Gracias a este programa 100% online, crearás planes de intervención logopédico innovadores para abordar los Trastornos del Lenguaje Oral”

Según un nuevo informe realizado por la Organización Mundial de la Salud, más de 50 millones de personas en todo el mundo sufren de algún tipo de Trastorno Neurológico, y muchos de ellos afectan el Lenguaje Oral. Estas condiciones no solo afectan la comunicación, sino también la calidad de vida de los pacientes. Frente a esta realidad, los expertos necesitan desarrollar competencias avanzadas para manejar las metodologías más avanzadas de intervención logopédica para crear planes de intervención personalizados que optimicen el bienestar general de los pacientes a largo plazo.

En este escenario, TECH lanza un pionero programa en Speech Therapy Intervention in Oral Language Disorders. Concebido por auténticas referencias en este ámbito, el itinerario académico profundizará en materias que comprenden desde la identificación temprana de Trastornos del Espectro Autista técnicas sofisticadas para mejorar la comprensión y producción morfosintáctica hasta la implementación de políticas de inclusión escolar. De este modo, los egresados serán capaces de aplicar intervenciones logopédicas avanzadas para tratar Trastornos del Lenguaje Oral, personalizando los enfoques terapéuticos según las necesidades de cada paciente.

Cabe destacar que el programa universitario adquiere un mayor dinamismo gracias a las píldoras multimedia y a la amplia variedad de recursos didácticos que ofrece TECH (como lecturas especializadas, resúmenes interactivos o casos de estudio). En esta misma línea, la metodología  Relearning de TECH permitirá a los facultativos obtener una puesta al día mucho más efectiva y en un menor tiempo. Así su proceso de aprendizaje será totalmente natural y progresivo, por lo que no tendrán que invertir largas horas al estudio. En adición, el claustro docente estará disponible en todo momento para ofrecer a los egresados un asesoramiento personalizado y resolver cualquier duda que puedan tener sobre el temario.

Una titulación universitaria de calidad y flexible. ¡Realízala cómodamente desde tu ordenador o Tablet”

Este Postgraduate certificate en Speech Therapy Intervention in Oral Language Disorders contiene el programa universitario más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos en Intervención Logopédica en Trastornos del Lenguaje Oral
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en metodologías innovadoras en la praxis médica
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

El característico sistema Relearning de este estudio te permitirá aprender a tu medida sin depender de condicionantes externos de enseñanza”

Incluye en su cuadro docente a profesionales pertenecientes al ámbito de la Speech Therapy Intervention in Oral Language Disorders, que vierten en este programa la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un estudio inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el alumno deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso académico. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

Dominarás diversas técnicas de estimulación como la rehabilitación de la fluidez y el entrenamiento de la Comunicación"

Dispondrás de los recursos educativos más modernos, con un acceso libre al aula virtual las 24 horas del día"

The teaching materials that make up this program have been designed by true references in Speech Therapy Intervention in Oral Language Disorders. The syllabus will delve into aspects ranging from the identification of Communication Disorders or therapeutic intervention for Language Development Disorders to the use of state-of-the-art technology tools. In this way, graduates will design personalized rehabilitation programs, tailored to the individual needs of each patient to optimize their quality of life.

You will integrate technologies into the speech therapy intervention process to facilitate the treatment of various Oral Language Disorders”

Module 1. Speech Therapy Intervention in Oral Language Disorders

1.1. Introduction to the Intervention of Oral Language in Neurodevelopmental Disorders

1.1.1. Theoretical Approach to Neurodevelopmental Disorders

1.1.1.1. Concept and Classification of Neurodevelopmental Disorders
1.1.1.2. Associated Biological and Genetic Factors
1.1.1.3. Diagnostic Approaches to Neurodevelopmental Disorders
1.1.1.4. Implications of Neurodevelopment on Language and Cognition

1.1.2. Communication Disorders

1.1.2.1. Definition and Types of Communication Disorders
1.1.2.2. Speech Disorders vs. Language Disorders
1.1.2.3. Impact of Communication Disorders on Daily Life
1.1.2.4. Relationship between Communication Disorders and Neurodevelopment

