Conoce los últimos avances en Dysarthria and Hearing Impairment”

Esta Postgraduate diploma en Dysarthria and Hearing Impairment generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

Conocer cuáles son las necesidades educativas especiales y específicas que se derivan tanto de la disartria como de las hipoacusias, cómo identificarlas, valorar los sistemas de apoyo más adaptativos y diseñar una intervención personalizada y directa, unida a la intervención sociofamiliar, son todos ellos aspectos clave para todo proceso de reeducación logopédica.

Aproximar las aportaciones de la Medicina, Audiología y Neuropsicología a la práctica diaria en las aulas y centros de rehabilitación, para que todos los agentes intervinientes se familiaricen con los recursos protésicos y con sistemas de acceso ya que la responsabilidad a la hora de hacer las adaptaciones necesarias es compartida, siendo los especialistas en logopedia, tanto clínica como escolar, quienes han de guiar y mediar en esta diversidad de contextos.

La logopedia es una disciplina sanitaria que se encarga del estudio, prevención, valoración e intervención sobre los trastornos del habla, lenguaje y comunicación, así como de otras patologías asociadas. El logopeda, en su labor cotidiana, necesita de recursos amplios y actualizados para rentabilizar su intervención y, en esta Postgraduate diploma, encontrará los apoyos necesarios para trabajar patrones comunicativos alternativos, aumentativos así como para intervenir sobre las peculiaridades del lenguaje y el habla en alumnos con este tipo de trastornos.

Este programa está diseñado por y para logopedas con amplios conocimientos y experiencia en sus respectivos campos, específicamente en daño cerebral y en trastornos de tipo perceptivo-auditivo.
El objetivo de este programa, es que una vez finalizado seas capaz de desenvolverte en la elaboración de programas completos de intervención en los diferentes trastornos que aquí se desarrollan. Para ello se desarrollan de forma específica y exhaustiva los trastornos, no sólo desde la visión logopédica sino también contando con la visión y aportación multidisciplinar.

Al alumno le servirá para adquirir los conocimientos y los recursos necesarios para identificar, evaluar e intervenir en estos trastornos teniendo en cuenta la dimensión social, familiar y emocional que envuelve a logopatías derivadas de estos trastornos tan visibles.

Actualiza tus conocimientos a través del programa de Postgraduate diploma en Dysarthria and Hearing Impairment”

Esta Postgraduate diploma en Dysarthria and Hearing Impairment contiene el programa científico más completo y actualizado del mercado. Las características más destacadas del curso son:

• Desarrollo de casos prácticos presentados por expertos. en Dysarthria and Hearing Impairment. Sus 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.
• Novedades sobre Dysarthria and Hearing Impairment.
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje.
• Con especial hincapié en metodologías innovadoras en Dysarthria and Hearing Impairment.
• Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual.
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet.

Esta Postgraduate diploma puede ser la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Dysarthria and Hearing Impairment, obtendrás un título de Postgraduate diploma por la mayor Universidad Digital del mundo, TECH”

Incluye en su cuadro docente profesionales pertenecientes al ámbito de la logopedia, que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

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

El diseño de este programa está basado en el aprendizaje basado en problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso. Para ello, el profesional contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la Dysarthria and Hearing Impairment y con gran experiencia docente.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de esta Postgraduate diploma”

Aprovecha la oportunidad para conocer los últimos avances en Dysarthria and Hearing Impairment y mejorar la formación de tus alumnos”

The syllabus of this Postgraduate diploma has been designed by TECH taking into consideration the guidelines established by the teaching team, as well as the latest and most innovative information related to pedagogy and educational speech therapy for children with Dysarthria and Hearing Impairment. In this way, teachers will be able to delve into the characteristics of these pathologies and their educational needs, as well as the teaching guidelines adapted to them and their requirements. Thanks to this, you will be able to raise the standard of your classes to the highest level, contributing to school inclusion. 

In the Virtual Campus you will find additional, high-quality material, so that you can delve into each section of the syllabus in a personalized way"

Module 1. Basis of Speech and Language Therapy

1.1. Introduction to the Postgraduate Diploma and the Module

1.1.1. Introduction to the Postgraduate Diploma
1.1.2. Introduction to the Module
1.1.3. Previous Aspects of the Language
1.1.4. History of the Study of Language
1.1.5. Basic Theories of Language
1.1.6. Research in Language Acquisition
1.1.7. Neurological Bases of Language Development.
1.1.8. Perceptual Bases in Language Development
1.1.9. Social and Cognitive Bases of Language
1.1.9.1. Introduction
1.1.9.2. The Importance of Imitation
1.1.10. Final Conclusions

1.2. What is Speech Therapy?

1.2.1. Speech Therapy

1.2.1.1. Concept of Speech Therapy
1.2.1.2. Concept of Speech Therapist

1.2.2. History of Speech Therapy
1.2.3. Speech Therapy in the rest of the World

1.2.3.1. Importance of the Speech Therapy Professional in the rest of the World
1.2.3.2. What are Speech Therapists called in other countries?
1.2.3.3. Is the figure of the Speech Therapist valued in other Countries?

1.2.4. Forensic Speech Therapy

1.2.4.1. Initial Considerations
1.2.4.2. Concept of Forensic Speech Therapist
1.2.4.3. The Importance of Forensic Speech Therapists
1.2.5. The Hearing and Speech Teacher
1.2.5.1. Concept of Hearing and Speech Teacher
1.2.5.2. Areas of work of the Hearing and Speech Teacher
1.2.5.3. Differences between Speech-Language Pathologist and Hearing and Speech Teacher
1.2.6. Final Conclusions

1.3. Language, Speech, and Communication

1.3.1. Preliminary Considerations
1.3.2. Language, Speech, and Communication
1.3.2.1. Concept of Language
1.3.2.2. Concept of Speech
1.3.2.3. Concept of Communication
1.3.2.4. How do they differ?
1.3.3. Language Dimensions
1.3.3.1. Formal or Structural Dimension
1.3.3.2. Functional Dimension
1.3.3.3. Behavioral Dimension
1.3.4. Theories that explain Language Development
1.3.4.1. Preliminary Considerations
1.3.4.2. Theory of Determinism: Whorf
1.3.4.3. Theory of Behaviorism: Skinner
1.3.4.4. Theory of Innatism: Chomsky
1.3.4.5. Interactionist positions
1.3.5. Cognitive Theories Explaining Language Development
1.3.5.1. Piaget
1.3.5.2. Vigotsky
1.3.5.3. Luria
1.3.5.4. Bruner
1.3.6. Influence of the Environment on Language Acquisition
1.3.7. Language Components
1.3.7.1. Phonetics and Phonology
1.3.7.2. Semantics and Lexicon
1.3.7.3. Morphosyntax
1.3.7.4. Pragmatics
1.3.8. Stages of Language Development
1.3.8.1. Prelinguistic Stage
1.3.8.2. Linguistic Stage
1.3.9. Summary Table of Normative Language Development
1.3.10. Final Conclusions

