. What Difficulties does the Dyslexic Child Encounter in their Family Environment to Communicate?
2.6.3. Consequences of Dyslalias in the Family
2.6.3.1. How do Dyslalias Influence the Child in their Home?
2.6.3.2. How do Dyslalias Influence the Child’s Family?
2.6.4. Family Involvement in the Development of the Dyslalic Child
2.6.4.1. The Importance of the Family in the Child’s Development
2.6.4.2. How to Involve the Family in the Intervention?
2.6.5. Recommendations for the Family Environment
2.6.5.1. How to Communicate with the Dyslexic Child?
2.6.5.2. Tips to Benefit the Relationship in the Home
2.6.6. Benefits of Involving the Family in the Intervention
2.6.6.1. The Fundamental Role of the Family in Generalization
2.6.6.2. Tips for Helping the Family Achieve Generalization
2.6.7. The Family as the Center of the Intervention
2.6.7.1. Supports That Can be Provided to the Family
2.6.7.2. How to Facilitate these Aids During the Intervention?
2.6.8. Family Support to the Dyslalic Child
2.6.8.1. Preliminary Considerations
2.6.8.2. Teaching Families how to Reinforce the Dyslexic child
2.6.9. Resources Available to Families
2.6.10. Final Conclusions
2.7. The School Context as Part of the Dyslalic Child’s Intervention
2.7.1. Introduction to Unit
2.7.2. The involvement of the School During the Intervention Period
2.7.2.1. The Importance of the Involvement of the School
2.7.2.2. The Influence of the School on Speech Development
2.7.3. The Impact of Dyslalias in the School Context
2.7.3.1. How Can Dyslalias Influence the Curriculum?
2.7.4. School Supports
2.7.4.1. Who Provides Them?
2.7.4.2. How Are They Carried Out?
2.7.5. The coordination of the Speech Therapist with the School Professionals
2.7.5.1. With Whom Does the Coordination Take Place?
2.7.5.2. Guidelines to Be Followed to Achieve Such Coordination
2.7.6. Consequences in Class of the Dyslalic Child
2.7.6.1. Communication with Classmates
2.7.6.2. Communication with Teachers
2.7.6.3. Psychological Repercussions of the Child
2.7.7. Orientations
2.7.7.1. Guidelines for the School, to Improve the Child’s Intervention
2.7.8. The School as an Enabling Environment
2.7.8.1. Preliminary Considerations
2.7.8.2. Classroom Care Guidelines
2.7.8.3. Guidelines for improving Classroom Articulation
2.7.9. Resources Available to the School
2.7.10. Final Conclusions
2.8. Bucco-phonatory Praxias
2.8.1. Introduction to Unit
2.8.2. The Praxias
2.8.2.1. Concept of Praxias
2.8.2.2. Types of Praxias
2.8.2.2.1. Ideomotor Praxias
2.8.2.2.2. Ideational Praxias
2.8.2.2.3. Facial Praxias
2.8.2.2.4. Visoconstructive Praxias
2.8.2.3. Classification of Praxias According to Intention (Junyent Fabregat, 1989)
2.8.2.3.1. Transitive Intention
2.8.2.3.2. Aesthetic Purpose
2.8.2.3.3. With Symbolic Character
2.8.3. Frequency of the Performance of Orofacial Praxias
2.8.4. What Praxias are used in the Speech Therapy Intervention of Dyslalia?
2.8.4.1. Labial Praxias
2.8.4.2. Lingual Praxias
2.8.4.3. Velum of Palate Praxias
2.8.4.4. Other Praxias
2.8.5. Aspects that the Child Must Have to Be Able to Perform the Praxias
2.8.6. Activities for the Realization of the Different Facial Praxias
2.8.6.1. Exercises for the Labial Praxias
2.8.6.2. Exercises for the Lingual Praxias
2.8.6.3. Exercises for Soft Palate Praxias
2.8.6.4. Other Exercises
2.8.7. Current Controversy over the use of Orofacial Praxias
2.8.8. Theories in favor of the use of Praxias in the Intervention of the Dyslexic Child
2.8.8.1. Preliminary Considerations
2.8.8.2. Scientific Evidence
2.8.8.3. Comparative Studies
2.8.9. Theories against the realization of Praxias in the intervention of the Dyslexic Child
2.8.9.1. Preliminary Considerations
2.8.9.2. Scientific Evidence
2.8.9.3. Comparative Studies
2.8.10. Final Conclusions
2.9. Materials and Resources for the Speech Therapy Intervention of Dyslalia: Part I
2.9.1. Introduction to Unit
2.9.2. Materials and Resources for the Correction of the Phoneme /p/ in All Positions
2.9.2.1. Self-Made Material
2.9.2.2. Commercially Available Material
2.9.2.3. Technological Resources
2.9.3. Materials and Resources for the Correction of the Phoneme /s/ in All Positions
2.9.3.1. Self-Made Material
2.9.3.2. Commercially Available Material
2.9.3.3. Technological Resources
2.9.4. Materials and Resources for the Correction of the Phoneme /r/ in All Positions
2.9.4.1. Self-Made Material
2.9.4.2. Commercially Available Material
2.9.4.3. Technological Resources
2.9.5. Materials and Resources for the Correction of the Phoneme /l/ in All Positions
2.9.5.1. Self-Made Material
2.9.5.2. Commercially Available Material
2.9.5.3. Technological Resources
2.9.6. Materials and Resources for the Correction of the Phoneme /m/ in All Positions
2.9.6.1. Self-Made Material
2.9.6.2. Commercially Available Material
2.9.6.3. Technological Resources
2.9.7. Materials and Resources for the Correction of the Phoneme /n/ in All Positions
2.9.7.1. Self-Made Material
2.9.7.2. Commercially Available Material
2.9.7.3. Technological Resources
2.9.8. Materials and Resources for the Correction of the Phoneme /d/ in All Positions
2.9.8.1. Self-Made Material
2.9.8.2. Commercially Available Material
2.9.8.3. Technological Resources
2.9.9. Materials and Resources for the Correction of the Phoneme /z/ in All Positions
2.9.9.1. Self-Made Material
2.9.9.2. Commercially Available Material
2.9.9.3. Technological Resources
2.9.10. Materials and Resources for the Correction of the Phoneme /k/ in All Positions
2.9.10.1. Self-Made Material
2.9.10.2. Commercially Available Material
2.9.10.3. Technological Resources
2.10. Materials and Resources for the Speech Therapy Intervention of Dyslalia: Part II
2.10.1. Materials and Resources for the Correction of the Phoneme /f/ in All Positions
2.10.1.1. Self-Made Material
2.10.1.2. Commercially Available Material
2.10.1.3. Technological Resources
2.10.2. Materials and Resources for the Correction of the Phoneme /ñ/ in All Positions
2.10.2.1. Self-Made Material
2.10.2.2. Commercially Available Material
2.10.2.3. Technological Resources
2.10.3. Materials and Resources for the correction of the Phoneme /g/ in All Positions
2.10.3.1. Self-Made Material
2.10.3.2. Commercially Available Material
2.10.3.3. Technological Resources
2.10.4. Materials and Resources for the Correction of the Phoneme /ll/ in All Positions
2.10.4.1. Self-Made Material
2.10.4.2. Commercially Available Material
2.10.4.3. Technological Resources
2.10.5. Materials and Resources for the Correction of the Phoneme /b/ in All Positions
2.10.5.1. Self-Made Material
2.10.5.2. Commercially Available Material
2.10.5.3. Technological Resources
2.10.6. Materials and Resources for the Correction of the Phoneme /t/ in All Positions
2.10.6.1. Self-Made Material
2.10.6.2. Commercially Available Material
2.10.6.3. Technological Resources
2.10.7. Materials and Resources for the Correction of the Phoneme /ch/ in All Positions
2.10.7.1. Self-Made Material
2.10.7.2. Commercially Available Material
2.10.7.3. Technological Resources
2.10.8. Materials and Resources for the Correction of the Phoneme /l/ in All Positions
2.10.8.1. Self-Made Material
2.10.8.2. Commercially Available Material
2.10.8.3. Technological Resources
2.10.9. Materials and Resources for the Correction of the Phoneme /r/ in All Positions
2.10.9.1. Self-Made Material
2.10.9.2. Commercially Available Material
2.10.9.3. Technological Resources
2.10.10. Final Conclusions
Module 3. Dyslexia: Assessment, Diagnosis, and Intervention
3.1. Basic Fundamentals of Reading and Writing
3.1.1. Introduction
3.1.2. The Brain
3.1.2.1. Anatomy of the Brain
3.1.2.2. Brain Function
3.1.3. Methods of Brain Scanning
3.1.3.1. Structural Imaging
3.1.3.2. Functional Imaging
3.1.3.3. Stimulation Imaging
3.1.4. Neurobiological Basis of Reading and Writing
3.1.4.1. Sensory Processes
3.1.4.1.1. The Visual Component
3.1.4.1.2. The Auditory Component
3.1.4.2. Reading Processes
3.1.4.2.1. Reading Decoding
3.1.4.2.2. Reading Comprehension
3.1.4.3. Writing Processes
3.1.4.3.1. Written Coding
3.1.4.3.2. Syntactic Construction
3.1.4.3.3. Planning
3.1.4.3.4. The Act of Writing
3.1.5. Psycholinguistic Processing of Reading and Writing
3.1.5.1. Sensory Processes
3.1.5.1.1. The Visual Component
3.1.5.1.2. The Auditory Component
3.1.5.2. Reading Process
3.1.5.2.1. Reading Decoding
3.1.5.2.2. Reading Comprehension
3.1.5.3. Writing Processes
3.1.5.3.1. Written Coding
3.1.5.3.2. Syntactic Construction
3.1.5.3.3. Planning
3.1.5.3.4. The Act of Writing
3.1.6. The Dyslexic Brain in the Light of Neuroscience
3.1.7. Laterality and Reading
3.1.7.1. Reading with the Hands
3.1.7.2. Handedness and Language
3.1.8. Integration of the Outside World and Reading
3.1.8.1. Attention
3.1.8.2. Memory
3.1.8.3. Emotions
3.1.9. Chemical Mechanisms Involved in Reading
3.1.9.1. Neurotransmitters
3.1.9.2. Limbic System
3.1.10. Conclusions and Appendices
3.2. Talking and Organizing Time and Space for Reading
3.2.1. Introduction
3.2.2. Communication
3.2.2.1. Oral Language
3.2.2.2. Written Language
3.2.3. Relationship between Oral Language and Written Language
3.2.3.1. Syntactic Aspects
3.2.3.2. Semantic Aspects
3.2.3.3. Phonological Aspects
3.2.4. Recognize Language Forms and Structures
3.2.4.1. Language, Speech, and Writing
3.2.5. Develop Speech
3.2.5.1. Oral Language
3.2.5.2. Linguistic prerequisites for Reading
3.2.6. Recognize the structures of Written Language
3.2.6.1. Recognize the Word
3.2.6.2. Recognize the Sequential Organization of the Sentence
3.2.6.3. Recognize the meaning of Written Language
3.2.7. Structure Time
3.2.7.1. Organizing Time
3.2.8. Structuring Space
3.2.8.1. Spatial Perception and Organization
3.2.9. Reading Strategies and their Learning
3.2.9.1. Logographic Stage and Global Method
3.2.9.2. Alphabetic Stage
3.2.9.3. Orthographic Stage and Learning to Write
3.2.9.4. Understanding to Be Able to Read
3.2.10. Conclusions and Appendices
3.3. Dyslexia
3.3.1. Introduction
3.3.2. Brief History of the Term Dyslexia
3.3.2.1. Chronology
3.3.2.2. Different Terminological Meanings
3.3.3. Conceptual Approach
3.3.3.1. Dyslexia
3.3.3.1.1. WHO Definition
3.3.3.1.2. DSM-IV Definition
3.3.3.1.3. DSM-V Definition
3.3.4. Other Related Concepts
3.3.4.1. Conceptualization of Dysgraphia
3.3.4.2. Conceptualization of Dysorthography
3.3.5. Etiology
3.3.5.1. Explanatory Theories of Dyslexia
3.3.5.1.1. Genetic Theories
3.3.5.1.2. Neurobiological Theories
3.3.5.1.3. Linguistic Theories
3.3.5.1.4. Phonological Theories
3.3.5.1.5. Visual Theories
3.3.6. Types of Dyslexia
3.3.6.1. Phonological Dyslexia
3.3.6.2. Lexical Dyslexia
3.3.6.3. Mixed Dyslexia
3.3.7. Comorbidities and Strengths
3.3.7.1. ADD or ADHD
3.3.7.2. Dyscalculia
3.3.7.3. Dysgraphia
3.3.7.4. Visual Stress Syndrome
3.3.7.5. Crossed Laterality
3.3.7.6. High Abilities
3.3.7.7. Strengths
3.3.8. The Person with Dyslexia
3.3.8.1. The Child with Dyslexia
3.3.8.2. The Adolescent with Dyslexia
3.3.8.3. The Adult with Dyslexia
3.3.9. Psychological Repercussions
3.3.9.1. The Feeling of Injustice
3.3.10. Conclusions and Appendices
3.4. How to Identify the Person with Dyslexia?
3.4.1. Introduction
3.4.2. Warning Signs
3.4.2.1. Warning Signs in Early Childhood Education
3.4.2.2. Warning Signs in Primary Education
3.4.3. Frequent Symptomatology
3.4.3.1. General Symptomatology
3.4.3.2. Symptomatology by Stages
3.4.3.2.1. Infant Stage
3.4.3.2.2. School Stage
3.4.3.2.3. Adolescent Stage
3.4.3.2.4. Adult Stage
3.4.4. Specific Symptomatology
3.4.4.1. Dysfunctions in Reading
3.4.4.1.1. Dysfunctions in the Visual Component
3.4.4.1.2. Dysfunctions in the Decoding Processes
3.4.4.1.3. Dysfunctions in Comprehension Processes
3.4.4.2. Dysfunctions in Writing
3.4.4.2.1. Dysfunctions in the Oral-Written Language Relationship
3.4.4.2.2. Dysfunction in the Phonological Component
3.4.4.2.3. Dysfunction in the Encoding Processes
3.4.4.2.4. Dysfunction in Syntactic Construction Processes
3.4.4.2.5. Dysfunction in Planning
3.4.4.3. Motor Processes
3.4.4.3.1. Visuoperceptive Dysfunctions
3.4.4.3.2. Visuoconstructive Dysfunctions
3.4.4.3.3. Visuospatial Dysfunctions
3.4.4.3.4. Tonic Dysfunctions
3.4.5. Dyslexia Profiles
3.4.5.1. Phonological Dyslexia Profile
3.4.5.2. Lexical Dyslexia Profile
3.4.5.3. Mixed Dyslexia Profile
3.4.6. Dysgraphia Profiles
3.4.6.1. Visuoperceptual Dyslexia Profile
3.4.6.2. Visuoconstructive Dyslexia Profile
3.4.6.3. Visuospatial Dyslexia Profile
3.4.6.4. Tonic Dyslexia Profile
3.4.7. Dysorthographic Profiles
3.4.7.1. Phonological Dysorthography Profile
3.4.7.2. Orthographic Dysorthographic Profile
3.4.7.3. Syntactic Dysorthography Profile
3.4.7.4. Cognitive Dysorthography Profile
3.4.8. Associated Pathologies
3.4.8.1. Secondary Pathologies
3.4.9. Dyslexia versus other Disorders
3.4.9.1. Differential Diagnosis
3.4.10. Conclusions and Appendices
3.5. Assessment and Diagnosis
3.5.1. Introduction
3.5.2. Evaluation of Tasks
3.5.2.1. The Diagnostic Hypothesis
3.5.3. Evaluation of Processing Levels
3.5.3.1. Sublexical Units
3.5.3.2. Lexical Units
3.5.3.3. Supralexical Units
3.5.4. Assessment of Reading Processes
3.5.4.1. Visual Component
3.5.4.2. Decoding Process
3.5.4.3. Comprehension Process
3.5.5. Evaluation of Writing Processes
3.5.5.1. Neurobiological Skills of the Auditory Component
3.5.5.2. Encoding Process
3.5.5.3. Syntactic Construction
3.5.5.4. Planning
3.5.5.5. The Act of Writing
3.5.6. Evaluation of the Oral-Written Language Relationship
3.5.6.1. Lexical Awareness
3.5.6.2. Representational Written Language
3.5.7. Other Aspects to be Assessed
3.5.7.1. Chromosomal Assessments
3.5.7.2. Neurological Assessments
3.5.7.3. Cognitive Assessments
3.5.7.4. Motor Assessments
3.5.7.5. Visual Assessments
3.5.7.6. Linguistic Assessments
3.5.7.7. Emotional Appraisals
3.5.7.8. School Ratings
3.5.8. Standardized Tests and Evaluation Tests
3.5.8.1. TALE
3.5.8.2. PROLEC
3.5.8.3. DST-J Dyslexia
3.5.8.4. Other Tests
3.5.9. The Dytective Test
3.5.9.1. Contents
3.5.9.2. Experimental Methodology
3.5.9.3. Summary of Results
3.5.10. Conclusions and Appendices
3.6. Intervention in Dyslexia
3.6.1. General Aspects of Intervention
3.6.2. Selection of objectives based on the Diagnosed Profile
3.6.2.1. Analysis of Collected Samples
3.6.3. Prioritization and Sequencing of Targets
3.6.3.1. Neurobiological Processing
3.6.3.2. Psycholinguistic Processing
3.6.4. Adequacy of the Objectives to the Contents to be worked on
3.6.4.1. From the Specific Objective to the Content
3.6.5. Proposal of Activities by Intervention Area
3.6.5.1. Proposals based on the Visual Component
3.6.5.2. Proposals based on the Phonological Component
3.6.5.3. Proposals based on Reading Practice
3.6.6. Programs and Tools for Intervention
3.6.6.1. Orton-Gillingham Method
3.6.6.2. ACOS Program
3.6.7. Standardized Materials for Intervention
3.6.7.1. Printed Materials
3.6.7.2. Other Materials
3.6.8. Space Organization
3.6.8.1. Lateralization
3.6.8.2. Sensory Modalities
3.6.8.3. Eye Movements
3.6.8.4. Visuoperceptual Skills
3.6.8.5. Fine Motor Skills
3.6.9. Necessary Adaptations in the Classroom
3.6.9.1. Curricular Adaptations
3.6.10. Conclusions and Appendices
3.7. From Traditional to Innovative. New Approach
3.7.1. Introduction
3.7.2. Traditional Education
3.7.2.1. Brief Description of Traditional Education
3.7.3. Current Education
3.7.3.1. The Education of Our Days
3.7.4. Process of Change
3.7.4.1. Educational Change. From Challenge to Reality
3.7.5. Teaching Methodology
3.7.5.1. Gamification
3.7.5.2. Project-Based Learning
3.7.5.3. Others
3.7.6. Changes in the Development of the Intervention Sessions
3.7.6.1. Applying the New Changes in Speech Therapy Intervention
3.7.7. Proposal of Innovative Activities
3.7.7.1. “My Logbook”