1.1.3. Autism Spectrum Disorders (ASD)

1.1.3.1. Main Characteristics of ASD
1.1.3.2. Causes and Risk Factors of ASD
1.1.3.3. Diagnosis and Assessment of ASD
1.1.3.4. Impact of ASD on Social Communication Skills

1.1.4. Attention Deficit Hyperactivity Disorder (ADHD)

1.1.4.1. Definition and Subtypes of ADHD
1.1.4.2. Causes and Factors Associated with ADHD
1.1.4.3. Assessment and Diagnosis of ADHD
1.1.4.4. Consequences of ADHD on Language Development

1.1.5. Intellectual Development Disorders (IDD)

1.1.5.1. Definition and Classification of IDD
1.1.5.2. Diagnosis of IDD and Psycho-Educational Assessment
1.1.5.3. Language Characteristics in People with IDD
1.1.5.4. Impact of IDD on Social Interaction and Communication

1.2. Intervention in Language Development Disorder (SLD/DLD)

1.2.1. Definition and Characteristics of SLD/DLD

1.2.1.1. Risk Factors and Causes of SLD/DLD
1.2.1.2. Importance of Early Intervention
1.2.1.3. General Objectives of Intervention in SLD/DLD

1.2.2. Planning and Objectives of Intervention

1.2.2.1. Initial Assessment and Setting of Therapeutic Objectives
1.2.2.2. Adaptation of Objectives According to the Patient's Profile
1.2.2.3. Planning of Sessions and Timing
1.2.2.4. Evaluation of Progress and Adjustments to the Intervention

1.2.3. General Intervention Strategies and Techniques

1.2.3.1. Approaches Based on the Ecological Model
1.2.3.2. Stimulation Techniques and Positive Reinforcement
1.2.3.3. Use of Visual Materials and Technological Aids
1.2.3.4. Play Therapies and Their Applicability in SLD/DLD

1.2.4. Early Language Intervention: Late Talkers

1.2.4.1. Early Identification of Late Talkers
1.2.4.2. Specific Strategies for Late Talkers
1.2.4.3. Implications of Early Intervention in Language Development
1.2.4.4. Collaboration with the Family and the School Environment

1.2.5. Intervention in the Phonetic-Phonological Dimension

1.2.5.1. Techniques to Improve Sound Production
1.2.5.2. Addressing Phonological Disorders
1.2.5.3. Use of Auditory Discrimination in Intervention
1.2.5.4. Activities to Promote Phonological Awareness

1.2.6. Intervention in the Morphosyntactic Dimension

1.2.6.1. Stimulation of Grammatical Structures in SLD/DLD
1.2.6.2. Techniques to Improve Morphosyntactic Comprehension and Production
1.2.6.3. The Role of Repetition and Expansion in Intervention
1.2.6.4. Assessment and Adjustment of Morphosyntactic Objectives

1.2.7. Intervention in the Lexical-Semantic Dimension

1.2.7.1. Techniques for Vocabulary Acquisition
1.2.7.2. Stimulation of the Appropriate Use of Words
1.2.7.3. The Role of Semantic Associations in the Intervention
1.2.7.4. Assessment of Lexical-Semantic Progress

1.2.8. Intervention on the Narrative

1.2.8.1. Approach of Narrative Structures in SLD/DLD
1.2.8.2. Techniques to Promote Cohesion and Narrative Coherence
1.2.8.3. Use of Storytelling Activities
1.2.8.4. Assessment of Narrative Development in the Patient

1.3. Speech and Language Therapist Intervention Aimed at the Family and School Environment

1.3.1. General Impact of SLD/DLD on Child Development

1.3.1.1. Objectives of Family and School Intervention
1.3.1.2. The Role of the Speech and Language Therapist in Multidisciplinary Intervention
1.3.1.3. Importance of Early Intervention in the Family and School Environment