1.4. Trastornos de la comunicación, del habla y del lenguaje

1.4.1. Introduction to Unit
1.4.2. Trastornos de la comunicación, del habla y del lenguaje
1.4.2.1. Concept of Communication Disorder
1.4.2.2. Concept of Speech Disorder
1.4.2.3. Concept of Language Disorder
1.4.2.4. How do they differ?
1.4.3. Communication Disorders
1.4.3.1. Preliminary Considerations
1.4.3.2. Comorbidity with other Disorders
1.4.3.3. Types of Communication Disorders
1.4.3.3.1. Social Communication Disorder
1.4.3.3.2. Unspecified Communication Disorder
1.4.4. Speech Disorders
1.4.4.1. Preliminary Considerations
1.4.4.2. Origin of Speech Disorders
1.4.4.3. Symptoms of a Speech Disorder
1.4.4.3.1. Mild delay
1.4.4.3.2. Moderate delay
1.4.4.3.3. Severe delay
1.4.4.4. Warning signs in Speech Disorders
1.4.5. Classification of Speech Disorders
1.4.5.1. Phonological Disorder or Dyslalia
1.4.5.2. Dysphemia
1.4.5.3. Dysglossia
1.4.5.4. Dysarthria 
1.4.5.5. Tachyphemia
1.4.5.6. Others
1.4.6. Language Disorders
1.4.6.1. Preliminary Considerations
1.4.6.2. Origin of Language Disorders
1.4.6.3. Conditions related to Language Disorders
1.4.6.4. Warning signs in Language Development
1.4.7. Types of Language Disorders
1.4.7.1. Receptive Language Difficulties
1.4.7.2. Expressive Language Difficulties
1.4.7.3. Receptive-Expressive Language Difficulties.
1.4.8. Classification of Language Disorders
1.4.8.1. From the Clinical Approach
1.4.8.2. From the Educational Approach
1.4.8.3. From the Psycholinguistic Approach
1.4.8.4. From the Axiological point of view
1.4.9. What skills are affected in a Language Disorder?
1.4.9.1. Social Skills
1.4.9.2. Academic Problems
1.4.9.3. Other affected skills
1.4.10. Types of Language Disorders
1.4.10.1. TEL
1.4.10.2. Aphasia
1.4.10.3. Dyslexia
1.4.10.4. Attention Deficit Hyperactivity Disorder (ADHD)
1.4.10.5. Others
1.4.11. Comparative Table of Typical Development and Developmental Disturbances.

1.5. Logopedic Evaluation Instruments

1.5.1. Introduction to Unit
1.5.2. Aspects to be Highlighted during the Logopedic Evaluation
1.5.2.1. Fundamental considerations
1.5.3. Evaluation of Orofacial Motor Skills: The Stomatognathic System
1.5.4. Speech Therapy Evaluation Areas, Regarding Language, Speech, and Communication:
1.5.4.1. Anamnesis (family interview)
1.5.4.2. Evaluation of the Preverbal Stage
1.5.4.3. Assessment of Phonetics and Phonology
1.5.4.4. Assessment of Morphology
1.5.4.5. Syntax Evaluation
1.5.4.6. Evaluation of Semantics
1.5.4.7. Evaluation of Pragmatics
1.5.5. General Classification of the Most Commonly Used Tests in Speech Assessment
1.5.5.1. Developmental Scales: Introduction
1.5.5.2. Oral Language Assessment Tests: Introduction
1.5.5.3. Test for the Assessment of Reading and Writing: Introduction
1.5.6. Developmental Scales
1.5.6.1. Brunet-Lézine Developmental Scale
1.5.6.2. Battelle Developmental Inventory
1.5.6.3. Portage Guide
1.5.6.4. Haizea-Llevant
1.5.6.5. Bayley Scale of Child Development
1.5.6.6. McCarthy Scale (Scale of Aptitudes and Psychomotor Skills for Children)
1.5.7. Oral Language Assessment Test
1.5.7.1. BLOC
1.5.7.2. Monfort Induced Phonological Register
1.5.7.3. ITPA
1.5.7.4. PLON-R
1.5.7.5. PEABODY
1.5.7.6. RFI
1.5.7.7. ALS-R
1.5.7.8. EDAF
1.5.7.9. CELF 4
1.5.7.10. BOEHM
1.5.7.11. TSA
1.5.7.12. CEG
1.5.7.13. ELCE
1.5.8. Test for Reading and Writing Assessment
1.5.8.1. PROLEC-R
1.5.8.2. PROLEC-SE
1.5.8.3. PROESC
1.5.8.4. TALE
1.5.9. Summary Table of the Different Tests
1.5.10. Final Conclusions

1.6. Components That Must be Included in a Speech-Language Pathology Report

1.6.1. Introduction to Unit
1.6.2. The Reason for the Appraisal
1.6.2.1. Request or Referral by the Family
1.6.2.2. Request or Referral by School or External Center
1.6.3. Medical History
1.6.3.1. Anamnesis with the Family
1.6.3.2. Meeting with the Educational Center
1.6.3.3. Meeting with Other Professionals
1.6.4. The Patient’s Medical and Academic History
1.6.4.1. Medical History
1.6.4.1.1. Evolutionary Development
1.6.4.2. Academic History
1.6.5. Situation of the Different Contexts
1.6.5.1. Situation of the Family Context
1.6.5.2. Situation of the Social Context
1.6.5.3. Situation of the School Context
1.6.6. Professional Assessments
1.6.6.1. Assessment by the Speech Therapist
1.6.6.2. Assessments by other Professionals
1.6.6.2.1. Assessment by the Occupational Therapist
1.6.6.2.2. Teacher Assessment
1.6.6.2.3. Psychologist’s Assessment Psychologist’s Assessment
1.6.6.2.4. Other Assessments
1.6.7. Results of the Assessments
1.6.7.1. Logopedic Evaluation Results
1.6.7.2. Results of the other Evaluations
1.6.8. Clinical Judgment and/or Conclusions
1.6.8.1. Speech-Language Pathologist’s Judgment
1.6.8.2. Judgment of Other Professionals
1.6.8.3. Judgment in Common with the Other Professionals
1.6.9. Speech Therapy Intervention Plan
1.6.9.1. Objectives to Intervene
1.6.9.2. Intervention Program
1.6.9.3. Guidelines and/or Recommendations for the Family
1.6.10Why is it so Important to Carry Out a Speech Therapy Report?
1.6.10.1. Preliminary Considerations
1.6.10.2. Areas where a Speech Therapy Report can be Key