3.7.7.2. The Strengths of Each Student
3.7.8. Development of Materials
3.7.8.1. General Tips and Guidelines
3.7.8.2. Adaptation of Materials
3.7.8.3. Creating our Own Intervention Material
3.7.9. The Use of Current Intervention Tools
3.7.9.1. Android and iOS Operating System Applications
3.7.9.2. The Use of Computers
3.7.9.3. Digital Whiteboard
3.7.10. Conclusions and Appendices
3.8. Strategies and Personal Development of the Person with Dyslexia
3.8.1. Introduction
3.8.2. Study Strategies
3.8.2.1. Study Techniques
3.8.3. Organization and Productivity
3.8.3.1. The Pomodoro Technique
3.8.4. Tips on How to Face an Exam
3.8.5. Language Learning Strategies
3.8.5.1. First Language Assimilation
3.8.5.2. Phonological and Morphological Awareness
3.8.5.3. Visual Memory
3.8.5.4. Comprehension and Vocabulary
3.8.5.5. Linguistic Immersion
3.8.5.6. Use of ICT
3.8.5.7. Formal Methodologies
3.8.6. Development of Strengths
3.8.6.1. Beyond the Person with Dyslexia
3.8.7. Improving Self-concept and Self-esteem
3.8.7.1. Social Skills
3.8.8. Eliminating Myths
3.8.8.1. Student with Dyslexia. I Am Not lazy
3.8.8.2. Other Myths
3.8.9. Famous People with Dyslexia
3.8.9.1. Well-known People with Dyslexia
3.8.9.2. Real Testimonials
3.8.10. Conclusions and Appendices
3.9. Guidelines
3.9.1. Introduction
3.9.2. Guidelines for the Person with Dyslexia
3.9.2.1. Coping with the Diagnosis
3.9.2.2. Guidelines for Daily Living
3.9.2.3. Guidelines for the Person with Dyslexia as a Learner
3.9.3. Guidelines for the Family Environment
3.9.3.1. Guidelines for Collaborating in the Intervention
3.9.3.2. General Guidelines
3.9.4. Guidelines for the Educational Context
3.9.4.1. Adaptations
3.9.4.2. Measures to be taken to facilitate the Acquisition of Content
3.9.4.3. Guidelines to be Followed to Pass Exams
3.9.5. Specific Guidelines for Foreign Language Teachers
3.9.5.1. The Challenge of Language Learning
3.9.6. Guidelines for other Professionals
3.9.7. Guidelines for the Form of Written Texts
3.9.7.1. Typography
3.9.7.2. Font Size
3.9.7.3. Colors
3.9.7.4. Character, Line, and Paragraph Spacing
3.9.8. Guidelines for Text Content
3.9.8.1. Frequency and Length of Words
3.9.8.2. Syntactic Simplification
3.9.8.3. Numerical Expressions
3.9.8.4. The Use of Graphical Schemes
3.9.9. Writing Technology
3.9.10. Conclusions and Appendices
3.10. The Speech-Language Pathologist’s Report on Dyslexia
3.10.1. Introduction
3.10.2. The Reason for the Evaluation
3.10.2.1. Family Referral or Request
3.10.3. The Interview
3.10.3.1. The Family Interview
3.10.3.2. The School Interview
3.10.4. The History
3.10.4.1. Clinical History and Evolutionary Development
3.10.4.2. Academic History
3.10.5. The Context
3.10.5.1. The Social Context
3.10.5.2. The family context
3.10.6. Assessments
3.10.6.1. Psycho-Pedagogical Assessment
3.10.6.2. Speech Therapy Assessment
3.10.6.3. Other Assessments
3.10.7. The Results
3.10.7.1. Logopedic Evaluation Results
3.10.7.2. Results of Other Assessments
3.10.8. Conclusions
3.10.8.1. Diagnosis
3.10.9. Intervention Plan
3.10.9.1. The Needs
3.10.9.2. The Speech Therapy Intervention Program
3.10.10. Conclusions and Appendices
Module 4. Specific Language Disorder
4.1. Background Information
4.1.1. Module Presentation
4.1.2. Module Objectives
4.1.3. Historical Evolution of SLD
4.1.4. Late Language Onset vs. SLD SLD
4.1.5. Differences between SLD and Language Delay
4.1.6. Difference between ASD and SLD
4.1.7. Specific Language Disorder vs. Aphasia
4.1.8. SLD as a predecessor of Literacy Disorders
4.1.9. Intelligence and Specific Language Disorder
4.1.10. Prevention of Specific Language Disorder
4.2. Approach to the Specific Language Disorder
4.2.1. Definition of SLD
4.2.2. General Characteristics of SLD
4.2.3. Prevalence of SLD
4.2.4. Prognosis of SLD
4.2.5. Etiology of SLD
4.2.6. Clinically based classification of SLD
4.2.7. Empirically based classification of SLD
4.2.8. Empirical-clinical based Classification of SLD
4.2.9. Comorbidity of SLD
4.2.10. SLD, Not Only a Difficulty in the Acquisition and Development of Language
4.3. Linguistic Characteristics in Specific Language Disorder
4.3.1. Concept of Linguistic Capabilities
4.3.2. General Linguistic Characteristics
4.3.3. Linguistic Studies in SLD in Different Languages
4.3.4. General Alterations in Language Skills Presented by People with SLD
4.3.5. Grammatical Characteristics in SLD
4.3.6. Narrative Features in SLD
4.3.7. Pragmatic Features in SLD
4.3.8. Phonetic and Phonological Features in SLD
4.3.9. Lexical Features in SLD
4.3.10. Preserved Language Skills in SLD
4.4. Terminological Change
4.4.1. Changes in the Terminology of SLD
4.4.2. Classification According to DSM
4.4.3. Changes Introduced in the DSM
4.4.4. Consequences of Changes in Classification with the DSM
4.4.5. New Nomenclature: Language Disorder
4.4.6. Characteristics of Language Disorder
4.4.7. Main Differences and Concordances between SLD and SL
4.4.8. Altered Executive Functions in SLD
4.4.9. Preserved Executive Functions in SL
4.4.10. Detractors of Terminology Change
4.5. Assessment in Specific Language Disorder
4.5.1. Speech-Language Evaluation: Prior Information
4.5.2. Early identification of SLD: Prelinguistic Predictors
4.5.3. General Considerations to take into account in the Speech Therapy Evaluation of SLD
4.5.4. Principles of Evaluation in Cases of SLD
4.5.5. The Importance and Objectives of Speech-Language Pathology Assessment in SLD
4.5.6. Evaluation Process of SLD
4.5.7. Assessment of Language, Communicative Skills and Executive Functions in SLD
4.5.8. Evaluation Instrument of SLD
4.5.9. Interdisciplinary Evaluation
4.5.10. Diagnosis of SLD
4.6. interventions in Specific Language Disorder
4.6.1. The Speech Therapy Intervention
4.6.2. Basic Principles of Speech Therapy Intervention
4.6.3. Environments and Agents of intervention in SLD
4.6.4. Intervention Model in Levels
4.6.5. Early Intervention in SLD
4.6.6. Importance of Intervention in SLD
4.6.7. Music Therapy in the intervention of SLD
4.6.8. Technological Resources in the Intervention of SLD
4.6.9. Intervention in the Executive Functions in SLD
4.6.10. Multidisciplinary Intervention in SLD
4.7. Elaboration of a Speech Therapy Intervention Program for Children with Specific Language Disorder
4.7.1. Speech Therapy Intervention Program
4.7.2. Approaches on SLD to Design an Intervention Program
4.7.3. Objectives and Strategies of SLD Intervention Programs
4.7.4. Indications to Follow in the Intervention of Children with SLD
4.7.5. Comprehension Treatment
4.7.6. Treatment of Expression in cases of SLD
4.7.7. Intervention in Reading and Writing
4.7.8. Social Skills Training in SLD
4.7.9. Agents and Timing of Intervention in Cases of SLD
4.7.10. SAACs in the Intervention in Cases of SLD
4.8. The School in Cases of Specific Language Disorder
4.8.1. The School in Child Development
4.8.2. School Consequences in Children with SLD
4.8.3. Schooling of Children with SLD
4.8.4. Aspects to Take into Account in School Intervention
4.8.5. Objectives of School Intervention in cases of SLD
4.8.6. Guidelines and Strategies for Classroom Intervention with children with SLD
4.8.7. Development and Intervention in Social Relationships within the School
4.8.8. Dynamic Playground Program
4.8.9. The School and the Relationship with other Intervention Agents
4.8.10. Observation and Monitoring of School Intervention
4.9. The Family and its Intervention in Cases of Children with Specific Language Disorder
4.9.1. Consequences of SLD in the Family Environment
4.9.2. Family Intervention Models
4.9.3. General Considerations to be Taken into Account
4.9.4. The importance of Family Intervention in SLD
4.9.5. Family Orientations
4.9.6. Communication Strategies for the Family
4.9.7. Needs of Families of Children with SLD
4.9.8. The Speech Therapist in the Family Intervention
4.9.9. Objectives of the Family Speech Therapy Intervention in the SLD
4.9.10. Follow-up and Timing of the Family Intervention in SLD
4.10. Associations and Support Guides for Families and Schools of Children with SLD
4.10.1. Parent Associations
4.10.2. Information Guides
4.10.3. AVATEL
4.10.4. ATELMA
4.10.5. ATELAS
4.10.6. ATELCA
4.10.7. ATEL CLM
4.10.8. Other Associations
4.10.9. SLD Guides Aimed at the Educational Field
4.10.10. SLD Guides and Manuals Aimed at the Family Environment
Module 5. Understanding Autism
5.1. Temporal Development in its Definition
5.1.1. Theoretical Approaches to ASD
5.1.1.1. Early Definitions
5.1.1.2. Evolution Throughout History
5.1.2. Current Classification of Autism Spectrum Disorder
5.1.2.1. Classification According to DSM-IV
5.1.2.2. DSM-V Definition
5.1.3. Table of Disorders Pertaining to ASD
5.1.3.1. Autism Spectrum Disorder
5.1.3.2. Asperger’s Disorder
5.1.3.3. Rett’s Disorder
5.1.3.4. Childhood Disintegrative Disorder
5.1.3.5. Pervasive Developmental Disorder
5.1.4. Comorbidity with other Pathologies
5.1.4.1. ASD and ADHD (Attention and/or Hyperactivity Disorder)
5.1.4.2. ASD AND HF (High Functioning)
5.1.4.3. Other Pathologies of Lower Associated Percentage
5.1.5. Differential Diagnosis of Autism Spectrum Disorder
5.1.5.1. Non-Verbal Learning Disorder
5.1.5.2. NPDD (Perturbing Disorder Not Predetermined)
5.1.5.3. Schizoid Personality Disorder
5.1.5.4. Affective and Anxiety Disorders
5.1.5.5. Tourette’s Disorder
5.1.5.6. Representative Table of Specified Disorders
5.1.6. Theory of Mind
5.1.6.1. The Senses
5.1.6.2. Perspectives
5.1.6.3. False Beliefs
5.1.6.4. Complex Emotional States
5.1.7. Weak Central Coherence Theory
5.1.7.1. Tendency of Children with ASD to Focus their Attention on Details in Relation to the Whole
5.1.7.2. First Theoretical Approach (Frith, 1989)
5.1.7.3. Central Coherence Theory Today (2006)
5.1.8. Theory of Executive Dysfunction
5.1.8.1. What Do We Know as “Executive Functions”?
5.1.8.2. Planning
5.1.8.3. Cognitive Flexibility
5.1.8.4. Response Inhibition
5.1.8.5. Mentalistic Skills
5.1.8.6. Sense of Activity
5.1.9. Systematization Theory
5.1.9.1. Explanatory Theories put Forward by Baron-Cohen, S
5.1.9.2. Types of Brain
5.1.9.3. Empathy Quotient (EQ)
5.1.9.4. Systematization Quotient (SQ)
5.1.9.5. Autism Spectrum Quotient (ASQ)
5.1.10. Autism and Genetics
5.1.10.1. Potential Causes of the Disorder
5.1.10.2. Chromosomopathies and Genetic Alterations
5.1.10.3. Repercussions on Communication
5.2. Detection
5.2.1. Main Indicators in Early Detection
5.2.1.1. Warning Signs
5.2.1.2. Warning Signs
5.2.2. Communicative Domain in Autism Spectrum Disorder
5.2.2.1. Aspects to take into Account
5.2.2.2. Warning Signs
5.2.3. Sensorimotor Area
5.2.3.1. Sensory Processing
5.2.3.2. Dysfunctions in Sensory Integration
5.2.4. Social Development
5.2.4.1. Persistent Difficulties in Social Interaction
5.2.4.2. Restricted Patterns of Behavior
5.2.5. Evaluation Process
5.2.5.1. Developmental Scales
5.2.5.2. Tests and Questionnaires for Parents
5.2.5.3. Standardized Tests for Evaluation by the Professional
5.2.6. Data Collection
5.2.6.1. Instruments Used for Screening
5.2.6.2. Case Studies M-CHAT
5.2.6.3. Standardized Tests
5.2.7. In-session Observation
5.2.7.1. Aspects to Take into Account within the Session
5.2.8. Final Diagnosis
5.2.8.1. Procedures to be Followed
5.2.8.2. Proposed Therapeutic Plan
5.2.9. Preparation of the Intervention Process
5.2.9.1. Strategies for Intervention on ASD in Early Care
5.2.10. Scale for the Detection of Asperger’s Syndrome
5.2.10.1. Stand-alone Scale for the Detection of Asperger Syndrome and High-Functioning Autism (HF) 5.3
5.3. Identification of Specific Difficulties
5.3.1. Protocol to Be Followed
5.3.1.1. Factors to Consider
5.3.2. Needs Assessment Based on Age and Developmental Level
5.3.2.1. Protocol for Screening from 0 to 3 Years of Age
5.3.2.2. M-CHAT-R Questionnaire. (16-30 months)
5.3.2.3. Follow-up Interview M-CHAT-R/F
5.3.3. Fields of Intervention
5.3.3.1. Evaluation of the Effectiveness of Psychoeducational Intervention
5.3.3.2. Clinical Practice Guideline Recommendations
5.3.3.3. Main Areas of Potential Work
5.3.4. Cognitive Area
5.3.4.1. Mentalistic Skills Scale
5.3.4.2. What Is It? How Do We Apply this Scale in ASD?
5.3.5. Communication Area
5.3.5.1. Communication Skills in ASD
5.3.5.2. We Identify the Demand Based on Developmental Level
5.3.5.3. Comparative Tables of Development with ASD and Normotypical Development
5.3.6. Eating Disorders
5.3.6.1. Intolerance Chart
5.3.6.2. Aversion to Textures
5.3.6.3. Eating Disorders in ASD
5.3.7. Social Area
5.3.7.1. SCERTS (Social-Communication, Emotional Regulation, and Transactional Support)
5.3.8. Personal Autonomy
5.3.8.1. Daily Living Therapy
5.3.9. Competency Assessment
5.3.9.1. Strengths
5.3.9.2. Reinforcement-Based Intervention
5.3.10. Specific Intervention Programs
5.3.10.1. Case Studies and their Results
5.3.10.2. Clinical Discussion
5.4. Communication and Language in Autism Spectrum Disorder
5.4.1. Stages in the Development of Normotypical Language
5.4.1.1. Comparative Table of Language Development in Patients with and without ASD
5.4.1.2. Specific Language Development in Autistic Children
5.4.2. Communication Deficits in ASD
5.4.2.1. Aspects to Take into Account in the Early Stages of Development
5.4.2.2. Explanatory Table with Factors to Take into Account During These Early Stages
5.4.3. Autism and Language Pathology
5.4.3.1. ASD and Dysphasia
5.4.4. Preventive Education
5.4.4.1. Introduction to Prenatal Infant Development
5.4.5. From 0 to 3 Years Old
5.4.5.1. Developmental Scales
5.4.5.2. Implementation and Monitoring of Individualized Intervention Plans (IIP)
5.4.6. CAT Means-Methodology
5.4.6.1. Nursery School (NS)
5.4.7. From 3 to 6 Years Old
5.4.7.1. Schooling in Normal Center
5.4.7.2. Coordination of the Professional with the Follow-up by the Pediatrician and Neuropediatrician
5.4.7.3. Communication Skills to be Developed within this Age Range
5.4.7.4. Aspects to take into Account
5.4.8. School Age
5.4.8.1. Main Aspects to Take into Account
5.4.8.2. Open Communication with the Teaching Staff
5.4.8.3. Types of Schooling
5.4.9. Educational Environment
5.4.9.1. Bullying
5.4.9.2. Emotional Impact
5.4.10. Warning Signs
5.4.10.1. Guidelines for Action
5.4.10.2. Conflict Resolution
5.5. Communication Systems
5.5.1. Available Tools
5.5.1.1. TIC Tools for Children with Autism
5.5.1.2. Augmentative and Alternative Communication Systems (AACS)
5.5.2. Communication Intervention Models
5.5.2.1. Facilitated Communication (FC)
5.5.2.2. Verbal Behavioral Approach (VB)
5.5.3. Alternative and/or Augmentative Communication Systems
5.5.3.1. PEC’s (Picture Exchange Communication System)
5.5.3.2. Benson Schaeffer Total Signed Speech System
5.5.3.3. Sign Language
5.5.3.4. Bimodal System
5.5.4. Alternative Therapies
5.5.4.1. Hotchpotch
5.5.4.2. Alternative Medicines
5.5.4.3. Cognitive-Behavioral
5.5.5. Choice of System
5.5.5.1. Factors to Consider
5.5.5.2. Decision Making
5.5.6. Scale of Objectives and Priorities to be Developed
5.5.6.1. Assessment, Based on the Resources Available to the Student, of the System Best Suited to their Capabilities
5.5.7. Identification of the Appropriate System
5.5.7.1. We Implement the Most Appropriate Communication System or Therapy Taking into Account the Strengths of the Patient.