1.3.2. Impact on the Family Context and Intervention at Different Stages

1.3.2.1. Impact of SLD/DLD on Family Dynamics
1.3.2.2. Intervention in Early Childhood: Parents as Key Agents
1.3.2.3. Approach in Middle Childhood and Early Adolescence
1.3.2.4. Support Strategies for Parents of Children with SLD/DLD

1.3.3. Impact and Intervention in the School Context

1.3.3.1. Identification of Needs in the School Context
1.3.3.2. Collaboration between Speech Therapists and Educators
1.3.3.3. Pedagogical Strategies for Students with SLD/DLD
1.3.3.4. School Inclusion and Curricular Adaptation for Children with SLD/DLD

1.4. Intervention in Autism Spectrum Disorder (ASD)

1.4.1. Definition of ASD and its Impact on Communication

1.4.1.1. General Objectives of Intervention in ASD
1.4.1.2. Approaches Focused on Language Development in ASD
1.4.1.3. The Role of the Speech and Language Therapist in ASD Intervention

1.4.2. Planning and Objectives of Intervention

1.4.2.1. Diagnostic Assessment in Children with ASD
1.4.2.2. Establishment of Personalized Therapeutic Objectives
1.4.2.3. Timing of the Intervention
1.4.2.4. Methods of Monitoring and Assessment of Progress

1.4.3. Intervention Program Strategies

1.4.3.1. Strategies Focused on Social Communication
1.4.3.2. Intervention Techniques in Social Interaction
1.4.3.3. Use of Visual Supports and Technological Aids
1.4.3.4. Therapy Based on Play and Structured Learning

1.4.4. Intervention in Verbal ASD

1.4.4.1. Addressing Difficulties in Expressive Language
1.4.4.2. Techniques to Improve Verbal Fluency
1.4.4.3. Stimulation of Verbal Comprehension
1.4.4.4. Use of Narration and Description in Verbal Development

1.4.5. Intervention in Non-Verbal ASD

1.4.5.1. Strategies for the Stimulation of Non-Verbal Communication
1.4.5.2. Use of Augmentative and Alternative Communication Systems (AACS)
1.4.5.3. Techniques for Promoting Gestural and Visual Communication
1.4.5.4. Assessment of Non-Verbal Communication in Children with ASD

1.5. Specific ASD Intervention Programs

1.5.1. Purpose of ASD Intervention Programs

1.5.1.1. Different Therapeutic Approaches to ASD
1.5.1.2. Evaluation of Intervention Programs
1.5.1.3. Specific Objectives of ASD Intervention

1.5.2. Behavioral Interventions: ABA, LOOVAS, PRT (Pivotal Response Training)

1.5.2.1. Principles of Behavior Intervention
1.5.2.2. ABA: Applied Behavior Analysis and its Effectiveness in ASD
1.5.2.3. LOOVAS: Technique Based on Behavior Modification
1.5.2.4. PRT: Core Areas Response Training and its Use in children with ASD

1.5.3. Developmental Interventions: DIR/Floortime, Relationship Development Intervention (RDI)

1.5.3.1. DIR/Floortime Approach: Interaction and Emotional Development
1.5.3.2. RDI: Intervention in Communication and Social Relationships
1.5.3.3. Integration of Developmental Strategies in Intervention
1.5.3.4. Assessment of the Effectiveness of Developmental Interventions

1.5.4. Family-Based Intervention: PACT, HANEN

1.5.4.1. PACT Model: Program of Intervention for Affective Communication
1.5.4.2. HANEN Model: Supports Communication in the Family Environment
1.5.4.3. Benefits of Family Interventions in ASD
1.5.4.4. Strategies for Training Parents and Caregivers

1.5.5. Combined Intervention: JASPER, PECS, TEACCH

1.5.5.1. JASPER: Model Based on Social Interaction and Language
1.5.5.2. PECS: Picture Exchange Communication System
1.5.5.3. TEACCH: Treatment and Education of Autistic and Related Communication Handicapped Children
1.5.5.4. Integration of Combined Programs for Comprehensive Intervention