1.7. Speech Therapy Intervention Program

1.7.1. Introduction
1.7.1.1. The need to elaborate a Speech Therapy Intervention Program
1.7.2. What is a Speech Therapy Intervention Program?
1.7.2.1. Concept of the Intervention Program
1.7.2.2. Intervention Program Fundamentals
1.7.2.3. Speech Therapy Intervention Program Considerations
1.7.3. Fundamental Aspects for the Elaboration of a Speech Therapy Intervention Program
1.7.3.1. Characteristics of the Child
1.7.4. Planning of the Speech Therapy Intervention
1.7.4.1. Methodology of Intervention to be Carried Out
1.7.4.2. Factors to Take Into Account in the Planning of the Intervention
1.7.4.2.1. Extracurricular Activities
1.7.4.2.2. Chronological and Corrected Age of the Child
1.7.4.2.3. Number of Sessions per Week
1.7.4.2.4. Collaboration on the Part of the Family
1.7.4.2.5. Economic Situation of the Family
1.7.5. Objectives of the Speech Therapy Intervention Program
1.7.5.1. General Objectives of the Speech Therapy Intervention Program
1.7.5.2. Specific Objectives of the Speech Therapy Intervention Program
1.7.6. Areas of Speech Therapy Intervention and Techniques for its Intervention
1.7.6.1. Voice
1.7.6.2. Speech
1.7.6.3. Prosody
1.7.6.4. Language
1.7.6.5. Reading
1.7.6.6. Writing
1.7.6.7. Orofacial
1.7.6.8. Communication. 1.7.6.9. Hearing
1.7.6.10. Breathing
1.7.7. Materials and Resources for Speech Therapy Intervention
1.7.7.1. Proposition of Materials of Own Manufacture and Indispensable in a Speech Therapy Room
1.7.7.2. Proposition of Indispensable Materials on the Market for a Speech Therapy Room
1.7.7.3. Indispensable Technological Resources for Speech Therapy Intervention
1.7.8. Methods of Speech Therapy Intervention
1.7.8.1. Introduction
1.7.8.2. Types of Intervention Methods
1.7.8.2.1. Phonological Methods
1.7.8.2.2. Clinical Intervention Methods
1.7.8.2.3. Semantic Methods
1.7.8.2.4. Behavioral-Logopedic Methods
1.7.8.2.5. Pragmatic Methods
1.7.8.2.6. Medical Methods
1.7.8.2.7. Others
1.7.8.3. Choice of the Most Appropriate Method of Intervention for Each Subject
1.7.9. The Interdisciplinary Team
1.7.9.1. Introduction
1.7.9.2. Professionals Who Collaborate Directly with the Speech Therapist
1.7.9.2.1. for Psychologists
1.7.9.2.2. Occupational Therapists
1.7.9.2.3. Professors
1.7.9.2.4. Hearing and Speech Teachers
1.7.9.2.5. Others
1.7.9.3. The Work of these Professionals in Speech-Language Pathology Intervention
1.7.10. Final Conclusions

1.8. Augmentative and Alternative Communication Systems (AACS)

1.8.1. Introduction to Unit
1.8.2. What are AACS?
1.8.2.1. Augmentative Communication System Concept
1.8.2.2. Alternative Communication System Concept
1.8.2.3. Similarities and Differences
1.8.2.4. Advantages of AACS
1.8.2.5. Disadvantages: of AACS
1.8.2.6. How do AACS arise?
1.8.3. Principles: of AACS
1.8.3.1. General Principles
1.8.3.2. False myths about AACS
1.8.4. How to Know the Most Suitable AACS?
1.8.5. Communication Support Products
1.8.5.1. Basic Support Products
1.8.5.2. Technological Support Products
1.8.6. Strategies and Support Products for Access
1.8.6.1. Direct Selection
1.8.6.2. Mouse Selection
1.8.6.3. Dependent Scanning or Sweeping
1.8.6.4. Coded Selection
1.8.7. Types of AACS
1.8.7.1. Sign Language
1.8.7.2. The Complemented Word
1.8.7.3. PECs
1.8.7.4. Bimodal Communication
1.8.7.5. Bliss System
1.8.7.6. Communicators
1.8.7.7. Minspeak
1.8.7.8. Schaeffer System
1.8.8. How to Promote the Success of the AACS Intervention?
1.8.9. Technical Aids Adapted to Each Person
1.8.9.1. Communicators
1.8.9.2. Pushbuttons
1.8.9.3. Virtual Keypads
1.8.9.4. Adapted Mice
1.8.9.5. Data Input Devices
1.8.10. AACS Resources and Technologies
1.8.10.1. AraBoard Builder
1.8.10.2. Talk up
1.8.10.3. #IamVisual
1.8.10.4. SPQR
1.8.10.5. Dictapicto
1.8.10.6. AraWord
1.8.10.7. Picto Selector

1.9. The family as Part of the Intervention and Support for the Child

1.9.1. Introduction
1.9.1.1. The Importance of the Family in the Correct Development of the child
1.9.2. Consequences in the Family Context of a Child with Atypical Development
1.9.2.1. Difficulties Present in the Immediate Environment
1.9.3. Communication Problems in the Immediate Environment
1.9.3.1. Communicative Barriers Encountered by the Subject at Home
1.9.4. Speech Therapy intervention aimed at the Family-Centered Intervention Model
1.9.4.1. Concept of Family Centered Intervention
1.9.4.2. How to carry out the Family Centered Intervention?
1.9.4.3. The importance of the Family-Centered Model
1.9.5. Integration of the family in the Speech-Language Pathology Intervention
1.9.5.1. How to Integrate the Family into the Intervention
1.9.5.2. Guidelines for the Professional
1.9.6. Advantages of family integration in all contexts of the subject
1.9.6.1. Advantages of coordination with Educational Professionals
1.9.6.2. Advantages of coordination with Health Professionals
1.9.7. Recommendations for the Family Environment
1.9.7.1. Recommendations to Facilitate Oral Communication
1.9.7.2. Recommendations for a Good Relationship in the Family Environment
1.9.8. The Family as a Key Part in the Generalization of the Established Objectives
1.9.8.1. The Importance of the Family in Generalization
1.9.8.2. Recommendations to facilitate Generalization
1.9.9. How do I communicate with my child?
1.9.9.1. Modifications in the child’s family environment
1.9.9.2. Advice and Recommendations from the child
1.9.9.3. The Importance of keeping a Record Sheet
1.9.10. Final Conclusions