5.5.8. Implementation
5.5.8.1. Planning and Structuring of the Sessions
5.5.8.2. Duration and Timing
5.5.8.3. Evolution and Estimated Short-Term Objectives
5.5.9. Monitoring
5.5.9.1. Longitudinal Evaluation
5.5.9.2. Re-evaluation Over Time
5.5.10. Adaptation Over Time
5.5.10.1. Restructuring of Objectives Based on Demanded Needs
5.5.10.2. Adaptation of the Intervention according to the Results Obtained
5.6. Elaboration of an Intervention Program
5.6.1. Identification of Needs and Selection of Objectives
5.6.1.1. Early Care Intervention Strategies
5.6.1.2. Denver Model
5.6.2. Analysis of Objectives based on Developmental Levels
5.6.2.1. Intervention Program to Strengthen Communicative and Linguistic Areas
5.6.3. Development of Preverbal Communicative Behaviors
5.6.3.1. Applied Behavior Analysis
5.6.4. Bibliographic Review of Theories and Programs in Childhood Autism
5.6.4.1. Scientific Studies with Groups of Children with ASD
5.6.4.2. Results and Final Conclusions based on the Proposed Programs
5.6.5. School Age
5.6.5.1. Educational Inclusion
5.6.5.2. Global Reading as a Facilitator of Integration in the Classroom
5.6.6. Adulthood
5.6.6.1. How to Intervene/Support in Adulthood?
5.6.6.2. Elaboration of a Specific Program
5.6.7. Behavioral Intervention
5.6.7.1. Applied Behavior Analysis (ABA)
5.6.7.2. Training of Separate Trials
5.6.8. Combined Intervention
5.6.8.1. The TEACCH Model
5.6.9. Support for University Integration of Grade I ASD
5.6.9.1. Best Practices for Supporting Students in Higher Education
5.6.10. Positive Behavioral Reinforcement
5.6.10.1. Program Structure
5.6.10.2. Guidelines to Follow to Carry Out the Method
5.7. Educational Materials and Resources
5.7.1. What can we do as Speech Therapists?
5.7.1.1. Professional as an Active Role in the Development and Continuous Adaptation of Materials
5.7.2. List of Adapted Resources and Materials
5.7.2.1. What Should I Consider?
5.7.2.2. Brainstorming
5.7.3. Methods
5.7.3.1. Theoretical Approach to the Most Commonly Used Methods
5.7.3.2. Functionality Comparative Table with the Methods Presented
5.7.4. TEACCH Program
5.7.4.1. Educational Principles Based on this Method
5.7.4.2. Characteristics of Autism as a Basis for Structured Teaching
5.7.5. INMER Program
5.7.5.1. Fundamental Bases of the Program Main Function
5.7.5.2. Virtual Reality Immersion System for People with Autism
5.7.6. ICT-mediated Learning
5.7.6.1. Software for Teaching Emotions
5.7.6.2. Applications that favour Language Development
5.7.7. Development of Materials
5.7.7.1. Sources Used
5.7.7.2. Image Banks
5.7.7.3. Pictogram Banks
5.7.7.4. Recommended Materials
5.7.8. Free Resources to Support Learning
5.7.8.1. List of Reinforcement Pages with Programs to Reinforce Learning
5.7.9. SPC
5.7.9.1. Access to the Pictographic Communication System
5.7.9.2. Methodology
5.7.9.3. Main Function
5.7.10. Implementation
5.7.10.1. Selection of the Appropriate Program
5.7.10.2. List of Benefits and Disadvantages
5.8. Adapting the Environment to the student with Autism Spectrum Disorder
5.8.1. General Considerations to be Taken into Account
5.8.1.1. Possible Difficulties within the Daily Routine
5.8.2. Implementation of Visual Aids
5.8.2.1. Guidelines to Have at Home for Adaptation
5.8.3. Classroom Adaptation
5.8.3.1. Inclusive Teaching
5.8.4. Natural Environment
5.8.4.1. General Guidelines for Educational Response
5.8.5. Intervention in Autism Spectrum Disorders and other Severe Personality Disorders
5.8.6. Curricular Adaptations of the Center
5.8.6.1. Heterogeneous Groupings
5.8.7. Adaptation of Individual Curricular Needs
5.8.7.1. Individual Curricular Adaptation
5.8.7.2. Limitations
5.8.8. Curricular Adaptations in the Classroom
5.8.8.1. Cooperative Education
5.8.8.2. Cooperative Learning
5.8.9. Educational Responses to the Different Needs Demanded
5.8.9.1. Tools to be Taken into Account for Effective Teaching
5.8.10. Relationship with the Social and Cultural Environment
5.8.10.1. Habits-Autonomy
5.8.10.2. Communication and Socialization
5.9. School Context
5.9.1. Classroom Adaptation
5.9.1.1. Factors to Consider
5.9.1.2. Curricular Adaptation
5.9.2. School Inclusion
5.9.2.1. We All Add Up
5.9.2.2. How to Help from our Role as Speech-Language Therapist?
5.9.3. Characteristics of Students with ASD
5.9.3.1. Restricted Interests
5.9.3.2. Sensitivity to the Context and its Constraints
5.9.4. Characteristics of Students with Asperger’s
5.9.4.1. Potentialities
5.9.4.2. Difficulties and Repercussions at the Emotional Level
5.9.4.3. Relationship with the Peer Group
5.9.5. Placement of the Student in the Classroom
5.9.5.1. Factors to be Taken into Account for Proper Student Performance
5.9.6. Materials and Supports to Consider
5.9.6.1. External Support
5.9.6.2. Teacher as a Reinforcement Element within the Classroom
5.9.7. Assessment of Task Completion Times
5.9.7.1. Application of Tools such as Anticipators or Timers
5.9.8. Inhibition Times
5.9.8.1. Reduction of Inappropriate Behavior Through Visual Support
5.9.8.2. Visual Schedules
5.9.8.3. Time-Outs
5.9.9. Hypo- and Hypersensitivity
5.9.9.1. Noise Environment
5.9.9.2. Stress-Generating Situations
5.9.10. Anticipation of Conflict Situations
5.9.10.1. Back to School Time of Entry and Exit
5.9.10.2. Canteen
5.9.10.3. Vacations
5.10. Considerations to Be Taken into Account With Families
5.10.1. Conditioning Factors of Parental Stress and Anxiety
5.10.1.1. How Does the Family Adaptation Process Occur?
5.10.1.2. Most Common Worries
5.10.1.3. Anxiety Management
5.10.2. Information for Parents When a Diagnosis is Suspected
5.10.2.1. Open Communication
5.10.2.2. Stress Management Guidelines
5.10.3. Assessment Records for Parents
5.10.3.1. Strategies for the Management of Suspected ASD in Early Care
5.10.3.2. PEDs. Questions About Parents’ Developmental Concerns
5.10.3.3. Situation Assessment and Building a Bond of Trust with Parents
5.10.4. Multimedia Resources
5.10.4.1. Table of Freely Available Resources
5.10.5. Associations of Families of People with ASD
5.10.5.1. List of Recognized and Proactive Associations
5.10.6. Return of Therapy and Appropriate Evolution
5.10.6.1. Aspects to Take into Account for Information Exchange
5.10.6.2. Creation of Empathy
5.10.6.3. Creation of a Circle of Trust between Therapist-Relatives-Patient
5.10.7. Return of the Diagnosis and Follow-up to the Different Healthcare Professionals
5.10.7.1. Speech Therapist in their Active and Dynamic role
5.10.7.2. Contact with the Different Health Areas
5.10.7.3. The Importance of Maintaining a Common Line
5.10.8. Parents, How to Intervene with the Child?
5.10.8.1. Advice and Guidelines
5.10.8.2. Family Respite
5.10.9. Generation of Positive Experiences in the Family Environment
5.10.9.1. Practical Tips for Reinforcing Pleasant Experiences in the Family Environment
5.10.9.2. Proposals for Activities that Generate Positive Experiences
5.10.10. Websites of Interest
5.10.10.1. Links of Interest
Module 6. Genetic Syndromes
6.1. Introduction to Genetic Syndromes
6.1.1. Introduction to Unit
6.1.2. Genetics
6.1.2.1. Concept of Genetics
6.1.2.2. Genes and Chromosomes
6.1.3. The Evolution of Genetics
6.1.3.1. Basis of Genetics
6.1.3.2. The Pioneers of Genetics
6.1.4. Basic Concepts of Genetics
6.1.4.1. Genotype and Phenotype
6.1.4.2. The Genome
6.1.4.3. DNA
6.1.4.4. RNA
6.1.4.5. Genetic Code
6.1.5. Mendel’s Laws
6.1.5.1. Mendel’s 1st Law
6.1.5.2. Mendel’s 2nd Law
6.1.5.3. Mendel’s 3rd Law
6.1.6. Mutations
6.1.6.1. What are Mutations?
6.1.6.2. Levels of Mutations
6.1.6.3. Types of Mutations
6.1.7. Concept of Syndrome
6.1.8. Classification
6.1.9. The Most Frequent Syndromes
6.1.10. Final Conclusions
6.2. Down Syndrome
6.2.1. Introduction to Unit
6.2.1.1. History of Down Syndrome
6.2.2. Concept of Down Syndrome
6.2.2.1. What is Down Syndrome?
6.2.2.2. Genetics of Down Syndrome
6.2.2.3. Chromosomal Alterations in Down Syndrome
6.2.2.3.1. Trisomy 21
6.2.2.3.2. Chromosomal Translocation
6.2.2.3.3. Mosaicism or Mosaic Trisomy
6.2.2.4. Prognosis of Down Syndrome
6.2.3. Etiology
6.2.3.1. The Origin of Down Syndrome
6.2.4. Prevalence
6.2.4.1. Prevalence of Down Syndrome in Other Countries
6.2.5. Characteristics of Down Syndrome
6.2.5.1. Physical Characteristics
6.2.5.2. Speech and Language Development Characteristics
6.2.5.3. Motor Developmental Characteristics
6.2.6. Comorbidity of Down Syndrome
6.2.6.1. What is Comorbidity?
6.2.6.2. Comorbidity in Down Syndrome
6.2.6.3. Associated Disorders
6.2.7. Diagnosis and Evaluation of Down Syndrome
6.2.7.1. The Diagnosis of Down Syndrome
6.2.7.1.1. Where is It Performed?
6.2.7.1.2. Who Performs It?
6.2.7.1.3. When it Can Be Performed
6.2.7.2. Speech Therapy Evaluation of Down Syndrome
6.2.7.2.1. Medical History
6.2.7.2.2. Areas to Consider
6.2.8. Speech Therapy Based Intervention
6.2.8.1. Aspects to take into Account
6.2.8.2. Setting Objectives for the Intervention
6.2.8.3. Material for Rehabilitation
6.2.8.4. Resources to be Used
6.2.9. Guidelines
6.2.9.1. Guidelines for the Person with Down Syndrome to Consider
6.2.9.2. Guidelines for the Family to Consider
6.2.9.3. Guidelines for the Educational Context
6.2.9.4. Resources and Associations
6.2.10. The Interdisciplinary Team
6.2.10.1. The Importance of the Interdisciplinary Team
6.2.10.2. Speech Therapy
6.2.10.3. Occupational Therapy
6.2.10.4. Physiotherapy
6.2.10.5. Psychology
6.3. Hunter Syndrome
6.3.1. Introduction to Unit
6.3.1.1. History of Hunter Syndrome
6.3.2. Concept of Hunter Syndrome
6.3.2.1. What is Hunter Syndrome?
6.3.2.2. Genetics of Hunter Syndrome
6.3.2.3. Prognosis of Hunter Syndrome
6.3.3. Etiology
6.3.3.1. The Origin of Hunter Syndrome
6.3.4. Prevalence
6.3.4.1. Hunter Syndrome in Other Countries
6.3.5. Main Impacts
6.3.5.1. Physical Characteristics
6.3.5.2. Speech and Language Development Characteristics
6.3.5.3. Motor Developmental Characteristics
6.3.6. Comorbidity of Hunter Syndrome
6.3.6.1. What is Comorbidity?
6.3.6.2. Comorbidity in Hunter Syndrome
6.3.6.3. Associated Disorders
6.3.7. Diagnosis and Evaluation of Hunter Syndrome
6.3.7.1. The Diagnosis of Hunter Syndrome
6.3.7.1.1. Where is It Performed?
6.3.7.1.2. Who Performs It?
6.3.7.1.3. When can it be Performed?
6.3.7.2. Speech Therapy Evaluation of Hunter Syndrome
6.3.7.2.1. Medical History
6.3.7.2.2. Areas to Consider
6.3.8. Speech Therapy Based Intervention
6.3.8.1. Aspects to take into Account
6.3.8.2. Setting Objectives for the Intervention
6.3.8.3. Material for Rehabilitation
6.3.8.4. Resources to be Used
6.3.9. Guidelines
6.3.9.1. Guidelines to Consider for the Person with Hunter Syndrome
6.3.9.2. Guidelines for the Family to Consider
6.3.9.3. Guidelines for the Educational Context
6.3.9.4. Resources and Associations
6.3.10. The Interdisciplinary Team
6.3.10.1. The Importance of the Interdisciplinary Team
6.3.10.2. Speech Therapy
6.3.10.3. Occupational Therapy
6.3.10.4. Physiotherapy
6.3.10.5. Psychology
6.4. Fragile X Syndrome
6.4.1. Introduction to Unit
6.4.1.1. History of Fragile X Syndrome
6.4.2. Concept of Fragile X Syndrome
6.4.2.1. What is Fragile X Syndrome?
6.4.2.2. Genetics of Fragile X Syndrome
6.4.2.3. Prognosis of Fragile X Syndrome
6.4.3. Etiology
6.4.3.1. The Origin of Fragile X Syndrome
6.4.4. Prevalence
6.4.4.1. Fragile X Syndrome in Other Countries
6.4.5. Main Impacts
6.4.5.1. Physical Characteristics
6.4.5.2. Speech and Language Development Characteristics
6.4.5.3. Characteristics in the Development of Intelligence and Learning
6.4.5.4. Social, Emotional, and Behavioral Characteristics
6.4.5.5. Sensory Characteristics
6.4.6. Comorbidity of Fragile X Syndrome
6.4.6.1. What is Comorbidity?
6.4.6.2. Comorbidity of Fragile X Syndrome
6.4.6.3. Associated Disorders
6.4.7. Diagnosis and Evaluation of Fragile X Syndrome
6.4.7.1. The Diagnosis of Fragile X Syndrome
6.4.7.1.1. Where is It Performed?
6.4.7.1.2. Who Performs It?
6.4.7.1.3. When It Can Be Performed
6.4.7.2. Logopedic Evaluation of Fragile X Syndrome
6.4.7.2.1. Medical History
6.4.7.2.2. Areas to Consider
6.4.8. Speech Therapy Based Intervention
6.4.8.1. Aspects to take into Account
6.4.8.2. Setting Objectives for the Intervention
6.4.8.3. Material for Rehabilitation
6.4.8.4. Resources to be Used
6.4.9. Guidelines
6.4.9.1. Guidelines to Consider for the Person with Fragile X Syndrome
6.4.9.2. Guidelines for the Family to Consider
6.4.9.3. Guidelines for the Educational Context
6.4.9.4. Resources and Associations
6.4.10. The Interdisciplinary Team
6.4.10.1. The Importance of the Interdisciplinary Team
6.4.10.2. Speech Therapy
6.4.10.3. Occupational Therapy
6.4.10.4. Physiotherapy
6.5. Rett Syndrome
6.5.1. Introduction to Unit
6.5.1.1. History of Rett Syndrome
6.5.2. Concept of Rett Syndrome
6.5.2.1. What is Rett Syndrome?
6.5.2.2. Genetics of Rett Syndrome
6.5.2.3. Prognosis of Rett Syndrome
6.5.3. Etiology
6.5.3.1. The Origin of Rett Syndrome
6.5.4. Prevalence
6.5.4.1. Rett Syndrome in Other Countries
6.5.4.2. Stages in The Development of Rett Syndrome
6.5.4.4.1. Stage I: Early Onset Stage
6.5.4.4.2. Stage II: Accelerated Destruction Stage
6.5.4.4.3. Stage III: Stabilization or Pseudo-Stationary Stage
6.5.4.4.4. Stage IV: Late Motor Impairment Stage
6.5.5. Comorbidity of Rett Syndrome
6.5.5.1. What is Comorbidity?
6.5.5.2. Comorbidity in Rett Syndrome
6.5.5.3. Associated Disorders
6.5.6. Main Impacts
6.5.6.1. Introduction
6.5.6.2. Physical Characteristics
6.5.6.3. Clinical Characteristics
6.5.7. Diagnosis and Evaluation of Rett Syndrome
6.5.7.1. The Diagnosis of Rett Syndrome
6.5.7.1.1. Where is It Performed?
6.5.7.1.2. Who Performs It?
6.5.7.1.3. When can it be Performed?
6.5.7.2. Speech Therapy Evaluation of Rett Syndrome
6.5.7.2.1. Medical History
6.5.7.2.2. Areas to Consider
6.5.8. Speech Therapy Based Intervention
6.5.8.1. Aspects to take into Account
6.5.8.2. Setting Objectives for the Intervention
6.5.8.3. Material for Rehabilitation
6.5.8.4. Resources to be Used
6.5.9. Guidelines
6.5.9.1. Guidelines to Consider for the Person with Rett Syndrome
6.5.9.2. Guidelines for the Family to Consider
6.5.9.3. Guidelines for the Educational Context
6.5.9.4. Resources and Associations
6.5.10. The Interdisciplinary Team
6.5.10.1. The Importance of the Interdisciplinary Team
6.5.10.2. Speech Therapy
6.5.10.3. Occupational Therapy
6.5.10.4. Physiotherapy
6.6. Smith-Magenis Syndrome
6.6.1. Smith-Magenis Syndrome
6.6.1.1. Introduction
6.6.1.2. Concept
6.6.2. Etiology
6.6.3. Epidemiology
6.6.4. Development according to Stages
6.6.4.1. Infants (up to 2 Years of Age)
6.6.4.2. Childhood (from 2 to 12 Years of Age)