1.6. Speech Therapy Intervention with a Family and School Approach in ASD

1.6.1.  Overall Impact of ASD on the Life of the Individual

1.6.1.1. General Objectives of Intervention in the Family and School Environment
1.6.1.2 Role of the Speech Therapist in the Intervention with Children with ASD
1.6.1.3. Intervention Strategies in the Family and School Environment

1.6.2. Impact on the Family Context and Intervention

1.6.2.1. Effects of ASD on the Family Structure
1.6.2.2. Emotional Support and Psychoeducation for Families
1.6.2.3. Intervention Techniques in the Different Stages of Development
1.6.2.4. Collaboration between Speech Therapist and Family in the Therapeutic Process

1.6.3. Repercussions and Intervention in the School Context: Needs and Supports

1.6.3.1. Curricular Adaptation for Students with ASD
1.6.3.2. Strategies to Facilitate School Inclusion
1.6.3.3. Training and Support for Classroom Educators
1.6.3.4. Collaboration between Speech Therapists and Teachers in the School Environment

1.6.4. ASD in Adolescence and Adulthood

1.6.4.1. Characteristics of ASD in Adolescence
1.6.4.2. Promoting Autonomy and Self-Regulation in Adolescence
1.6.4.3. Challenges in the Transition to Adulthood
1.6.4.4. Intervention Strategies for Adults with ASD
1.6.4.5. Social and Labor Inclusion of Adults with ASD

1.7. Intervention in Attention Deficit Hyperactivity Disorder (ADHD)

1.7.1. Definition and Subtypes of ADHD

1.7.1.1. General Objectives of Intervention in ASD
1.7.1.2. Characteristics of ASD and its Impact on Communication
1.7.1.3. Assessment and Diagnosis of ADHD

1.7.2. Planning and Objectives of Intervention

1.7.2.1. Diagnostic Assessment and Setting of Objectives
1.7.2.2. TDAH-Based Intervention Methods
1.7.2.3. Intervention Timing in ADHD
1.7.2.4. Timing of Intervention in ADHD

1.7.3. Early Intervention

1.7.3.1. Early Identification of ADHD
1.7.3.2. Intervention Approaches at Pre-school Level
1.7.3.3. Impulse Control and Attention Management Techniques
1.7.3.4. Collaboration with Family and School in Early Intervention

1.7.4. Oral Language Intervention

1.7.4.1. Techniques to Improve Attention in Communication
1.7.4.2. Expressive and Comprehension Language Development Strategies
1.7.4.3. Use of Reinforcers in Language Intervention
1.7.4.4. Assessment of Progress in Oral Communication

1.7.5. Reading Intervention

1.7.5.1. Strategies to Improve Reading Attention
1.7.5.2. Approach to Difficulties in Reading Comprehension
1.7.5.3. Motivational and Reinforcement Techniques in Reading
1.7.5.4. Assessment and Monitoring of Reading Progress

1.7.6. Intervention in Writing

1.7.6.1. Development of Writing Skills in Children with ADHD
1.7.6.2. Techniques to Improve Organization and Structure in Writing
1.7.6.3. Use of Visual and Technological Aids in Writing
1.7.6.4. Assessment of Progress in Writing Skills

1.8. Speech Therapy Intervention with a Family and School Approach

1.8.1. Impact of ADHD on Daily Life

1.8.1.1. Objectives of Family and School Intervention in ADHD
1.8.1.2. The Role of the Speech Therapist in Addressing ADHD
1.8.1.3. Repercussions of ADHD on Behavior and Social Relationships

1.8.2. Impact on the Family Context and Intervention

1.8.2.1. Behavior Management Strategies at Home
1.8.2.2. Emotional Support Techniques for Parents
1.8.2.3. Collaboration With the Family in the Intervention Process
1.8.2.4. Assessment of the Family Environment in Treatment

1.8.3. Impact and Intervention in the School Context

1.8.3.1. Adapting the Classroom for Children with ADHD
1.8.3.2. Strategies for Improving Attention and Behavior in the Classroom
1.8.3.3. Supporting Educators in Addressing ADHD
1.8.3.4. Assessment and Monitoring of Strategies in the School Context