1.10. Child Development in the School context

1.10.1. Introduction to Unit
1.10.2. The Involvement of the School center during the Speech Therapy Intervention
1.10.2.1. The Influence of the School Center in the child’s development
1.10.2.2. The Importance of the Center in the Speech Therapy Intervention
1.10.3. School Supports
1.10.3.1. Concept of School Support
1.10.3.2. Who provides School Support in the Center?
1.10.3.2.1. Hearing and Speech Teacher
1.10.3.2.2. Therapeutic Pedagogy Teacher (PT)
1.10.3.2.3. Counselor
1.10.4. Coordination with the Professionals of the Educational Center
1.10.4.1. Educational Professionals with whom the Speech-Language Pathologist coordinates with
1.10.4.2. Basis for Coordination
1.10.4.3. The Importance of Coordination in the child’s Development
1.10.5. Consequences of the Child with Special Educational Needs in the classroom
1.10.5.1. How the Child Communicates with Teachers and Students?
1.10.5.2. Psychological Consequences
1.10.6. School Needs of the child
1.10.6.1. Taking Educational Needs into account in Intervention
1.10.6.2. Who determines the child’s Educational Needs?
1.10.6.3. How Are They Established?
1.10.7. Methodological bases for Classroom Intervention. 1.10.7.1. Strategies to favor the child’s Integration
1.10.8. Curricular Adaptation
1.10.8.1. Concept of Curricular Adaptation
1.10.8.2. Professionals who Apply it
1.10.8.3. How does it benefit the child with Special Educational Needs?
1.10.9. Final Conclusions