6.6.4.2.1. Adolescence and Adulthood (from 12 Years of Age)
6.6.5. Differential Diagnosis
6.6.6. Clinical, Cognitive, Behavioral, and Physical Features of Smith-Magenis Syndrome
6.6.6.1. Clinical Characteristics
6.6.6.2. Cognitive and Behavioral Characteristics
6.6.6.3. Physical Characteristics
6.6.7. Speech Therapy Evaluation in Smith-Magens Syndrome
6.6.8. Speech Therapy Intervention in Smith-Magenis Syndrome
6.6.8.1. General Considerations for starting the Intervention
6.6.8.2. Stages of the Intervention Process
6.6.8.3. Communicative Aspects of Intervention
6.6.9. Speech Therapy Exercises for Smith-Magenis Syndrome
6.6.9.1. Auditory Stimulation Exercises: Sounds and Words
6.6.9.2. Exercises to Promote Grammatical Structures
6.6.9.3. Exercises to Increase Vocabulary
6.6.9.4. Exercises to Improve the Use of Language
6.6.9.5. Exercises for Problem Solving and Reasoning
6.6.10. Associations to Help Patients and Families of Smith-Magenis Syndrome
6.7. Williams Syndrome
6.7.1. Williams Syndrome
6.7.1.1. History of Williams Syndrome
6.7.1.2. Concept of Williams Syndrome
6.7.2. Etiology of Williams Syndrome
6.7.3. Epidemiology of Williams Syndrome
6.7.4. Diagnosis of Williams Syndrome
6.7.5. Speech Therapy Assessment of Williams Syndrome
6.7.6. Features of Williams Syndrome
6.7.6.1. Medical Aspects
6.7.6.2. Facial Features
6.7.6.3. Hyperacusis
6.7.6.4. Neuroanatomical Features
6.7.6.5. Language Characteristics
6.7.6.5.1. Early Language Development
6.7.6.5.2. Characteristics of Language in the WS from 4 Years of Age Onwards
6.7.6.6. Socio-Affective Characteristics in Williams Syndrome
6.7.7. Speech Therapy Intervention in Early Care in Children with Williams Syndrome
6.7.8. Speech Therapy Intervention at School with Williams Syndrome
6.7.9. Speech Therapy Intervention in Adulthood with Williams syndrome
6.7.10. Associations
6.8. Angelman Syndrome
6.8.1. Introduction to Unit
6.8.1.1. History of Angelman Syndrome
6.8.2. Concept of Angelman Syndrome
6.8.2.1. What is Angelman Syndrome?
6.8.2.2. Genetics of Angelman Syndrome
6.8.2.3. Prognosis of Angelman Syndrome
6.8.3. Etiology
6.8.3.1. The origin of Angelman Syndrome
6.8.4. Prevalence
6.8.4.1. Angelman Syndrome in Other Countries
6.8.5. Main Impacts
6.8.5.1. Introduction
6.8.5.2. Frequent Manifestations of Angelman Syndrome
6.8.5.3. Rare Manifestations
6.8.6. Comorbidity of Angelman Syndrome
6.8.6.1. What is Comorbidity?
6.8.6.2. Comorbidity in Angelman Syndrome
6.8.6.3. Associated Disorders
6.8.7. Diagnosis and Evaluation of Angelman Syndrome
6.8.7.1. The Diagnosis of Angelman Syndrome
6.8.7.1.1. Where is It Performed?
6.8.7.1.2. Who Performs It?
6.8.7.1.3. When can it be Performed?
6.8.7.2. Speech Therapy Evaluation of Angelman Syndrome
6.8.7.2.1. Medical History
6.8.7.2.2. Areas to Consider
6.8.8. Speech Therapy Based Intervention
6.8.8.1. Aspects to take into Account
6.8.8.2. Setting Objectives for the Intervention
6.8.8.3. Material for Rehabilitation
6.8.8.4. Resources to be Used
6.8.9. Guidelines
6.8.9.1. Guidelines to Consider for the Person with Angelman Syndrome
6.8.9.2. Guidelines for the Family to Consider
6.8.9.3. Guidelines for the Educational Context
6.8.9.4. Resources and Associations
6.8.10. The Interdisciplinary Team
6.8.10.1. The Importance of the Interdisciplinary Team
6.8.10.2. Speech Therapy
6.8.10.3. Occupational Therapy
6.8.10.4. Physiotherapy
6.9. Duchenne Disease
6.9.1. Introduction to Unit
6.9.1.1. History of Duchenne Disease
6.9.2. Concept of Duchenne Disease
6.9.2.1. What is Duchenne Disease?
6.9.2.2. Genetics of Duchenne Disease
6.9.2.3. Prognosis of Duchenne Disease
6.9.3. Etiology
6.9.3.1. The Origin of Duchenne Disease
6.9.4. Prevalence
6.9.4.1. Prevalence of Duchenne Disease in Other Countries
6.9.5. Main Impacts
6.9.5.1. Introduction
6.9.5.2. Clinical Manifestations of Duchenne Disease
6.9.5.2.1. Speech Delay
6.9.5.2.2. Behavioral Problems
6.9.5.2.3. Muscle Weakness
6.9.5.2.4. Stiffness
6.9.5.2.5. Lordosis
6.9.5.2.6. Respiratory Dysfunction
6.9.5.3. Most common Symptoms of Duchenne Disease
6.9.6. Comorbidity of Duchenne Disease
6.9.6.1. What is Comorbidity?
6.9.6.2. Comorbidity of Duchenne Disease
6.9.6.3. Associated Disorders
6.9.7. Diagnosis and Evaluation of Duchenne Disease
6.9.7.1. The Diagnosis of Duchenne Disease
6.9.7.1.1. Where is It Performed?
6.9.7.1.2. Who Performs It?
6.9.7.1.3. When can it be Performed?
6.9.7.2. Speech Therapy Evaluation of Duchenne Disease
6.9.7.2.1. Medical History
6.9.7.2.2. Areas to Consider
6.9.8. Speech Therapy Based Intervention
6.9.8.1. Aspects to take into Account
6.9.8.2. Setting Objectives for the Intervention
6.9.8.3. Material for Rehabilitation
6.9.8.4. Resources to be Used
6.9.9. Guidelines
6.9.9.1. Guidelines for the Person with Duchenne Disease to Consider
6.9.9.2. Guidelines for the Family to Consider
6.9.9.3. Guidelines for the Educational Context
6.9.9.4. Resources and Associations
6.9.10. The Interdisciplinary Team
6.9.10.1. The Importance of the Interdisciplinary Team
6.9.10.2. Speech Therapy
6.9.10.3. Occupational Therapy
6.9.10.4. Physiotherapy
6.10. Usher Syndrome
6.10.1. Introduction to Unit
6.10.1.1. History of Usher Syndrome
6.10.2. Concept of Usher Syndrome
6.10.2.1. What is Usher Syndrome?
6.10.2.2. Genetics of Usher Syndrome
6.10.2.3. Typology Usher Syndrome
6.10.2.3.1. Type I:
6.10.2.3.2. Type I:
6.10.2.3.3. Type III:
6.10.2.4. Prognosis of Usher Syndrome
6.10.3. Etiology
6.10.3.1. The Origin of Usher Syndrome
6.10.4. Prevalence
6.10.4.1. Usher Syndrome in Other Countries
6.10.5. Main Impacts
6.10.5.1. Introduction
6.10.5.2. Frequent Manifestations of Usher Syndrome
6.10.5.3. Rare Manifestations
6.10.6. Comorbidity of Usher Syndrome
6.10.6.1. What is Comorbidity?
6.10.6.2. Comorbidity in Usher Syndrome
6.10.6.3. Associated Disorders
6.10.7. Diagnosis and Evaluation of Usher Syndrome
6.10.7.1. The Diagnosis of Usher Syndrome
6.10.7.1.1. Where is It Performed?
6.10.7.1.2. Who Performs It?
6.10.7.1.3. When It Can Be Performed
6.10.7.2. Speech Therapy Evaluation of Usher Syndrome
6.10.7.2.1. Medical History
6.10.7.2.2. Areas to Consider
6.10.8. Speech Therapy Based Intervention
6.10.8.1. Aspects to take into Account
6.10.8.2. Setting Objectives for the Intervention
6.10.8.3. Material for Rehabilitation
6.10.8.4. Resources to be Used
6.10.9. Guidelines
6.10.9.1. Guidelines to Consider for the Person with Usher Syndrome
6.10.9.2. Guidelines for the Family to Consider
6.10.9.3. Guidelines for the Educational Context
6.10.9.4. Resources and Associations
6.10.10. The Interdisciplinary Team
6.10.10.1. The Importance of the Interdisciplinary Team
6.10.10.2. Speech Therapy
6.10.10.3. Occupational Therapy
6.10.10.4. Physiotherapy
Module 7. Dysphemia and/or Stuttering: Assessment, Diagnosis, and Intervention
7.1. Introduction to the Module
7.1.2. Module Presentation
7.2. Dysphemia or Stuttering
7.2.1. History of Stuttering
7.2.2. Stuttering
7.2.2.1. Concept of Stuttering
7.2.2.2. Symptomatology of Stuttering
7.2.2.2.1. Linguistic Manifestations
7.2.2.2.2. Behavioral Manifestations
7.2.2.3. Bodily Manifestations
7.2.2.3.1. Characteristics of Stuttering
7.2.3. Classification
7.2.3.1. Tonic Stuttering
7.2.3.2. Clonic Stuttering
7.2.3.3. Mixed Stuttering
7.2.4. Other Specific Disorders of Fluency of Verbal Expression
7.2.5. Development of the Disorder
7.2.5.1. Preliminary Considerations
7.2.5.2. Levels of Development and Severity
7.2.5.2.1. Initial Phase
7.2.5.2.2. Borderline Stuttering
7.2.5.2.3. Initial Stuttering
7.2.5.2.4. Intermediate Stuttering
7.2.5.2.5. Advanced Stuttering
7.2.6. Comorbidity
7.2.6.1. Comorbidity in Dysphemia
7.2.6.2. Associated Disorders
7.2.7. Prognosis of Recovery
7.2.7.1. Preliminary Considerations
7.2.7.2. Key Factors
7.2.7.3. Prognosis According to the Moment of Intervention
7.2.8. The incidence and prevalence of Stuttering
7.2.8.1. Preliminary Considerations
7.2.9. Etiology of Stuttering
7.2.9.1. Preliminary Considerations
7.2.9.2. Physiological Factors
7.2.9.3. Genetic Factors
7.2.9.4. Environmental Factors
7.2.9.5. Psychosocial Factors
7.2.9.6. Linguistic Factors
7.2.10. Warning Signs
7.2.10.1. Preliminary Considerations
7.2.10.2. When to Evaluate?
7.2.10.3. Is it Possible to Prevent the Disorder?
7.3. Evaluation of Dysphemia
7.3.1. Introduction to Unit
7.3.2. Dysphemia or normal Dysfluencies?
7.3.2.1. Initial Considerations
7.3.2.2. What Are Normal Disfluencies?
7.3.2.3. Differences Between Dysphemia and Normal Dysfluencies
7.3.2.4. When To Act?
7.3.3. Objective of the Evaluation
7.3.4. Assessment Method:
7.3.4.1. Preliminary Considerations
7.3.4.2. Outline of the Evaluation Method
7.3.5. Collection of Information
7.3.5.1. Interview with Parents
7.3.5.2. Gathering Relevant Information
7.3.5.3. Medical History
7.3.6. Collecting Additional Information
7.3.6.1. Questionnaires for Parents
7.3.6.2. Questionnaires for Teachers
7.3.7. Evaluation of the Child
7.3.7.1. Observation of the Child
7.3.7.2. Questionnaire for the Child
7.3.7.3. Parent-Child Interaction Profile
7.3.8. Diagnosis
7.3.8.1. Clinical Judgment of the Information Collected
7.3.8.2. Prognosis
7.3.8.3. Types of Treatment
7.3.8.4. Treatment Objectives
7.3.9. Return
7.3.9.1. Return of Information to Parents
7.3.9.2. Informing the Child of the Results
7.3.9.3. Explain Treatment to the Child
7.3.10. Diagnostic Criteria
7.3.10.1. Preliminary Considerations
7.3.10.2. Factors that May Affect the Fluency of Speech
7.3.10.2.1. Communication
7.3.10.2.2. Difficulties in Language Development
7.3.10.2.3. Interpersonal Interactions
7.3.10.2.4. Changes
7.3.10.2.5. Excessive Demands
7.3.10.2.6. Self-Esteem
7.3.10.2.7. Social Resources
7.4. User-centered Speech Therapy Intervention in Dysphemia: Direct Treatment
7.4.1. Introduction to Unit
7.4.2. Direct Treatment
7.4.2.1. Treatment Characteristics
7.4.2.2. Therapist Skills
7.4.3. Therapy Goals
7.4.3.1. Goals with the Child
7.4.3.2. Objectives with the Parents
7.4.3.3. Objectives with the Teacher
7.4.4. Objectives with the Child: Speech Control
7.4.4.1. Objectives
7.4.4.2. Techniques for Speech Control
7.4.5. Objectives with the Child: Anxiety Control
7.4.5.1. Objectives
7.4.5.2. Techniques for Anxiety Control
7.4.6. Objectives with the Child: Thought Control
7.4.6.1. Objectives
7.4.6.2. Techniques for Thoughts Control
7.4.7. Objectives with the Child: Emotion Control
7.4.7.1. Objectives
7.4.7.2. Techniques for Emotion Control
7.4.8. Objectives with the Child: Social and Communication Skills
7.4.8.1. Objectives
7.4.8.2. Techniques for the Promotion of Social and Communication Skills
7.4.9. Generalization and Maintenance
7.4.9.1. Objectives
7.4.9.2. Generalization and Maintenance Techniques
7.4.10. Recommendations for User Discharge
7.5. Speech Therapy Intervention in User-centered Dysphemia: Lidcombe Early Intervention Program
7.5.1. Introduction to Unit
7.5.2. Program Development
7.5.2.1. Who Developed It?
7.5.2.2. Where Was It Developed?
7.5.3. Is It Really Effective?
7.5.4. Fundamentals of the Lindcombe Program
7.5.4.1. Preliminary Considerations
7.5.4.2. Age of Application
7.5.5. Essential Components
7.5.5.1. Parental Verbal Contingencies
7.5.5.2. Stuttering Measures
7.5.5.3. Treatment in Structured and Unstructured Conversations
7.5.5.4. Scheduled Maintenance
7.5.6. Assessment
7.5.6.1. Evaluation Based on Lindcombe Program
7.5.7. Stages of the Lindcombe Program
7.5.7.1. Stage 1
7.5.7.2. Stage 2
7.5.8. Frequency of Sessions
7.5.8.1. Weekly Visits to the Specialist
7.5.9. Individualization in the Lindcombe Program
7.5.10. Final Conclusions
7.6. Speech Therapy Intervention in the Child with Dysphemia: Proposed Exercises
7.6.1. Introduction to Unit
7.6.2. Exercises for Speech Control
7.6.2.1. Self-made Resources
7.6.2.2. Resources Found on the Market
7.6.2.3. Technological Resources
7.6.3. Exercises for Anxiety Control
7.6.3.1. Self-made Resources
7.6.3.2. Resources Found on the Market
7.6.3.3. Technological Resources
7.6.4. Exercises for Thought Control
7.6.4.1. Self-made Resources
7.6.4.2. Resources Found on the Market
7.6.4.3. Technological Resources
7.6.5. Exercises for Emotion Control
7.6.5.1. Self-made Resources
7.6.5.2. Resources Found on the Market
7.6.5.3. Technological Resources
7.6.6. Exercises to improve of Social and Communication Skills
7.6.6.1. Self-made Resources
7.6.6.2. Resources Found on the Market
7.6.6.3. Technological Resources
7.6.7. Exercises that Promote Generalization
7.6.7.1. Self-made Resources
7.6.7.2. Resources Found on the Market
7.6.7.3. Technological Resources
7.6.8. How To Use the Exercises Properly?
7.6.9. Implementation Time For Each Exercise
7.6.10. Final Conclusions
7.7. The Family as Agent of Intervention and Support for the Child With Dysphemia
7.7.1. Introduction to Unit
7.7.2. The Importance of the Family in the Development of the Dysphemic Child
7.7.3. Communication Difficulties Encountered by the Dysphemic Child at Home
7.7.4. How do Communication Difficulties in the Family Environment Affect the Dysphemic Child?
7.7.5. Types of Intervention with Parents
7.7.5.1. Early Intervention. (Brief Review)
7.7.5.2. Direct Treatment (Brief Review)
7.7.6. Early Intervention with Parents
7.7.6.1. Orientation Sessions
7.7.6.2. Daily Practice
7.7.6.3. Behavioral Records
7.7.6.4. Behavior Modification
7.7.6.5. Organization of the Environment
7.7.6.6. Structure of Sessions
7.7.6.7. Special Cases
7.7.7. Direct Treatment with Parents
7.7.7.1. Modifying Attitudes and Behaviors
7.7.7.2. Adapting Language to the Child’s Difficulties
7.7.7.3. Daily Practice at Home
7.7.8. Advantages of Involving the Family in the Intervention
7.7.8.1. How Family Involvement Benefits the Child?
7.7.9. The Family as a Means of Generalization
7.7.9.1. The Importance of the Family in Generalization
7.7.10. Final Conclusions
7.8. The School as Agent of Intervention and Support for the Child With Dysphemia
7.8.1. Introduction to Unit
7.8.2. The involvement of the School During the Intervention Period
7.8.2.1. The Importance of the Involvement of the School
7.8.2.2. The Influence of the School Center on the Development of the Dysphemic Child
7.8.3. Intervention According to the Student’s Needs
7.8.3.1. Importance of Taking into Account the Needs of the Student With Dysphemia
7.8.3.2. How to Establish the Needs of the Student?
7.8.3.3. Responsible for the Elaboration of the Student’s Needs
7.8.4. Classroom Consequences of the Dysphemic Child
7.8.4.1. Communication with Classmates
7.8.4.2. Communication with Teachers
7.8.4.3. Psychological Repercussions of the Child
7.8.5. School Supports
7.8.5.1. Who Provides Them?