1.8.4. ADHD in Adolescence and Adulthood

1.8.4.1. Characteristics of ADHD in Adolescents
1.8.4.2. Challenges in Adolescence and Transition to Adulthood
1.8.4.3. Intervention in Social Skills and Communication in Adults with ADHD
1.8.4.4. Strategies for Adaptation in Work and Personal Life

1.9. Intervention in Intellectual Developmental Disorder (IDD)

1.9.1. Definition of Intellectual Developmental Disorder (IDD)

1.9.1.1. General Characteristics and Types of IDD
1.9.1.2. Diagnostic Assessment in IDD
1.9.1.3. General Objectives of Intervention in IDD

1.9.2. Planning and Objectives of Intervention

1.9.2.1. Assessment of Individual Needs in the TDI
1.9.2.2. Establishing of Short, Medium and Long-Term Objectives
1.9.2.3. Planning the Intervention According to the Level of Cognitive Development
1.9.2.4. Timing of the Intervention to Improve the Prognosis

1.9.3. Oral Language Intervention

1.9.3.1. Intervention Strategies in Oral Expression and Comprehension
1.9.3.2. Language Stimulation Techniques in DLD
1.9.3.3. Use of Visual and Gestural Resources for Communication
1.9.3.4. Assessment Progress in Oral Language Disorders

1.9.4. General Intervention Strategies and Techniques

1.9.4.1. Use of Game-based Therapies for Children with IDD
1.9.4.2. Structured Teaching Techniques to Improve Cognitive Skills
1.9.4.3. Implementation of Individualized Teaching
1.9.4.4. Assessment and Monitoring of Intervention in IDD

1.9.5. Speech Therapy Intervention with a Family and School Approach in ASD

1.9.5.1. Emotional Impact of IDD on the Family
1.9.5.2. Support and Training for Parents in Managing IDD
1.9.5.3. Strategies to Improve Family Communication
1.9.5.4. Teamwork with Other Professionals in the Family Context

1.9.6. Impact and Intervention in the School Context

1.9.6.1. Curricular Adaptations for Children with IDD
1.9.6.2. Strategies for the Inclusion of Students with IDD in the Classroom
1.9.6.3. Support for Teachers in Working with Students with IDD
1.9.6.4. Assessment of the Effectiveness of School Adaptations

1.9.7. IDD in Adolescence and Adulthood

1.9.7.1. Characteristics of IDD in Adolescence
1.9.7.2. Intervention in Social and Communication Skills
1.9.7.3. Strategies to Promote Autonomy in Adulthood
1.9.7.4. Social and Labor Inclusion of Adults with IDD

1.10. Comorbidities between Neurodevelopmental and Language Disorders

1.10.1. Definition of Comorbidities in Oral Language Disorders

1.10.1.1. Types of Common Comorbidities in Language Disorders
1.10.1.2. Impact of Comorbidities in Oral Language Treatment
1.10.1.3. Intervention Objectives for Comorbidities

1.10.2. SLD/DLD, ASD and Social Communication Disorders (Pragmatic)

1.10.2.1. Common Characteristics Between SLD/DLD and ASD
1.10.2.2. Approach of Pragmatic Disorders in SLD/DLD
1.10.2.3. Specific Techniques for Working on Pragmatics in ASD
1.10.2.4. Assessment of Intervention in Pragmatic Disorders

1.10.3. SLD/DLD and ADHD

1.10.3.1. Relationship between SLD/ DLD and ADHD
1.10.3.2. Intervention Strategies for ADHD in children with SLD/DLD
1.10.3.3. Impact of ADHD on Language Skills
1.10.3.4. Collaboration between Speech Therapist and other Professionals in Treatment

1.10.4. SLD/DLD and Other Disorders

1.10.4.1. Most Frequent Comorbidities in SLD/DLD
1.10.4.2. Therapeutic Approaches for Co-occurring Disorders
1.10.4.3. Assessment of Intervention in Contexts of Comorbidity
1.10.4.4. Coordination with Other Services for Comprehensive Treatment

Practical exercises based on real cases and videos in detail elaborated by the teachers themselves will be the key to your success in this university program”