Module 2. The Infantile-juvenile Dysarthria

2.1. Initial Considerations
2.1.1. Introduction to the Module
2.1.1.1. Module Presentation
2.1.2. Module Objectives
2.1.3. History of Dysarthrias
2.1.4. Prognosis of Dysarthrias in Infantile and Juvenile Ages
2.1.4.1. The Prognosis of Child Development in children with Dysarthrias
2.1.4.1.1 Language Development in children with Dysarthria
2.1.4.1.2. Speech Development in children with Dysarthria
2.1.5. Early Care in Dysarthria
2.1.5.1. What is Early Care?
2.1.5.2. How does Early Care help Dysarthria?
2.1.5.3. The importance of Early Care in Dysarthria Intervention
2.1.6. Prevention of Dysarthria
2.1.6.1. How Can it be Prevented?
2.1.6.2. Are there any Prevention Programs?
2.1.7. Neurology in Dysarthria
2.1.7.1. Neurological Implications in Dysarthria
2.1.7.1.1. Cranial Nerves and Speech Production
2.1.7.1.2. Cranial Nerves Involved in Phonorespiratory Coordination
2.1.7.1.3. Motor Integration of the Brain related to Speech
2.1.8. Dysarthria vs. Apraxia
2.1.8.1. Introduction to Unit
2.1.8.2. Apraxia of Speech
2.1.8.2.1. Concept of Verbal Apraxia
2.1.8.2.2. Characteristics of Verbal Apraxia
2.1.8.3. Difference between Dysarthria and Verbal Apraxia
2.1.8.3.1. Classification Table
2.1.8.4. Relationship between Dysarthria and Verbal Apraxia
2.1.8.4.1. Is there a relationship between both Disorders?
2.1.8.4.2. Similarities between both Disorders
2.1.9. Dysarthria and Dyslalia
2.1.9.1. What are Dyslalias? (Short Review)
2.1.9.2. Difference between Dysarthria and Dyslalias
2.1.9.3. Similarities between both Disorders
2.1.10. Aphasia and Dysarthria
2.1.10.1. What is Aphasia? (In Brief)
2.1.10.2. Difference between Dysarthria and Infantile Aphasia
2.1.10.3. Similarities between Dysarthria and Infantile Aphasia
2.2. General Characteristics of Dysarthria
2.2.1. Conceptualization 
2.2.1.1. Concept of Dysarthria 
2.2.1.2. Symptomatology of Dysarthrias 
2.2.2. General Characteristics of Dysarthrias 
2.2.3. Classification of Dysarthrias according to the site of the Lesion Caused. 2.2.3.1. Dysarthria due to Disorders of the Upper Motor Neuron
2.2.3.1.1. Speech Characteristics
2.2.3.1.2. Dysarthria due to Lower Motor Neuron Disorders
2.2.3.1.2.1. Speech Characteristics
2.2.3.1.3. Dysarthria due to Cerebellar Disorders
2.2.3.1.3.1. Speech Characteristics
2.2.3.1.4. Dysarthria due to Extrapyramidal Disorders
2.2.3.1.4.1. Speech Characteristics
2.2.3.1.5. Dysarthria due to Disorders of Multiple Motor Systems
2.2.3.1.5.1. Speech Characteristics
2.2.4. Classification according to Symptoms 
2.2.4.1. Spastic Dysarthria
2.2.4.1.1. Speech Characteristics
2.2.4.2. Flaccid Dysarthria
2.2.4.2.1. Speech Characteristics
2.2.4.3. Ataxic Dysarthria
2.2.4.3.1. Speech Characteristics
2.2.4.4. Dyskinetic Dysarthria
2.2.4.4.1. Speech Characteristics
2.2.4.5. Mixed Dysarthria
2.2.4.5.1. Speech Characteristics
2.2.4.6. Spastic Dysarthria 
2.2.4.6.1. Speech Characteristics
2.2.5. Classification according to the Articulatory Intake 
2.2.5.1. Generalized Dysarthria
2.2.5.2. Dysarthric State
2.2.5.3. Dysarthric Remnants
2.2.6. Etiology of Infantile-juvenile Dysarthria 
2.2.6.1. Brain Lesion
2.2.6.2. Brain Tumor
2.2.6.3. Brain Tumor
2.2.6.4. Cerebral Accident
2.2.6.5. Other Causes
2.2.6.6. Medication
2.2.7. Prevalence of Infantile-juvenile Dysarthria
2.2.7.1. Current Prevalence of Dysarthria
2.2.7.2. Changes in Prevalence over the years
2.2.8. Language Characteristics in Dysarthria
2.2.8.1. Are there Language difficulties in children with Dysarthria? 
2.2.8.2. Characteristics of the Alterations
2.2.9. Speech Characteristics in Dysarthria
2.2.9.1. Are there Language Abnormalities in Children with Dysarthria? 
2.2.9.2. Characteristics of the Alterations
2.2.10. Semiology of Dysarthria 
2.2.10.1. How to detect Dysarthria? 
2.2.10.2. Relevant Signs and Symptoms of Dysarthria
2.3. Classification of Dysarthria 
2.3.1. Other Disorders in Children with Dysarthria 
2.3.1.1. Motor Disturbances
2.3.1.2. Physiological Alterations
2.3.1.3. Communicative Disturbances 
2.3.1.4. Alterations in Social Relations
2.3.2. Infantile Cerebral Palsy
2.3.2.1. Concept of Cerebral Palsy
2.3.2.2. Dysarthria in Infantile Cerebral Palsy
2.3.2.2.1 .Consequences of Dysarthria in Acquired Brain Injury
2.3.2.3. Dysphagia
2.3.2.3.1. Concept of Dysphagia
2.3.2.3.2. Dysarthria in relation to Dysphagia
2.3.2.3.3. Consequences of Dysarthria in Acquired Brain Injury
2.3.3. Acquired Brain Injury
2.3.3.1. Concept of Acquired Brain Injury
2.3.3.2. Dysarthria in relation to Acquired Brain Injury
2.3.3.2.1 Consequences of Dysarthria in Acquired Brain Injury
2.3.4. Multiple Sclerosis
2.3.4.1. Concept of Multiple Sclerosis
2.3.4.2. Dysarthria in Multiple Sclerosis
2.3.4.2.1. Consequences of Dysarthria in Acquired Brain Injury
2.3.5. Acquired Brain Injury in Children
2.3.5.1. Concept of Acquired Brain Injury in children
2.3.5.2. Dysarthria in Infantile Acquired Brain Injury
2.3.5.2.1. Consequences of Dysarthria in Acquired Brain Injury
2.3.6. Psychological Consequences in Dysarthric children
2.3.6.1. How does Dysarthria Affect the Psychological Development of the Child? 
2.3.6.2. Psychological Aspects Affected
2.3.7. Social Consequences in Dysarthric children
2.3.7.1. Does it Affect the Social Development of Dysarthric Children? 
2.3.8. Consequences on Communicative Interactions in Dysarthric children
2.3.8.1. How does Dysarthria affect Communication? 
2.3.8.2. Communicative Aspects Affected
2.3.9. Social Consequences in Dysarthric children
2.3.9.1. How does Dysarthria affect Social Relationships? 
2.3.10. Economic Consequences
2.3.10.1. Professional Intervention and the economic cost to the family
2.4. Other Classifications of Dysarthria in infantile and juvenile ages
2.4.1. Speech-Language evaluation and its importance in children with Dysarthria
2.4.1.1. Why should the Speech-Language Pathologist evaluate cases of Dysarthria? 