7.8.5.2. How Are They Carried Out?
7.8.6. The coordination of the Speech Therapist with the School Professionals
7.8.6.1. With Whom Does the Coordination Take Place?
7.8.6.2. Guidelines to Be Followed to Achieve Such Coordination
7.8.7. Orientations
7.8.7.1. Guidelines for the School to improve the Child’s Intervention
7.8.7.2. Guidelines for the School to improve the Child’s Self-Esteem
7.8.7.3. Guidelines for the School to improve the Child’s Social Skills
7.8.8. The School as an Enabling Environment
7.8.9. Resources Available to the School
7.8.10. Final Conclusions
7.9. Associations and Foundations
7.9.1. Introduction to Unit
7.9.2. How Can Associations Help Families?
7.9.3. The Fundamental Role of Stuttering Associations for Families
7.9.4. The Help of Stuttering Associations and Foundations for Health Care and Educational Professionals
7.9.5. Stuttering Associations and Foundations Around the World
7.9.5.1. Argentine Association of Stuttering (AAT)
7.9.5.1.1. Association Information
7.9.6. Websites for General Information on Stuttering
7.9.6.1. American Stuttering Foundation
7.9.6.2. Speech-Therapy Space
7.9.7. Stuttering Information Blogs
7.9.7.1. Subject Blog
7.9.8. Speech Therapy Magazines Where Information Can be Obtained
7.9.8.1. Speech Therapy Space Magazine
7.9.8.2. Neurology Journal
7.9.10. Final Conclusions
7.10. Annexes
7.10.1. Guidelines for Dysphemia
7.10.2. Example of Anamnesis for the Assessment of Dysphemias
7.10.3. Fluency Questionnaire for Parents
7.10.4. Questionnaire for Parents of Emotional Responses to Stuttering
7.10.5. Parent Record
7.10.6. Fluency Questionnaire for Teachers
7.10.7. Relaxation Techniques
7.10.7.1. Instructions for the Speech Therapist
7.10.7.2. Relaxation Techniques Adapted to Children
7.10.8. Discriminations Suffered by People that Stutter
7.10.9. Truths and Myths of Stuttering
Module 8. Dysarthria in Children and Adolescents
8.1. Initial Considerations
8.1.1. Introduction to the Module
8.1.1.1. Module Presentation
8.1.2. Module Objectives
8.1.3. History of Dysarthrias
8.1.4. Prognosis of Dysarthrias in Children and Adolescents
8.1.4.1. The Prognosis of Child Development in Children with Dysarthrias
8.1.4.1.1. Language Development in Children with Dysarthria
8.1.4.1.2. Speech Development in Children with Dysarthria
8.1.5. Early Care in Dysarthria
8.1.5.1. What is Early Care?
8.1.5.2. How Does Early Care Help Dysarthria?
8.1.5.3. The Importance of Early Care in Dysarthria Intervention
8.1.6. Prevention of Dysarthria
8.1.6.1. How an it be Prevented?
8.1.6.2. Are There any Prevention Programs?
8.1.7. Neurology in Dysarthria
8.1.7.1. Neurological Implications in Dysarthria
8.1.7.1.1. Cranial Nerves and Speech Production
8.1.7.1.2. Cranial Nerves Involved in Phonorespiratory Coordination
8.1.7.1.3. Motor Integration of the Brain Related to Speech
8.1.8. Dysarthria vs. Apraxia
8.1.8.1. Introduction to Unit
8.1.8.2. Apraxia of Speech
8.1.8.2.1. Concept of Verbal Apraxia
8.1.8.2.2. Characteristics of Verbal Apraxia
8.1.8.3. Difference between Dysarthria and Verbal Apraxia
8.1.8.3.1. Classification Table
8.1.8.4. Relationship Between Dysarthria and Verbal Apraxia
8.1.8.4.1. Is there a Relationship Between Both Disorders?
8.1.8.4.2. Similarities Between Both Disorders
8.1.9. Dysarthria and Dyslalia
8.1.9.1. What Are Dyslalias? (Short Review)
8.1.9.2. Difference Between Dysarthria and Dyslalias
8.1.9.3. Similarities Between Both Disorders
8.1.10. Aphasia and Dysarthria
8.1.10.1. What is Aphasia? (In Brief)
8.1.10.2. Difference Between Dysarthria and Infantile Aphasia
8.1.10.3. Similarities Between Dysarthria and Infantile Aphasia
8.2. General Characteristics of Dysarthria
8.2.1. Conceptualization
8.2.1.1. Concept of Dysarthria
8.2.1.2. Symptomatology of Dysarthrias
8.2.2. General Characteristics of Dysarthrias
8.2.3. Classification of Dysarthrias According to the Site of the Lesion Caused
8.2.3.1. Dysarthria due to Disorders of the Upper Motor Neuron
8.2.3.1.1. Speech Characteristics
8.2.3.1.2. Dysarthria due to Lower Motor Neuron Disorders
8.2.3.1.2.2.1. Speech Characteristics
8.2.3.1.3. Dysarthria due to Cerebellar Disorders
8.2.3.1.3.1. Speech Characteristics
8.2.3.1.4. Dysarthria due to Extrapyramidal Disorders
8.2.3.1.4.1. Speech Characteristics
8.2.3.1.5. Dysarthria due to Disorders of Multiple Motor Systems
8.2.3.1.5.1. Speech Characteristics
8.2.4. Classification According to Symptoms
8.2.4.1. Spastic Dysarthria
8.2.4.1.1. Speech Characteristics
8.2.4.2. Flaccid Dysarthria
8.2.4.2.1. Speech Characteristics
8.2.4.3. Ataxic Dysarthria
8.2.4.3.1. Speech Characteristics
8.2.4.4. Dyskinetic Dysarthria
8.2.4.4.1. Speech Characteristics
8.2.4.5. Mixed Dysarthria
8.2.4.5.1. Speech Characteristics
8.2.4.6. Spastic Dysarthria
8.2.4.6.1. Speech Characteristics
8.2.5. Classification According to the Articulatory Intake
8.2.5.1. Generalized Dysarthria
8.2.5.2. Dysarthric State
8.2.5.3. Dysarthric Remnants
8.2.6. Etiology of Dysarthria in Children and Adolescents
8.2.6.1. Brain Lesion
8.2.6.2. Brain Tumor
8.2.6.3. Brain Tumor
8.2.6.4. Cerebral Accident
8.2.6.5. Other Causes
8.2.6.6. Drugs
8.2.7. Prevalence of Dysarthria in Children and Adolescents
8.2.7.1. Current Prevalence of Dysarthria
8.2.7.2. Changes in Prevalence Over the Years
8.2.8. Language Characteristics in Dysarthria
8.2.8.1. Are there Language Difficulties in Children with Dysarthria?
8.2.8.2. Characteristics of the Alterations
8.2.9. Speech Characteristics in Dysarthria
8.2.9.1. Are There Language Abnormalities in Children with Dysarthria?
8.2.9.2. Characteristics of the Alterations
8.2.10. Semiology of Dysarthria
8.2.10.1. How to detect Dysarthria?
8.2.10.2. Relevant Signs and Symptoms of Dysarthria
8.3. Classification of Dysarthria
8.3.1. Other Disorders in Children with Dysarthria
8.3.1.1. Motor Disturbances
8.3.1.2. Physiological Alterations
8.3.1.3. Communicative Disturbances
8.3.1.4. Alterations in Social Relations
8.3.2. Infantile Cerebral Palsy
8.3.2.1. Concept of Cerebral Palsy
8.3.2.2. Dysarthria in Infantile Cerebral Palsy
8.3.2.2.1. Consequences of Dysarthria in Acquired Brain Injury
8.3.2.3. Dysphagia
8.3.2.3.1. Concept of Dysphagia
8.3.2.3.2. Dysarthria in relation to Dysphagia
8.3.2.3.3. Consequences of Dysarthria in Acquired Brain Injury
8.3.3. Acquired Brain Injury
8.3.3.1. Concept of Acquired Brain Injury
8.3.3.2. Dysarthria in Relation to Acquired Brain Injury
8.3.3.2.1. Consequences of Dysarthria in Acquired Brain Injury
8.3.4. Multiple Sclerosis
8.3.4.1. Concept of Multiple Sclerosis
8.3.4.2. Dysarthria in Multiple Sclerosis
8.3.3.2.1 Consequences of Dysarthria in Acquired Brain Injury
8.3.5. Acquired Brain Injury in Children
8.3.5.1. Concept of Acquired Brain Injury in Children
8.3.5.2. Dysarthria in Infantile Acquired Brain Injury
8.3.5.2.1. Consequences of Dysarthria in Acquired Brain Injury
8.3.6. Psychological Consequences in Dysarthric Children
8.3.6.1. How Does Dysarthria Affect the Psychological Development of the Child?
8.3.6.2. Psychological Aspects Affected
8.3.7. Social Consequences in Dysarthric Children
8.3.7.1. Does it Affect the Social Development of Dysarthric Children?
8.3.8. Consequences on Communicative Interactions in Dysarthric Children
8.3.8.1. How Does Dysarthria Affect Communication?
8.3.8.2. Communicative Aspects Affected
8.3.9. Social Consequences in Dysarthric Children
8.3.9.1. How Does Dysarthria Affect Social Relationships?
8.3.10. Economic Consequences
8.3.10.1. Professional Intervention and the Economic Cost to the Family
8.4. Other classifications of Dysarthrias in Children and Adolescents
8.4.1. Speech-Language Evaluation and its Importance in Children with Dysarthria
8.4.1.1. Why should the Speech-Language Pathologist evaluate cases of Dysarthria?
8.4.1.2. Why evaluate cases of Dysarthria by the Speech-Language Pathologist?
8.4.2. Clinical Speech Therapy Evaluation
8.4.3. Evaluation and Diagnostic process
8.4.3.1. Medical History
8.4.3.2. Document Analysis
8.4.3.3. Interviewing Family Members
8.4.4. Direct Exploration
8.4.4.1. Neurophysiological Examination
8.4.4.2. Exploration of the Trigeminal Nerve
8.4.4.3. Exploration of the Accessory Nerve
8.4.4.4. Examination of the Glossopharyngeal Nerve
8.4.4.5. Examination of the Facial Nerve
8.4.4.5.1. Examination of the Hypoglossal Nerve
8.4.4.5.2. Exploration of the Accessory Nerve
8.4.5. Perceptual Exploration
8.4.5.1. Breathing Exploration
8.4.5.2. Resonance
8.4.5.3. Oral Motor Control
8.4.5.4. Articulation
8.4.6. Other Aspects To Be Evaluated
8.4.6.1. Intelligibility
8.4.6.2. Automatic Speech
8.4.6.3. Reading
8.4.6.4. Prosody
8.4.6.5. Intelligibility/severity Scan
8.4.7. Assessment of the Dysarthric Child in the Family Context
8.4.7.1. Persons To Be Interviewed for the Evaluation of the Family Context
8.4.7.2. Relevant Aspects in the Interview
8.4.7.2.1. Some Important Questions to Ask in the Family Interview
8.4.7.3. Importance of the Assessment in the Family Context
8.4.8. Assessment of the Dysarthric Child in the School Context
8.4.8.1. Professionals to Interview in the School Context
8.4.8.1.1. The Tutor
8.4.8.1.2. The Hearing and Language Teacher
8.4.8.1.3. The School Counselor
8.4.8.2. The Importance of School Assessment in Children with Dysarthria
8.4.9. Assessment of Dysarthric Children by Other Health Professionals
8.4.9.1. The Importance of Joint Assessment
8.4.9.2. Neurological Assessment
8.4.9.3. Physiotherapeutic Assessment
8.4.9.4. Otolaryngological Assessment
8.4.9.5. Psychological Assessment
8.4.10. Differential Diagnosis
8.4.10.1. How to Make the Differential Diagnosis in Children with Dysarthria?
8.4.10.2. Considerations in Establishing the Differential Diagnosis
8.5. Characteristics of Dysarthrias
8.5.1. The Importance of Intervention in Children Dysarthria
8.5.1.1. Consequences in Children Affected by Dysarthria
8.5.1.2. Evolution of Dysarthria through Intervention
8.5.2. Goals of Intervention for Children with Dysarthria
8.5.2.1. General Goals in Dysarthria
8.5.2.1.1. Psychological Goals
8.5.2.1.2. Motor Goals
8.5.3. Intervention Methods
8.5.4. Steps to be Carried Out During the Intervention
8.5.4.1. Agree on the Intervention Model
8.5.4.2. Establish the Sequencing and Timing of the Intervention
8.5.5. The Child as the Main Subject During the Intervention
8.5.5.1. Supporting the Child’s Skills in Intervention
8.5.6. General Intervention Considerations
8.5.6.1. The importance of Motivational Involvement in Intervention
8.5.6.2. Affectivity During the Intervention
8.5.7. Proposal of Activities for Speech Therapy Intervention
8.5.7.1. Psychological Activities
8.5.7.2. Motor Activities
8.5.8. The Importance of the Joint Rehabilitation Process
8.5.8.1. Professionals Involved in Dysarthrias
8.5.8.1.1. Physiotherapist
8.5.8.1.2. Psychologist
8.5.9. Alternative and Augmentative Communication Systems as Support for Intervention
8.5.9.1. How Can These Systems Help Intervention with Children With Dysarthria?
8.5.9.2. Choice of System Type: Augmentative or Alternative?
8.5.9.3. Settings in Which its Use Will be Established
8.5.10. How to Establish the End of Treatment?
8.5.10.1. Criteria for Indicating the End of Rehabilitation
8.5.10.2. Fulfillment of Rehabilitation Objectives
8.6. Evaluation of Dysarthrias
8.6.1. Speech Therapy Interventions in Dysarthrias
8.6.1.1. Importance of Speech Therapy Intervention in Childhood and Adolescent Dysarthrias
8.6.1.2. What Does Speech Therapy Intervention in Dysarthria Consist of?
8.6.1.3. Objectives of the Speech Therapy Intervention
8.6.1.3.1. General Objectives of the Speech Therapy Intervention Program
8.6.1.3.2. Specific Objectives of the Speech Therapy Intervention Program
8.6.2. Swallowing Therapy in Dysarthria
8.6.2.1. Swallowing Difficulties in cases of Dysarthria
8.6.2.2. What does Swallowing Therapy Consist of?
8.6.2.3. Importance of the Therapy
8.6.3. Postural and Body Therapy in Dysarthria
8.6.3.1. Body Posture Difficulties in cases of Dysarthria
8.6.3.2. What does Postural and Body Therapy consist of?
8.6.3.3. The Importance of Therapy
8.6.4. Orofacial Therapy in Dysarthria
8.6.4.1. Orofacial Difficulties in Cases of Dysarthria
8.6.4.2. What does Orofacial Therapy consist of?
8.6.4.3. The Importance of Therapy
8.6.5. Breathing Therapy and Phonorespiratory Coordination in Dysarthria
8.6.5.1. Difficulties in Phonorespiratory Coordination in Cases of Dysarthria
8.6.5.2. What Does Therapy Consist Of?
8.6.5.3. The Importance of Therapy
8.6.6. Articulation Therapy in Dysarthria
8.6.6.1. Difficulties in Articulation in Cases of Dysarthria
8.6.6.2. What Does Therapy Consist Of?
8.6.6.3. The Importance of Therapy
8.6.7. Speech Therapy in Dysarthria
8.6.7.1. Phonatory Difficulties in Cases of Dysarthria
8.6.7.2. What Does Therapy Consist Of?
8.6.7.3. The Importance of Therapy
8.6.8. Resonance Therapy in Dysarthria
8.6.8.1. Difficulties in Resonance in cases of Dysarthria
8.6.8.2. What Does Therapy Consist Of?
8.6.8.3. The Importance of Therapy
8.6.9. Vocal Therapy in Dysarthria
8.6.9.1. Difficulties in Voice in Cases of Dysarthria
8.6.9.2. What Does Therapy Consist Of?
8.6.9.3. The Importance of Therapy
8.6.10. Prosody and Fluency Therapy
8.6.10.1. Difficulties in Prosody and Fluency in Cases of Dysarthria
8.6.10.2. What Does Therapy Consist Of?
8.6.10.3. The Importance of Therapy
8.7. Speech Therapy Exploration in Dysarthrias
8.7.1. Introduction
8.7.1.1. Importance of Developing a Speech Therapy Intervention Program for a Child with Dysarthria
8.7.2. Initial Considerations for the Development of a Speech-language Intervention Program
8.7.2.1. Characteristics of Dysarthric Children
8.7.3. Decisions for the Planning of Speech Therapy Intervention
8.7.3.1. Method of Intervention to Be Performed
8.7.3.2. Consensus for the Sequencing of the Intervention Sessions: Aspects to Consider
8.7.3.2.1. Chronological Age
8.7.3.2.2. The Child’s Extracurricular Activities
8.7.3.2.3. Schedules
8.7.3.3. Establishing Lines of Intervention
8.7.4. Objectives of the Speech Therapy Intervention Program for Dysarthria
8.7.4.1. General Objectives of the Speech Therapy Intervention Program
8.7.4.2. Specific Objectives of the Speech Therapy Intervention Program
8.7.5. Areas of Speech Therapy Intervention in Dysarthrias and Proposed Activities
8.7.5.1. Orofacial
8.7.5.2. Voice
8.7.5.3. Prosody
8.7.5.4. Speech
8.7.5.5. Language
8.7.5.6. Breathing
8.7.6. Materials and Resources for Speech Therapy Intervention
8.7.6.1. Proposal of Materials on the Market for Use in Speech Therapy Intervention with an Outline of the Material and its Uses
8.7.6.2. Images of the Materials Previously Proposed
8.7.7. Technological Resources and Didactic Materials for Speech Therapy Intervention
8.7.7.1. Software Programs for Intervention
8.7.7.1.1. PRAAT Program
8.7.8. Intervention Methods for Intervention in Dysarthria Intervention
8.7.8.1. Types of Intervention Methods
8.7.8.1.1. Medical Methods
8.7.8.1.2. Clinical Intervention Methods
8.7.8.1.3. Instrumental Methods
8.7.8.1.4. Pragmatic Methods
8.7.8.1.5. Behavioral-Logopedic Methods
8.7.8.2. Choice of the Appropriate Method of Intervention for the Case
8.7.9. Techniques of Speech Therapy Intervention and Proposed Activities
8.7.9.1. Breathing
8.7.9.1.1. Proposed Activities
8.7.9.2. Phonation
8.7.9.2.1. Proposed Activities
8.7.9.3. Articulation
8.7.9.3. Proposed Activities
8.7.9.4. Resonance
8.7.9.4.1. Proposed Activities
8.7.9.5. Speech Rate
8.7.9.5.1. Proposed Activities
8.7.9.6. Accent and Intonation
8.7.9.6.1. Proposed Activities
8.7.10. Alternative and/or Augmentative Communication Systems as a Method of Intervention in Cases of Dysarthria
8.7.10.1. What are AACS?
8.7.10.2. How can AACS Help Intervention with Children with Dysarthria?
8.7.10.3. How can AACS Help Communication of Children with Dysarthria?
8.7.10.4. Choice of a System Method according to the Child’s Needs
8.7.10.4.1. Considerations for Establishing a Communication System
8.7.10.5. How To Use Communication Systems in Different Child Development Settings?
8.8. Speech Therapy Interventions in Dysarthrias
8.8.1. Introduction to the Unit in the Development of the Dysarthric Child
8.8.2. The Consequences of the Dysarthric Child in the Family Context
8.8.2.1. How is the Child Affected by Difficulties in the Home Environment?
8.8.3. Communication Difficulties in the Dysarthric Child’s Home Environment
8.8.1.1. What Barriers do they Encounter in the Home Environment?
8.8.4. The Importance of Professional Intervention in the Family Environment and the Family-centered Intervention Model
8.8.4.1. The Importance of the Family in the Development of the Dysphemic Child
8.8.4.2. How to Carry Out Family-Centered Intervention in Cases of Dysarthric Children?
8.8.5. Family Integration in Speech Therapy and School Intervention for Children with Dysarthria
8.8.5.1. Aspects to Consider in Order to Integrate the Family in the Intervention
8.8.6. Benefits of Integrating the Family in the Professional and School Intervention
8.8.6.1. Coordination with Health Professionals and the Benefits
8.6.6.2. Coordination with Educational Professionals and the Benefits
8.8.7. Advice for the Family Environment
8.8.7.1. Tips to facilitate oral Communication in the Dysarthric Child
8.8.7.2. Guidelines for the Relationship at Home with the Dysarthric Child
8.8.8. Psychological Support for the Family
8.8.8.1. Psychological Implications in the Family with Cases of Children with Dysarthria
8.8.8.2. Why Provide Psychological Support?
8.8.9. The Family as a Means of Generalization in Learning
8.8.9.1. The Importance of the Family for the Generalization in Learning
8.8.9.2. How Can the Family Support the Child’s Learning?
8.8.10. Communication with the Child with Dysarthria
8.8.10.1. Communication Strategies in the Home Environment
8.8.10.2. Tips for Better Communication
8.8.10.2.1. Changes in the Environment
8.8.10.2.2. Alternatives to Oral Communication
8.9. Proposal of Exercise for Speech Therapy Intervention in Dysarthria
8.9.1. Introduction to Unit
8.9.1.1. The Period of Childhood Schooling in Relation to the Prevalence of Child and Adolescent Dysarthria
8.9.2. The Importance of the Involvement of the School During the Intervention Period
8.9.2.1. The School as a Means of Development of the Dysarthric Child
8.9.2.2. The Influence of the School on Child Development
8.9.3. School Supports, Who Offers Support to the Child at School and How?
8.9.3.1. The Hearing and Language Teacher
8.9.3.2. The Guidance Counselor
8.9.4. Coordination of the Rehabilitation Professionals with the Education Professionals
8.9.4.1. Who to coordinate With?
8.9.4.2. Steps for Coordination
8.9.5. Consequences in the Dysarthric Child’s Classroom
8.9.5.1. Psychological Consequences in the Dysarthric Child
8.9.5.2. Communication with Classmates
8.9.6. Intervention According to the Student’s Needs
8.9.6.1. Importance of Taking into Account the Needs of the Student with Dysarthria
8.9.6.2. How to Establish the Needs of the Student?
8.9.6.3. Participants in the Development of the Learner’s Needs
8.9.7. Orientations
8.9.7.1. Guidance for the School for Intervention with the Child with Dysarthria
8.9.8. Objectives of the Educational Center
8.9.8.1. General Objectives of School Intervention
8.9.8.2. Strategies to Achieve the Objectives
8.9.9. Methods of Intervention in the Classroom Strategies to Promote the Child’s Integration
8.9.10. The Use of SAACs in the Classroom to Promote Communication
8.9.10.1. How Can SAACs Help in the Classroom with the Dysarthric Student?
8.10. Annexes
Module 9. Understanding Hearing Impairments
9.1. The Auditory System: Anatomical and Functional Bases
9.1.1. Introduction to Unit
9.1.1.1. Preliminary Considerations
9.1.1.2. Concept of Sound
9.1.1.3. Concept of Noise
9.1.1.4. Concept of Sound Wave
9.1.2. The External Ear
9.1.2.1. Concept and Function of the External Ear
9.1.2.2. Parts of the External Ear
9.1.3. The Middle Ear
9.1.3.1. Concept and Function of the Middle Ear
9.1.3.2. Parts of the Middle Ear
9.1.4. The Inner Ear
9.1.4.1. Concept and Function of the Inner Ear
9.1.4.2. Parts of the Inner Ear
9.1.5. Hearing Physiology
9.1.6. How does Natural Hearing work?
9.1.6.1. Concept of Natural Hearing
9.1.6.2. Mechanism of Undisturbed Hearing
9.2. Hearing Loss
9.2.1. Hearing Loss
9.2.1.1. Concept of Hearing Loss
9.2.1.2. Symptoms of Hearing Loss
9.2.2. Classification of Hearing Loss According to Where the Lesion is Located
9.2.2.1. Transmission or Conduction Hearing Loss
9.2.2.2. Perceptual or Sensorineural Hearing Losses
9.2.3. Classification of Hearing Loss According to the Degree of Hearing Loss
9.2.3.1. Light or Mild Hearing Loss
9.2.3.2. Medium Hearing Loss
9.2.3.3. Severe Hearing Loss
9.2.3.4. Profound Hearing Loss
9.2.4. Classification of Hearing Loss According to Age of Onset
9.2.4.1. Prelocution Hearing Loss
9.2.4.2. Perlocution Hearing Loss
9.2.4.3. Postlocution Hearing Loss
9.2.5. Classification of Hearing Loss According to its Etiology
9.2.5.1. Accidental Hearing Loss
9.2.5.2. Hearing Loss due to the Consumption of Ototoxic Substances
9.2.5.3. Genetic Origin Hearing Loss
9.2.5.4. Other Possible Causes
9.2.6. Risk Factors for Hearing Loss
9.2.6.1. Aging
9.2.6.2. Loud Noises
9.2.6.3. Hereditary Factor
9.2.6.4. Recreational Sports
9.2.6.5. Others
9.2.7. Prevalence of Hearing Loss
9.2.7.1. Preliminary Considerations
9.2.7.2. Prevalence of Hearing Loss in the Rest of the Countries
9.2.8. Comorbidity of Hearing Loss
9.2.8.1. Comorbidity in Hearing Loss
9.2.8.2. Associated Disorders
9.2.9. Comparison of the Intensity of the Most Frequent Sounds
9.2.9.1. Sound Levels of Frequent Noises
9.2.9.2. Maximum Occupational Noise Exposure Allowed by Law
9.2.10. Hearing Prevention
9.2.10.1. Preliminary Considerations
9.2.10.2. The Importance of Prevention
9.2.10.3. Preventive Methods for Hearing Care
9.3. Audiology and Audiometry
9.4. Hearing Aids
9.4.1. Preliminary Considerations
9.4.2. History of Hearing Aids
9.4.3. What are Hearing Aids?
9.4.3.1. Concept of Hearing Aid
9.4.3.2. How does a Hearing Aid work?
9.4.3.3. Description of the Device
9.4.4. Hearing Aid Fitting and Fitting Requirements
9.4.4.1. Preliminary Considerations
9.4.4.2. Hearing Aid Fitting Requirements
9.4.4.3. How is a Hearing Aid Fitted?
9.4.5. When is it Not Advisable to Fit a Hearing Aid?
9.4.5.1. Preliminary Considerations
9.4.5.2. Aspects that Influence the Professional’s Final Decision
9.4.6. The Success and Failure of Hearing Aid fitting
9.4.6.1. Factors Influencing the Success of Hearing Aid fitting
9.4.6.2. Factors Influencing the Failure of Hearing Aid fitting
9.4.7. Analysis of the Evidence on Effectiveness, Safety, and Ethical Aspects of the Hearing Aid
9.4.7.1. Hearing Aid Effectiveness
9.4.7.2. Hearing Aid Safety
9.4.7.3. Ethical Aspects of the Hearing Aid
9.4.8. Indications and Contraindications of Hearing Aids
9.4.8.1. Preliminary Considerations
9.4.8.2. Hearing Aid Indications
9.4.8.3. Hearing Aid Contraindications
9.4.9. Current Hearing Aid Models
9.4.9.1. Introduction
9.4.9.2. The Different Current Hearing Aid Models
9.4.10. Final Conclusions
9.5. Cochlear implants
9.5.1. Introduction to Unit
9.5.2. History of Cochlear Implantation
9.5.3. What are Cochlear Implants?
9.5.3.1. Concept of Cochlear Implant
9.5.3.2. How does a Cochlear Implant work?
9.5.3.3. Description of the Device
9.5.4. Requirements for Cochlear Implant Placement
9.5.4.1. Preliminary Considerations
9.5.4.2. Physical Requirements to Be Met by the User
9.5.4.3. Psychological Requirements to Be Met by the User
9.5.5. Implementation of Cochlear Implant
9.5.5.1. The Surgery
9.5.5.2. Implant Programming
9.5.5.3. Professionals Involved in the Surgery and in the Implant Programming