2.4.1.2. Why evaluate cases of Dysarthria by the Speech-Language Pathologist? 
2.4.2. Clinical Speech Therapy Evaluation
2.4.3. Evaluation and Diagnostic process
2.4.3.1. Medical History
2.4.3.2. Document Analysis. 2.4.3.3. Interviewing Family Members
2.4.4. Direct Exploration
2.4.4.1. Neurophysiological Examination
2.4.4.2. Exploration of the Trigeminal Nerve
2.4.4.3. Exploration of the Accessory Nerve
2.4.4.4. Examination of the Glossopharyngeal Nerve
2.4.4.5. Examination of the Facial Nerve
2.4.4.5.1. Exploration of the Hypoglossal Nerve
2.4.4.5.2. Exploration of the Accessory Nerve
2.4.5. Perceptual Exploration
2.4.5.1. Breathing Exploration
2.4.5.2. Resonance
2.4.5.3. Oral Motor Control
2.4.5.4. Articulation
2.4.6. Other Aspects to be Evaluated
2.4.6.1. Intelligibility
2.4.6.2. Automatic Speech
2.4.6.3. Reading
2.4.6.4. Prosody
2.4.6.5. Intelligibility/severity Scan
2.4.7. Assessment of the Dysarthric child in the family context
2.4.7.1. Persons to be interviewed for the evaluation of the family context
2.4.7.2. Relevant aspects in the interview
2.4.7.2.1 Some Important Questions to Ask in the Family Interview
2.4.7.3. Importance of the evaluation in the family context
2.4.8. Evaluation of the Dysarthric child in the school context
2.4.8.1. Professionals to Interview in the School Context
2.4.8.1.1. The Tutor
2.4.8.1.2. The Hearing and Language Teacher
2.4.8.1.3. The School Counselor
2.4.8.2. The Importance of School Assessment in children with Dysarthria.
2.4.9. Assessment of Dysarthric children by other health professionals
2.4.9.1. The Importance of Joint Assessment
2.4.9.2. Neurological Evaluation
2.4.9.3. Physiotherapeutic Evaluation
2.4.9.4. Otolaryngological Assessment
2.4.9.5. Psychological Assessment.
2.4.10. Differential Diagnosis
2.4.10.1. How to make the Differential Diagnosis in children with Dysarthria? 
2.4.10.2. Considerations in Establishing the Differential Diagnosis
2.5. Characteristics of Dysarthrias
2.5.1. The Importance of Intervention in Juvenile Dysarthria
2.5.1.1. Consequences in children affected by Dysarthria
2.5.1.2. Evolution of Dysarthria through Intervention
2.5.2. Goals of Intervention for children with Dysarthria
2.5.2.1. General Goals in Dysarthria
2.5.2.1.1. Psychological Goals
2.5.2.1.2. Motor Goal
2.5.3. Intervention Methods
2.5.4. Steps to be carried out during the Intervention
2.5.4.1. Agree on the Intervention Model
2.5.4.2. Establish the Sequencing and timing of the Intervention
2.5.5. The child as the Main Subject during the Intervention
2.5.5.1. Supporting the child’s skills in Intervention
2.5.6. General Intervention Considerations
2.5.6.1. The importance of motivational involvement in Intervention
2.5.6.2. Affectivity during the Intervention
2.5.7. Proposal of Activities for Speech Therapy Intervention
2.5.7.1. Psychological Activities
2.5.7.2. Motor Activities
2.5.8. The importance of the joint rehabilitation process
2.5.8.1. Professionals involved in Dysarthrias
2.5.8.1.1. Physiotherapist
2.5.8.1.2. Psychologist
2.5.9. Alternative and Augmentative Communication Systems as Support for Intervention
2.5.9.1. How can these systems help Intervention with children with Dysarthria? 
2.5.9.2. Choice of system type: Augmentative or Alternative? 
2.5.9.3. Settings in Which its Use will be Established
2.5.10. How to Establish the end of Treatment?
2.5.10.1. Criteria for Indicating the end of Rehabilitation
2.5.10.2. Fulfillment of Rehabilitation Objectives
2.6. Evaluation of Dysarthrias
2.6.1. Speech Therapy Interventions in Dysarthrias
2.6.1.1 Importance of Speech Therapy Intervention in Child and Adolescent Dysarthrias
2.6.1.2. What does Speech Therapy Intervention in Dysarthria consist of? 
2.6.1.3. Objectives of the Speech Therapy Intervention
2.6.1.3.1. General Objectives of the Speech Therapy Intervention Program
2.6.1.3.2. Specific Objectives of the Speech Therapy Intervention Program
2.6.2. Swallowing Therapy in Dysarthria
2.6.2.1. Swallowing Difficulties in cases of Dysarthria
2.6.2.2. What does Swallowing Therapy consist of? 
2.6.2.3. Importance of the Therapy
2.6.3. Postural and Body Therapy in Dysarthria
2.6.3.1. Body Posture Difficulties in cases of Dysarthria
2.6.3.2. What does Postural and Body Therapy consist of? 
2.6.3.3. The Importance of Therapy
2.6.4. Orofacial Therapy in Dysarthria
2.6.4.1. Orofacial difficulties in cases of Dysarthria
2.6.4.2. What does Orofacial Therapy consist of? 
2.6.4.3. The Importance of Therapy
2.6.5. Breathing Therapy and Phonorespiratory Coordination in Dysarthria
2.6.5.1. Difficulties in Phonorespiratory Coordination in cases of Dysarthria
2.6.5.2. What does Therapy consist of? 
2.6.5.3. The Importance of Therapy
2.6.6. Articulation Therapy in Dysarthria
2.6.6.1. Difficulties in Articulation in cases of Dysarthria
2.6.6.2. What does Therapy consist of? 
2.6.6.3. The Importance of Therapy
2.6.7. Speech Therapy in Dysarthria
2.6.7.1. Phonatory Difficulties in cases of Dysarthria
2.6.7.2. What does Therapy consist of? 
2.6.7.3. The Importance of Therapy
2.6.8. Resonance Therapy in Dysarthria
2.6.8.1. Difficulties in Resonance in cases of Dysarthria
2.6.8.2. What does Therapy consist of? 
2.6.8.3. The Importance of Therapy
2.6.9. Vocal Therapy in Dysarthria
2.6.9.1. Difficulties in Voice in cases of Dysarthria
2.6.9.2. What does Therapy consist of? 
2.6.9.3. The Importance of Therapy
2.6.10. Prosody and Fluency Therapy
2.6.10.1. Difficulties in Prosody and Fluency in cases of Dysarthria
2.6.10.2. What does Therapy consist of? 
2.6.10.3. The Importance of Therapy
2.7. Speech Therapy Exploration in Dysarthrias
2.7.1. Introduction
2.7.1.1. Importance of developing a Speech Therapy Intervention Program for a child with Dysarthria.
2.7.2. Initial Considerations for the Development of a Speech-Language Intervention Program
2.7.2.1. Characteristics of Dysarthric children
2.7.3. Decisions for the planning of Speech Therapy Intervention