9.5.6. When is it not Advisable to Place a Cochlear Implant?
9.5.6.1. Preliminary Considerations
9.5.6.2. Aspects that Influence the Professional’s Final Decision
9.5.7. Success and Failure of Cochlear Implantation
9.5.7.1. Factors Influencing the Success of Cochlear Implant placement
9.5.7.2. Factors Influencing Cochlear Implant Placement Failure
9.5.8. Analysis of the Evidence on Effectiveness, Safety, and Ethical Aspects of Cochlear Implantation
9.5.8.1. Effectiveness of Cochlear Implantation
9.5.8.2. Safety of Cochlear Implantation
9.5.8.3. Ethical Aspects of Cochlear Implantation
9.5.9. Indications and Contraindications of Cochlear Implantation
9.5.9.1. Preliminary Considerations
9.5.9.2. Indications of Cochlear Implantation
9.5.9.3. Contraindications of Cochlear Implantation
9.5.10. Final Conclusions
9.6. Speech Therapy Evaluation instruments in Hearing Impairments
9.6.1. Introduction to Unit
9.6.2. Elements to Take into Account During the Evaluation
9.6.2.1. Level of Care
9.6.2.2. Imitation
9.6.2.3. Visual Perception
9.6.2.4. Mode of Communication
9.6.2.5. Hearing
9.6.2.5.1. Reaction to Unexpected Sounds
9.6.2.5.2. Sound Detection What Sounds Do You Hear?
9.6.2.5.3. Identification and Recognition of Environmental and Speech Sounds
9.6.3. Audiometry and the Audiogram
9.6.3.1. Preliminary Considerations
9.6.3.2. Concept of Audiometry
9.6.3.3. Concept of Audiogram
9.6.3.4. The function of Audiometry and the Audiogram
9.6.4. First Part of the Evaluation: Anamnesis
9.6.4.1. General Development of the Patient
9.6.4.2. Type and Degree of Hearing Loss
9.6.4.3. Timing of Onset of Hearing Loss
9.6.4.4. Existence of Associated Pathologies
9.6.4.5. Mode of Communication
9.6.4.6. Use or Absence of Hearing Aids
9.6.4.6.1. Date of Fitting
9.6.4.6.2. Other Aspects
9.6.5. Second Part of the Evaluation: Otorhinolaryngologist and Prosthetist
9.6.5.1. Preliminary Considerations
9.6.5.2. Otolaryngologist’s Report
9.6.5.2.1. Analysis of the Objective Tests
9.6.5.2.2. Analysis of the Subjective Tests
9.6.5.3. Prosthetist’s Report
9.6.6. Second part of the Evaluation: Standardized Tests
9.6.6.1. Preliminary Considerations
9.6.6.2. Speech Audiometry
9.6.6.2.1. Ling Test
9.6.6.2.2. Name Test
9.6.6.2.3. Early Speech Perception Test (ESP)
9.6.6.2.4. Distinguishing Features Test
9.6.6.2.5. Vowel Identification Test
9.6.6.2.6. Consonant Identification Test
9.6.6.2.7. Monosyllable Recognition Test
9.6.6.2.8. Bi-syllable Recognition Test
9.6.6.2.9. Phrase Recognition Test
9.6.6.2.9.1. Open-choice Sentence Test with Support
9.6.6.2.9.2. Test of Open-choice Sentences without Support
9.6.6.3. Oral Language Test/Tests
9.6.6.3.1. PLON-R
9.6.6.3.2. Reynell Scale of Language Development
9.6.6.3.3. ITPA
9.6.6.3.4. ELCE
9.6.6.3.5. Monfort Induced Phonological Register
9.6.6.3.6. MacArthur
9.6.6.3.7. Boehm’s Test of Basic Concepts
9.6.6.3.8. BLOC
9.6.7. Elements to Be Included in a Speech Therapy Report on Hearing Impairment
9.6.7.1. Preliminary Considerations
9.6.7.2. Important and Basic Elements
9.6.7.3. Importance of the Speech Therapy Report in Auditory Rehabilitation
9.6.8. Evaluation of the Hearing-Impaired Child in the School Context
9.6.8.1. Professionals to Be Interviewed
9.6.8.1.1. Tutor
9.6.8.1.2. Professors
9.6.8.1.3. Hearing and Speech Teacher
9.6.8.1.4. Others
9.6.9. Early Detection
9.6.9.1. Preliminary Considerations
9.6.9.2. The importance of Early Diagnosis
9.6.9.3. Why is a Speech Therapy Evaluation More Effective When the Child is Younger?
9.6.10. Final Conclusions
9.7. Speech-Language Therapist Role in Hearing Impairment Intervention
9.7.1. Introduction to Unit
9.7.1.1. Methodological Approaches, According to Perier’s Classification (1987)
9.7.1.2. Oral Monolingual Methods
9.7.1.3. Bilingual Methods
9.7.1.4. Mixed Methods
9.7.2. Are there Any Differences Between Rehabilitation after a Hearing Aid or Cochlear Implant?
9.7.3. Post-Implant Intervention in Prelingually Hearing-Impaired Children
9.7.4. Post-Implant Intervention in Postlocution Children
9.7.4.1. Introduction to Unit
9.7.4.2. Phases of Auditory Rehabilitation
9.7.4.2.1. Sound Detection Phase
9.7.4.2.2. Discrimination Phase
9.7.4.2.3. Identification Phase
9.7.4.2.4. Recognition Phase
9.7.4.2.5. Comprehension Phase
9.7.5. Useful Activities for Rehabilitation
9.7.5.1. Activities for the Detection Phase
9.7.5.2. Activities for the Discrimination Phase
9.7.5.3. Activities for the Identification Phase
9.7.5.4. Activities for the Recognition Phase
9.7.5.5. Activities for the Comprehension Phase
9.7.6. Role of the family in the Rehabilitation Process
9.7.6.1. Guidelines for Families
9.7.6.2. Is the Presence of the Parents in the Sessions Advisable?
9.7.7. The Importance of an Interdisciplinary Team During the Intervention
9.7.7.1. Preliminary Considerations
9.7.7.2. Why the Interdisciplinary Team is so Important
9.7.7.3. The Professionals Involved in Rehabilitation
9.7.8. Strategies for the School Environment
9.7.8.1. Preliminary Considerations
9.7.8.2. Communication Strategies
9.7.8.3. Methodological Strategies
9.7.8.4. Strategies for Text Adaptation
9.7.9. Materials and Resources Adapted to the Speech Therapy Intervention in Audiology
9.7.9.1. Self-Made Useful Materials
9.7.9.2. Commercially Available Material
9.7.9.3. Useful Technological Resources
9.7.10. Final Conclusions
9.8. Bimodal Communication
9.8.1. Introduction to Unit
9.8.2. What does Bimodal Communication Consist Of?
9.8.2.1. Concept
9.8.2.2. Functions
9.8.3. Elements of Bimodal Communication
9.8.3.1. Preliminary Considerations
9.8.3.2. Elements of Bimodal Communication
9.8.3.2.1. Pantomimic Gestures
9.8.3.2.2. Elements of Sign Language
9.8.3.2.3. Natural Gestures
9.8.3.2.4. “Idiosyncratic” Gestures
9.8.3.2.5. Other Elements
9.8.4. Objectives and Advantages of the use of Bimodal Communication
9.8.4.1. Preliminary Considerations
9.8.4.2. Advantages of Bimodal Communication
9.8.4.2.1. Regarding the Word at the Reception
9.8.4.2.2. Regarding the Word in Expression
9.8.4.3. Advantages of Bimodal Communication Over Other Augmentative and Alternative Communication Systems
9.8.5. When Should We Consider Using Bimodal Communication?
9.8.5.1. Preliminary Considerations
9.8.5.2. Factors to Consider
9.8.5.3. Professionals Making the Decision
9.8.5.4. The Importance of the Role of the Family
9.8.6. The Facilitating Effect of Bimodal Communication
9.8.6.1. Preliminary Considerations
9.8.6.2. The Indirect Effect
9.8.6.3. The Direct Effect
9.8.7. Bimodal Communication in the different Language Areas
9.8.7.1. Preliminary Considerations
9.8.7.2. Bimodal Communication and Comprehension
9.8.7.3. Bimodal Communication and Expression
9.8.8. Forms of Implementation of Bimodal Communication
9.8.9. Programs aimed at learning and implementing the Bimodal System
9.8.9.1. Preliminary Considerations
9.8.9.2. Introduction to Bimodal Communication Supported by Clic and NeoBook Authoring Tools
9.8.9.3. Bimodal 2000
9.8.10. Final Conclusions
9.9. The Figure of the Interpreter of Sign Language (ILSE)
9.9.1. Introduction to Unit
9.9.2. History of Interpretation
9.9.2.1. History of Oral Language Interpreting
9.9.2.2. History of Sign Language Interpreting
9.9.2.3. Sign Language Interpreting as a Profession
9.9.3. The Interpreter of Sign Language (ILSE)
9.9.3.1. Concept
9.9.3.2. ILSE Professional Profile
9.9.3.2.1. Personal Characteristics
9.9.3.2.2. Intellectual Characteristics
9.9.3.2.3. Ethical Characteristics
9.9.3.2.4. General Knowledge
9.9.3.3. The Indispensable Role of the Sign Language Interpreter
9.9.3.4. Professionalism in Interpreting
9.9.4. Interpreting Methods
9.9.4.1. Characteristics of Interpreting
9.9.4.2. The purpose of Interpretation
9.9.4.3. Interpreting as a Communicative and Cultural Interaction
9.9.4.4. Types of Interpretation:
9.9.4.4.1. Consecutive Interpretation
9.9.4.4.2. Simultaneous Interpretation
9.9.4.4.3. Interpreting in a Telephone Call
9.9.4.4.4. Interpreting Written Texts
9.9.5. Components of the Interpretation Process
9.9.5.1. Message
9.9.5.2. Perception
9.9.5.3. Linking Systems
9.9.5.4. Comprehension
9.9.5.5. Interpretation
9.9.5.6. Assessment
9.9.5.7. Human Resources Involved
9.9.6. List of the Elements of the Interpretation Mechanism
9.9.6.1. Moser’s Hypothetical Model of Simultaneous Interpretation
9.9.6.2. Colonomo’s Model of Interpreting Work
9.9.6.3. Cokely’s Interpretation Process Model
9.9.7. Interpretation Techniques
9.9.7.1. Concentration and Attention
9.9.7.2. Memory
9.9.7.3. Note Taking
9.9.7.4. Verbal Fluency and Mental Agility
9.9.7.5. Resources for Lexical Building
9.9.8. ILSE Fields of Action
9.9.8.1. Services in General
9.9.8.2. Specific Services
9.9.8.3. Organization of ILS services in other European Countries
9.9.9. Ethical Standards
9.9.9.1. The ILSE Code of Ethics
9.9.9.2. Fundamental Principles
9.9.9.3. Other Ethical Principles
9.9.10. Sign Language Interpreter Associations
9.9.10.1. ILS Associations in Europe
9.9.10.2. ILS Associations in the Rest of the World
Module 10. Psychological Knowledge of Interest in the Speech-Language Pathology Field