2.7.3.1. Method of Intervention to be performed
2.7.3.2. Consensus for the Sequencing of the Intervention Sessions: Aspects to Consider
2.7.3.2.1. Chronological Age
2.7.3.2.2. The child’s Extracurricular Activities
2.7.3.2.3. Schedules
2.7.3.3. Establishing lines of Intervention
2.7.4. Objectives of the Speech Therapy Intervention Program for Dysarthria
2.7.4.1. General Objectives of the Speech Therapy Intervention Program
2.7.4.2. Specific Objectives of the Speech Therapy Intervention Program
2.7.5. Areas of Speech Therapy Intervention in Dysarthrias and Proposed Activities
2.7.5.1. Orofacial
2.7.5.2. Voice
2.7.5.3. Prosody
2.7.5.4. Speech
2.7.5.5. Language
2.7.5.6. Breathing
2.7.6. Materials and Resources for Speech Therapy Intervention
2.7.6.1. Proposal of Materials on the market for use in Speech Therapy Intervention with an outline of the Material and its uses
2.7.6.2. Images of the Materials previously proposed
2.7.7. Technological Resources and Didactic Materials for Speech Therapy Intervention
2.7.7.1. Software Programs for Intervention
2.7.7.1.1. PRAAT Program
2.7.8. Intervention Methods for Intervention in Dysarthria Intervention
2.7.8.1. Types of Intervention Methods
2.7.8.1.1. Medical Methods
2.7.8.1.2. Clinical Intervention Methods
2.7.8.1.3. Instrumental Methods
2.7.8.1.4. Pragmatic Methods
2.7.8.1.5. Behavioral-Logopedic Methods
2.7.8.2. Choice of the appropriate Method of Intervention for the case
2.7.9. Techniques of Speech Therapy Intervention and Proposed Activities
2.7.9.1. Breathing
2.7.9.1.1. Proposed Activities
2.7.9.2. Phonation
2.7.9.2.1. Proposed Activities
2.7.9.3. Articulation
2.7.9.3.1. Proposed Activities
2.7.9.4. Resonance
2.7.9.4.1. Proposed Activities
2.7.9.5. Speech Rate
2.7.9.5.1. Proposed Activities
2.7.9.6. Accent and Intonation
2.7.9.6.1. Proposed Activities
2.7.10. Alternative and/or Augmentative Communication Systems as a Method of Intervention in Cases of Dysarthria
2.7.10.1. What are AACS? 
2.7.10.2. How can AACS help Intervention with children with Dysarthria? 
2.7.10.3. How can about AACS help Communication children with Dysarthria? 
2.7.10.4. Choice of a System Method according to the child’s needs
2.7.10.4.1. Considerations for establishing a Communication System
2.7.10.5. How To Use Communication Systems in Different Child Development Settings?
2.8. Speech Therapy Interventions in Dysarthrias
2.8.1. Introduction to the unit in the Development of the Dysarthric child
2.8.2. The Consequences of the Dysarthric child in the family context
2.8.2.1. How is the Child Affected by Difficulties in the Home Environment? 
2.8.3. Communication Difficulties in the Dysarthric child’s Home Environment. 2.8.1.1. What Barriers do they Encounter in the Home Environment? 
2.8.4. The Importance of Professional Intervention in the Family Environment and the Family-centered Intervention Model
2.8.4.1. The importance of the family in the development of the Dysphemic child. 2.8.4.2. How to Carry Out Family-centered Intervention in Cases of Dysarthric Children? 
2.8.5. Family Integration in Speech Therapy and School Intervention for Children With Dysarthria
2.8.5.1. Aspects to Consider in Order to Integrate the Family in the Intervention
2.8.6. Benefits of integrating the family in the Professional and School Intervention
2.8.6.1. Coordination with Health Professionals and the benefits
2.6.6.2. Coordination with Educational Professionals and the benefits
2.8.7. Advice for the Family Environment
2.8.7.1. Tips to facilitate oral Communication in the Dysarthric child
2.8.7.2. Guidelines for the Relationship at home with the Dysarthric child
2.8.8. Psychological Support for the family 
2.8.8.1. Psychological Implications in the family with cases of children with Dysarthria
2.8.8.2. Why Provide Psychological Support? 
2.8.9. The Family as a Means of Generalization in Learning
2.8.9.1. The Importance of the Family for the Generalization in Learning
2.8.9.2. How can the family support the child’s Learning? 
2.8.10. Communication with the child with Dysarthria
2.8.10.1. Communication Strategies in the Home Environment
2.8.10.2. Tips for better Communication
2.8.10.2.1. Changes in the Environment
2.8.10.2.2. Alternatives to Oral Communication
2.9. Proposal of Exercise for Speech Therapy Intervention in Dysarthria
2.9.1. Introduction to Unit
2.9.1.1. The period of Childhood schooling in relation to the prevalence of Infantile-juvenile Dysarthria
2.9.2. The Importance of the involvement of the school during the Intervention period
2.9.2.1. The school as a means of Development of the Dysarthric child
2.9.2.2. The influence of the School on Child Development
2.9.3. School Support, Who Offers Support to the Child at School and How? 
2.9.3.1. The Hearing and Language Teacher
2.9.3.2. The Guidance Counselor
2.9.4. Coordination of the Rehabilitation Professionals with the Education Professionals
2.9.4.1. Who to coordinate with? 
2.9.4.2. Steps for coordination
2.9.5. Consequences in the Dysarthric Child’s Classroom
2.9.5.1. Psychological Consequences in the Dysarthric Child
2.9.5.2. Communication with Classmates
2.9.6. Intervention According to the Student’s Needs
2.9.6.1. Importance of taking into account the needs of the Student with Dysarthria. 2.9.6.2. How to Establish the Needs of the Student? 
2.9.6.3. Participants in the Development of the Learner’s needs
2.9.7. Orientations
2.9.7.1. Guidance for the School in Intervention with the Child with Dysarthria
2.9.8. Objectives of the Educational Center
2.9.8.1. General Objectives of School Intervention 8.9.8.2. 2.9.8.2. Strategies to Achieve the Objectives
2.9.9. Methods of Intervention in the Classroom Strategies to Promote the Child’s Integration
2.9.10. The use of SAACs in the classroom to Promote Communication
2.9.10.1. How can SAACs help in the classroom with the Dysarthric Student? 
2.10. Annexes