10.1. Child and Adolescent Psychology
10.1.1. First Approach to Child and Adolescent Psychology
10.1.1.1. What Does the Area of Knowledge of Child and Adolescent Psychology Study?
10.1.1.2. How has it Evolved Over the Years?
10.1.1.3. What Are the Different Theoretical Orientations that a Psychologist Can Follow?
10.1.1.4. The Cognitive-Behavioral Model
10.1.2. Psychological Symptoms and Mental Disorders in Childhood and Adolescence
10.1.2.1. Difference Between Sign, Symptom, and Syndrome
10.1.2.2. Definition of Mental Disorder
10.1.2.3. Classification of Mental Disorders: DSM 5 and ICD-10
10.1.2.4. Difference Between Psychological Problem or Difficulty and Mental Disorder
10.1.2.5. Comorbidity
10.1.2.6. Frequent Problems Object of Psychological Attention
10.1.3. Skills of the Professional Working with Children and Adolescents
10.1.3.1. Essential Knowledge
10.1.3.2. Main Ethical and Legal Issues in Working With Children and Adolescents
10.1.3.3. Personal Characteristics and Skills of the Professional
10.1.3.4. Communication Skills
10.1.3.5. The Game in Consultation
10.1.4. Main Procedures in Psychological Assessment and Intervention in Childhood and Adolescence
10.1.4.1. Decision Making and Help Seeking in Children and Adolescents
10.1.4.2. Interview
10.1.4.3. Establishment of Hypotheses and Assessment Tools
10.1.4.4. Functional Analysis and Explanatory Hypotheses of the Difficulties
10.1.4.5. Establishment of Objectives
10.1.4.6. Psychological Intervention
10.1.4.7. Monitoring
10.1.4.8. The Psychological Report: Key Aspects
10.1.5. Benefits of Working with Other Persons Related to the Child
10.1.5.1. Fathers and Mothers
10.1.5.2. Education Professionals
10.1.5.3. Speech Therapist
10.1.5.4. The Psychologist
10.1.5.5. Other Professionals
10.1.6. The Interest of Psychology from the point of view of a Speech-Language Pathologist
10.1.6.1. The Importance of Prevention
10.1.6.2. The influence of Psychological Symptoms on Speech Therapy Rehabilitation
10.1.6.3. The Relevance of Knowing How to Detect Possible Psychological Symptoms
10.1.6.4. Referral to the Appropriate Professional
10.2. Internalizing Problems: Anxiety
10.2.1. Concept of Anxiety
10.2.2. Detection: Main Manifestations
10.2.2.1. Emotional Dimension
10.2.2.2. Cognitive Dimension
10.2.2.3. Psychophysiological Dimension
10.2.2.4. Behavioral Dimension
10.2.3. Anxiety Risk Factors
10.2.3.1. Individual
10.2.3.2. Contextual
10.2.4. Conceptual Differences
10.2.4.1. Anxiety and Stress
10.2.4.2. Anxiety and Fear
10.2.4.3. Anxiety and Phobia
10.2.5. Fears in Childhood and Adolescence
10.2.5.1. Difference Between Developmental Fears and Pathological Fears
10.2.5.2. Developmental Fears in Infants
10.2.5.3. Developmental Fears in the Preschool Stage
10.2.5.4. Developmental Fears in the School Stage
10.2.5.5. The Main Fears and Worries in the Adolescent Stage
10.2.6. Some of the Main Anxiety Disorders and Problems in Children and Adolescents
10.2.6.1. School Rejection
10.2.6.1.1. Concept
10.2.6.1.2. Delimitation of Concepts: Anxiety, Rejection, and School Phobia
10.2.6.1.3. Main Symptoms
10.2.6.1.4. Prevalence
10.2.6.1.5. Etiology
10.2.6.2. Pathological Fear of the Dark
10.2.6.2.1. Concept
10.2.6.2.2. Main Symptoms
10.2.6.2.3. Prevalence
10.2.6.2.4. Etiology
10.2.6.3. Separation Anxiety
10.2.6.3.1. Concept
10.2.6.3.2. Main Symptoms
10.2.6.3.3. Prevalence
10.2.6.3.4. Etiology
10.2.6.4. Specific Phobia
10.2.6.4.1. Concept
10.2.6.4.2. Main Symptoms
10.2.6.4.3. Prevalence
10.2.6.4.4. Etiology
10.2.6.5. Social Phobia
10.2.6.5.1. Concept
10.2.6.5.2. Main Symptoms
10.2.6.5.3. Prevalence
10.2.6.5.4. Etiology
10.2.6.6. Panic Disorder
10.2.6.6.1. Concept
10.2.6.6.2. Main Symptoms
10.2.6.6.3. Prevalence
10.2.6.6.4. Etiology
10.2.6.7. Agoraphobia
10.2.6.7.1. Concept
10.2.6.7.2. Main Symptoms
10.2.6.7.3. Prevalence
10.2.6.7.4. Etiology
10.2.6.8. Generalized Anxiety Disorder
10.2.6.8.1. Concept
10.2.6.8.2. Main Symptoms
10.2.6.8.3. Prevalence
10.2.6.8.4. Etiology
10.2.6.9. Obsessive Compulsive Disorder
10.2.6.9.1. Concept
10.2.6.9.2. Main Symptoms
10.2.6.9.3. Prevalence
10.2.6.9.4. Etiology
10.2.6.10. Post-Traumatic Stress Disorder
10.2.6.10.1. Concept
10.2.6.10.2. Main Symptoms
10.2.6.10.3. Prevalence
10.2.6.10.4. Etiology
10.2.7. Possible Interference of Anxious Symptomatology in Speech Therapy Rehabilitation
10.2.7.1. In Articulation Rehabilitation
10.2.7.2. In Literacy Rehabilitation
10.2.7.3. In Voice Rehabilitation
10.2.7.4. In Dysphemia Rehabilitation
10.3. Internalizing Type Problems: Depression
10.3.1. Concept
10.3.2. Detection: Main Manifestations
10.3.2.1. Emotional Dimension
10.3.2.2. Cognitive Dimension
10.3.2.3. Psychophysiological Dimension
10.3.2.4. Behavioral Dimension
10.3.3. Depression Risk Factors
10.3.3.1. Individual
10.3.3.2. Contextual
10.3.4. Evolution of Depressive Symptomatology Throughout Development
10.3.4.1. Symptoms in Children
10.3.4.2. Symptoms in Adolescents
10.3.4.3. Symptoms in Adults
10.3.5. Some of the Major Disorders and Problems of Childhood and Adolescent Depression
10.3.5.1. Major Depressive Disorder
10.3.5.1.1. Concept
10.3.5.1.2. Main Symptoms
10.3.5.1.3. Prevalence
10.3.5.1.4. Etiology
10.3.5.2. Persistent Depressive Disorder
10.3.5.2.1. Concept
10.3.5.2.2. Main Symptoms
10.3.5.2.3. Prevalence
10.3.5.2.4. Etiology
10.3.5.3. Disruptive Mood Dysregulation Disorder
10.3.5.3.1. Concept
10.3.5.3.2. Main Symptoms
10.3.5.3.3. Prevalence
10.3.5.3.4. Etiology
10.3.6. Interference of Depressive Symptomatology in Speech Therapy Rehabilitation
10.3.6.1. In Articulation Rehabilitation
10.3.6.2. In Literacy Rehabilitation
10.3.6.3. In Voice Rehabilitation
10.3.6.4. In Dysphemia Rehabilitation
10.4. Externalizing Type Problems: the Main Disruptive Behaviors and their Characteristics
10.4.1. Factors that Contribute to the Development of Behavioral Problems
10.4.1.1. In Childhood
10.4.1.2. In Adolescence
10.4.2. Disobedient and Aggressive Behavior
10.4.2.1. Disobedience
10.4.2.1.1. Concept
10.4.2.1.2. Manifestations
10.4.2.2. Aggressiveness
10.4.2.2.1. Concept
10.4.2.2.2. Manifestations
10.4.2.2.3. Types of Aggressive Behaviors
10.4.3. Some of the Main Dhild and Adolescent Conduct Disorders
10.4.3.1. Oppositional Defiant Disorder
10.4.3.1.1. Concept
10.4.3.1.2. Main Symptoms
10.4.3.1.3. Facilitating Factors
10.4.3.1.4. Prevalence
10.4.3.1.5. Etiology
10.4.3.2. Conduct Disorder
10.4.3.2.1. Concept
10.4.3.2.2. Main Symptoms
10.4.3.2.3. Facilitating Factors
10.4.3.2.4. Prevalence
10.4.3.2.5. Etiology
10.4.4. Hyperactivity and Impulsivity
10.4.4.1. Hyperactivity and its Manifestations
10.4.4.2. Relationship Between Hyperactivity and Disruptive Behavior
10.4.4.3. Evolution of Hyperactive and Impulsive Behaviors Throughout Development
10.4.4.4. Problems Associated with Hyperactivity/Impulsivity
10.4.5. Jealousy
10.4.5.1. Concept
10.4.5.2. Main Manifestations
10.4.5.3. Possible Causes
10.4.6. Behavioral Problems at Mealtime or Bedtime
10.4.6.1. Common Bedtime Problems
10.4.6.2. Usual Problems at Mealtimes
10.4.7. Interference of Behavioral problems in Speech Therapy Rehabilitation
10.4.7.1. In Articulation Rehabilitation
10.4.7.2. In Literacy Rehabilitation
10.4.7.3. In Voice Rehabilitation
10.4.7.4. In Dysphemia Rehabilitation
10.5. Attention
10.5.1. Concept
10.5.2. Brain Areas Involved in Attentional Processes and Main Characteristics
10.5.3. Classification of Attention
10.5.4. Influence of Attention on Language
10.5.5. Influence of Attention Deficit on Speech Rehabilitation
10.5.5.1. In Articulation Rehabilitation
10.5.5.2. In Literacy Rehabilitation
10.5.5.3. In Voice Rehabilitation
10.5.5.4. In Dysphemia Rehabilitation
10.5.6. Specific Strategies to Promote Different Types of Care
10.5.6.1. Tasks that Favor Sustained Attention
10.5.6.2. Tasks that Favor Selective Attention
10.5.6.3. Tasks that Favor Divided Attention
10.5.7. The Importance of Coordinated Intervention with Other Professionals
10.6. Executive Functions
10.6.1. Concept
10.6.2. Brain areas Involved in Executive Functions and Main Characteristics
10.6.3. Components of Executive Functions
10.6.3.1. Verbal Fluency
10.6.3.2. Cognitive Flexibility
10.6.3.3. Planning and Organization
10.6.3.4. Inhibition
10.6.3.5. Decision Making
10.6.3.6. Reasoning and Abstract Thinking
10.6.4. Influence of the Executive Functions on Language
10.6.5. Specific Strategies for training Executive Functions
10.6.5.1. Strategies that Favor Verbal Fluency
10.6.5.2. Strategies that Favor Cognitive Flexibility
10.6.5.3. Strategies that Promote Planning and Organization
10.6.5.4. Strategies that Favor Inhibition
10.6.5.5. Strategies that Favor Decision Making
10.6.5.6. Strategies that Favor Reasoning and Abstract Thinking
10.6.6. The Importance of Coordinated Intervention with Other Professionals
10.7. Social Skills II: Related Concepts
10.7.1. Social Skills
10.7.1.1. Concept
10.7.1.2. The Importance of Social Skills
10.7.1.3. The Different Components of Social Skills
10.7.1.4. The Dimensions of Social Skills
10.7.2. Communication
10.7.2.1. Communication Difficulties
10.7.2.2. Effective Communication
10.7.2.3. Components of Communication
10.7.2.3.1. Characteristics of Verbal Communication
10.7.2.3.2. Characteristics of Non-Verbal Communication and its Components
10.7.3. Communicative Styles
10.7.3.1. Inhibited Style
10.7.3.2. Aggressive Style
10.7.3.3. Assertive Style
10.7.3.4. Benefits of an Assertive Communication Style
10.7.4. Parental Educational Styles
10.7.4.1.Concepto
10.7.4.2. Permissive-Indulgent Educational Style
10.7.4.3. Negligent Permissive Style
10.7.4.4. Authoritative Educational Style
10.7.4.5. Democratic Educational Style
10.7.4.6. Consequence of the different Educational Styles in Children and Adolescents
10.7.5. Emotional Intelligence
10.7.5.1. Intrapersonal and Interpersonal Emotional Intelligence
10.7.5.2. Basic Emotions
10.7.5.3. The Importance of Recognizing Emotions in Oneself and Others
10.7.5.4. Emotional Regulation
10.7.5.5. Strategies to Favor an Adequate Emotional Regulation
10.7.6. Self-Esteem
10.7.6.1. Concept of Self-Esteem
10.7.6.2. Difference Between Self-Concept and Self-Esteem
10.7.6.3. Characteristics of Self-Esteem Deficit
10.7.6.4. Factors Associated with Self-Esteem Deficit
10.7.6.5. Strategies to Promote Self-esteem
10.7.7. Empathy
10.7.7.1. Concept of Empathy
10.7.7.2. Is Empathy the Same as Sympathy?
10.7.7.3. Types of Empathy
10.7.7.4. Theory of Mind
10.7.7.5. Strategies to Promote Empathy
10.7.7.6. Strategies to Work on Theory of Mind
10.8. Social Skills II: Specific Guidelines for Handling Different Situations
10.8.1. Communicative Intention
10.8.1.1. Factors to Take into Account when Starting a Conversation
10.8.1.2. Specific Guidelines for Initiating a Conversation
10.8.2. Entering an Initiated Conversation
10.8.2.1. Specific Guidelines for Entering an Initiated Conversation
10.8.3. Maintaining the Dialogue
10.8.3.1. Active Listening
10.8.3.2. Specific Guidelines for Maintaining Conversations
10.8.4. Conversational Closure
10.8.4.1. Difficulties Encountered in Closing Conversations
10.8.4.2. Assertive Style in Conversational Closure
10.8.4.3. Specific Guidelines for Closing Conversations in Different Circumstances
10.8.5. Making Requests
10.8.5.1. Non-Assertive Ways of Making Requests
10.8.5.2. Specific Guidelines for Making Requests in an Assertive Manner
10.8.6. Rejection of Requests
10.8.6.1. Non-Assertive Ways of Rejecting Requests
10.8.6.2. Specific Guidelines for Rejecting Requests in an Assertive Manner
10.8.7. Giving and Receiving Compliments
10.8.7.1. Specific Guidelines for Giving Compliments
10.8.7.2. Specific Guidelines for Accepting Compliments in an Assertive Manner
10.8.8. Responding to Criticism
10.8.8.1. Non-Assertive Ways of Responding to Criticism
10.8.8.2. Specific Guidelines for Reacting Assertively to Criticism
10.8.9. Asking for Behavioral Changes
10.8.9.1. Reasons for Requesting Behavioral Changes
10.8.9.2. Specific Strategies for Requesting Behavioral Changes
10.8.10. Interpersonal Conflict Management
10.8.10.1. Types of Conflicts
10.8.10.2. Non-Assertive Ways of Dealing With Conflicts
10.8.10.3. Specific Strategies for Dealing Assertively with Conflicts
10.9. Strategies for Behavior Modification in Consultation and for Increasing the Motivation of the Youngest Children in Consultation
10.9.1. What are Behavior Modification Techniques?
10.9.2. Techniques Based on Operant Conditioning
10.9.3. Techniques for the Initiation, Development, and Generalization of Appropriate Behaviors
10.9.3.1. Positive Reinforcement
10.9.3.2. Token Economy
10.9.4. Techniques for the Reduction or Elimination of Inappropriate Behaviors
10.9.4.1. Extinction
10.9.4.2. Reinforcement of Incompatible Behaviors
10.9.4.3. Response Cost and Withdrawal of Privileges
10.9.5. Punishment
10.9.5.1. Concept
10.9.5.2. Main Disadvantages
10.9.5.3. Guidelines for the Application of Punishment
10.9.6. Motivation
10.9.6.1. Concept and Main Characteristics
10.9.6.2. Types of Motivation
10.9.6.3. Main Explanatory Theories
10.9.6.4. The Influence of Beliefs and Other Variables on Motivation
10.9.6.5. Main Manifestations of Low Motivation
10.9.6.6. Guidelines to Promote Motivation in Consultation
10.10. School Failure: Study Habits and Techniques from a Speech Therapy and Psychological Point of View
10.10.1. Concept of School Failure
10.10.2. Causes of School Failure
10.10.3. Consequences of School Failure in Children
10.10.4. Influencing Factors in School Success
10.10.5. The Aspects that We Must Take Care of to Obtain a Good Performance
10.10.5.1. Sleep
10.10.5.2. Nutrition
10.10.5.3. Physical Activity
10.10.6. The Role of Parents
10.10.7. Some Guidelines and Study Techniques that Can Help Children and Adolescents
10.10.7.1. The Study Environment
10.10.7.2. The Organization and Planning of the Study
10.10.7.3. Calculation of Time
10.10.7.4. Underlining Techniques
10.10.7.5. Schemes
10.10.7.6. Mnemonic rules
10.10.7.7. Review
10.10.7.8. Breaks
This Professional master’s degree provides you with the most widely used techniques for the management of patients with specific disorders of fluency of verbal expression”
Professional Master's Degree in Medical Approach to Speech, Language and Communication Disorders
Taking into account that, in order to carry out a successful intervention in pathologies of this type, it is necessary to have solid competencies in the diagnostic study and treatment, in TECH Global University has created this program specialized in the etiology of the alterations of the stomatognathic and auditory system. The curriculum, in detail, presents the basics of speech therapy and language to subsequently cover the evaluation processes of dyslalia, dyslexia, specific language disorder, autism, dysphemia, dysarthria, genetic syndromes and hearing impairment. In addition to this, it exposes in depth some psychological aspects that are essential for the practical speech therapy field. At the end of this complete course, students are expected to master the therapeutic resources of this discipline and use them appropriately, always considering the degree of influence of contextual and psychosocial variables in the permanence of complications.
Professional Master's Degree in Speech, Language and Communication Disorders
Studying this Postgraduate Certificate offered by TECH is an important opportunity to acquire and strengthen skills in the realization of each of the stages that make up the medical approach process: detection, assessment, application of speech therapy procedures and their respective follow-up control. In addition, thanks to the tools provided here, it is possible to design or transform the materials available for intervention, in order to guarantee the effectiveness of the rehabilitative activities. Similarly, from the appropriation of the knowledge concerning the psycholinguistic production of the Spanish language, the professional in this area will be able to develop comprehensive and individualized action frameworks, aimed at stimulating the physical-cognitive development of the patient. And, at a more advanced level, to build detailed prevention protocols. This Professional Master's Degree, then, empowers you for the direct care of the alteration, with special emphasis on strategies that circumvent the obstacles in the exchange and correspondence of information.