Module 3. Understanding Hearing Impairments

3.1. The Auditory System: Anatomical and Functional Bases
3.1.1. Introduction to Unit
3.1.1.1. Preliminary Considerations
3.1.1.2. Concept of Sound
3.1.1.3. Concept of Noise
3.1.1.4. Concept of Sound Wave
3.1.2. The External Ear
3.1.2.1. Concept and Function of the External Ear
3.1.2.2. Parts of the External Ear
3.1.3. The Middle Ear
3.1.3.1. Concept and Function of the Middle Ear
3.1.3.2. Parts of the Middle Ear
3.1.4. The Inner Ear
3.1.4.1. Concept and Function of the Inner Ear
3.1.4.2. Parts of the Inner Ear
3.1.5. Hearing Physiology
3.1.6. How does Natural Hearing work?
3.1.6.1. Concept of Natural Hearing
3.1.6.2. Mechanism of Undisturbed Hearing
3.2. Hearing Loss
3.2.1. Hearing Loss
3.2.1.1. Concept of Hearing Loss
3.2.1.2. Symptoms of Hearing Loss
3.2.2. Classification of Hearing Loss According to Where the Lesion is Located
3.2.2.1. Transmission or Conduction Hearing Loss
3.2.2.2. Perceptual or Sensorineural Hearing Losses
3.2.3. Classification of Hearing Loss according to the degree of Hearing Loss
3.2.3.1. Light or Mild Hearing Loss
3.2.3.2. Medium Hearing Loss
3.2.3.3. Severe Hearing Loss
3.2.3.4. Profound Hearing Loss
3.2.4. Classification of Hearing Loss according to Age of Onset
3.2.4.1. Prelocution Hearing Loss
3.2.4.2. Perlocution Hearing Loss
3.2.4.3. Postlocution Hearing Loss
3.2.5. Classification of Hearing Loss according to its Etiology
3.2.5.1. Accidental Hearing Loss
3.2.5.2. Hearing Loss due to the consumption of Ototoxic Substances
3.2.5.3. Genetic origin Hearing Loss
3.2.5.4. Other Possible Causes
3.2.6. Risk factors for Hearing Loss
3.2.6.1. Aging
3.2.6.2. Loud Noises
3.2.6.3. Hereditary Factor
3.2.6.4. Recreational Sports
3.2.6.5. Others
3.2.7. Prevalence of Hearing Loss
3.2.7.1. Preliminary Considerations
3.2.7.2. Prevalence of Hearing Loss in the rest of the Countries
3.2.8. Comorbidity of Hearing Loss
3.2.8.1. Comorbidity in Hearing Loss
3.2.8.2. Associated Disorders
3.2.9. Comparison of the intensity of the most frequent Sounds
3.2.9.1. Sound Levels of frequent noises
3.2.10. Hearing Prevention
3.2.10.1. Preliminary Considerations
3.2.10.2. The Importance of Prevention
3.2.10.3. Preventive Methods for Hearing Care
3.3. Audiology and Audiometry
3.4. Hearing Aids
3.4.1. Preliminary Considerations
3.4.2. History of Hearing Aids
3.4.3. What are Hearing Aids? 
3.4.3.1. Concept of Hearing Aid
3.4.3.2. How does a Hearing Aid work?
3.4.3.3. Description of the Device
3.4.4. Hearing Aid fitting and fitting Requirements
3.4.4.1. Preliminary Considerations
3.4.4.2. Hearing Aid Fitting Requirements
3.4.4.3. How is a Hearing Aid fitted? 
3.4.5. When is it not advisable to fit a Hearing Aid?
3.4.5.1. Preliminary Considerations
3.4.5.2. Aspects that influence the Professional’s Final Decision
3.4.6. The Success and Failure of Hearing Aid fitting
3.4.6.1. Factors influencing the success of Hearing Aid fitting
3.4.6.2. Factors influencing the failure of Hearing Aid fitting
3.4.7. Analysis of the Evidence on Effectiveness, Safety, and Ethical Aspects of the Hearing Aid
3.4.7.1. Hearing Aid Effectiveness
3.4.7.2. Hearing Aid Safety
3.4.7.3. Ethical Aspects of the Hearing Aid
3.4.8. Indications and Contraindications of Hearing Aids
3.4.8.1. Preliminary Considerations
3.4.8.2. Hearing Aid Indications
3.4.8.3. Hearing Aid Contraindications
3.4.9. Current Hearing Aid Models
3.4.9.1. Introduction
3.4.9.2. The different current Hearing Aid Models
3.4.10. Final Conclusions
3.5. Cochlear implants
3.5.1. Introduction to Unit
3.5.2. History of Cochlear Implantation
3.5.3. What are Cochlear Implants? 
3.5.3.1. Concept of Cochlear Implant
3.5.3.2. How Does a Cochlear Implant Work
3.5.3.3. Description of the Device
3.5.4. Requirements for Cochlear Implant Placement
3.5.4.1. Preliminary Considerations
3.5.4.2. Physical Requirements to be met by the user
3.5.4.3. Psychological Requirements to be met by the user
3.5.5. Implementation of Cochlear Implant
3.5.5.1. The Surgery
3.5.5.2. Implant Programming
3.5.5.3. Professionals involved in the Surgery and in the Implant Programming
3.5.6. When is it not advisable to place a Cochlear Implant?
3.5.6.1. Preliminary Considerations
3.5.6.2. Aspects that influence the Professional’s Final Decision
3.5.7. Success and Failure of Cochlear Implantation
3.5.7.1. Factors influencing the success of Cochlear Implant placement
3.5.7.2. Factors influencing Cochlear Implant placement failure
3.5.8. Analysis of the Evidence on Effectiveness, Safety, and Ethical Aspects of Cochlear Implantation
3.5.8.1. Effectiveness of Cochlear Implantation
3.5.8.2. Safety of Cochlear Implantation
3.5.8.3. Ethical Aspects of Cochlear Implantation
3.5.9. Indications and Contraindications of Cochlear Implantation
3.5.9.1. Preliminary Considerations
3.5.9.2. Indications of Cochlear Implantation
3.5.9.3. Contraindications of Cochlear Implantation
3.5.10. Final Conclusions
3.6. Speech Therapy Evaluation instruments in Hearing Impairments
3.6.1. Introduction to Unit
3.6.2. Elements to take into account during the Evaluation
3.6.2.1. Level of Care
3.6.2.2. Imitation
3.6.2.3. Visual Perception
3.6.2.4. Mode of Communication
3.6.2.5. Hearing
3.6.2.5.1. Reaction to unexpected Sounds
3.6.2.5.2. Sound Detection What sounds do you hear? 
3.6.2.5.3. Identification and Recognition of Environmental and Speech Sounds
3.6.3. Audiometry and the Audiogram
3.6.3.1. Preliminary Considerations
3.6.3.2. Concept of Audiometry
3.6.3.3. Concept of Audiogram
3.6.3.4. The function of Audiometry and the Audiogram
3.6.4. First part of the evaluation: Anamnesis
3.6.4.1. General Development of the Patient
3.6.4.2. Type and degree of Hearing Loss
3.6.4.3. Timing of onset of Hearing Loss
3.6.4.4. Existence of Associated Pathologies
3.6.4.5. Mode of Communication
3.6.4.6. Use or Absence of Hearing Aids
3.6.4.6.1. Date of Fitting
3.6.4.6.2. Other Aspects
3.6.5. Second part of the Evaluation: Otorhinolaryngologist and Prosthetist
3.6.5.1. Preliminary Considerations
3.6.5.2. Otolaryngologist’s Report
3.6.5.2.1. Analysis of the Objective Tests
3.6.5.2.2. Analysis of the Subjective Tests
3.6.5.3. Prosthetist’s Report
3.6.6. Second Part of the Evaluation: Standardized Tests/Exams
3.6.6.1. Preliminary Considerations
3.6.6.2. Speech Audiometry
3.6.6.2.1. Ling Test
3.6.6.2.2. Name Test
3.6.6.2.3. Early Speech Perception Test (ESP). 3.6.6.2.4. Distinguishing Features Test
3.6.6.2.5. Vowel Identification Test
3.6.6.2.6. Consonant Identification Test
3.6.6.2.7. Monosyllable Recognition Test
3.6.6.2.8. Bisyllable Recognition Test
3.6.6.2.9. Phrase Recognition Test
3.6.6.2.9.1. Open-choice Sentence Test with Support
3.6.6.2.9.2. Test of Open-choice Sentences without Support
3.6.6.3. Oral Language Test/Tests
3.6.6.3.1. PLON-R
3.6.6.3.2. Reynell Scale of Language Development
3.6.6.3.3. ITPA
3.6.6.3.4. ELCE
3.6.6.3.5. Monfort Induced Phonological Register
3.6.6.3.6. MacArthur
3.6.6.3.7. Boehm’s Test of basic concepts
3.6.6.3.8. BLOC
3.6.7. Elements to be included in a Speech Therapy Report on Hearing Impairment
3.6.7.1. Preliminary Considerations
3.6.7.2. Important and Basic Elements
3.6.7.3. Importance of the Speech Therapy Report in Auditory Rehabilitation
3.6.8. Evaluation of the Hearing-Impaired child in the school context
3.6.8.1. Professionals to be Interviewed
3.6.8.1.1. Tutor
3.6.8.1.2. Professors
3.6.8.1.3. Hearing and Speech Teacher
3.6.8.1.4. Others
3.6.9. Early Detection
3.6.9.1. Preliminary Considerations
3.6.9.2. The importance of Early Diagnosis
3.6.9.3. Why is a Speech Therapy Evaluation more effective when the child is younger? 
3.5.10. Final Conclusions
3.7. Speech-language Pathologist’s role in Hearing Impairment Intervention
3.7.1. Introduction to Unit
3.7.1.1. Methodological Approaches, according to Perier’s classification (1987)
3.7.1.2. Oral Monolingual Methods
3.7.1.3. Bilingual Methods
3.7.1.4. Mixed Methods
3.7.2. Are there any differences between Rehabilitation after a Hearing Aid or Cochlear Implant? 
3.7.3. Post-implant intervention in Prelingually Hearing-impaired children
3.7.4. Post-implant Intervention in Postlocution children
3.7.4.1. Introduction to Unit
3.7.4.2. Phases of Auditory Rehabilitation
3.7.4.2.1. Sound Detection Phase
3.7.4.2.2. Discrimination Phase
3.7.4.2.3. Identification Phase
3.7.4.2.4. Recognition Phase
3.7.4.2.5. Comprehension Phase
3.7.5. Useful Activities for Rehabilitation
3.7.5.1. Activities for the Detection Phase
3.7.5.2. Activities for the Discrimination Phase
3.7.5.3. Activities for the Identification Phase
3.7.5.4. Activities for the Recognition Phase
3.7.5.5. Activities for the Comprehension Phase
3.7.6. Role of the family in the Rehabilitation Process
3.7.6.1. Guidelines for families
3.7.6.2. Is the Presence of the Parents in the Sessions Advisable? 
3.7.7. The Importance of an Interdisciplinary Team during the Intervention
3.7.7.1. Preliminary Considerations
3.7.7.2. Why the Interdisciplinary Team is so important
3.7.7.3. The Professionals involved in Rehabilitation
3.7.8. Strategies for the School Environment
3.7.8.1. Preliminary Considerations
3.7.8.2. Communication Strategies
3.7.8.3. Methodological Strategies
3.7.8.4. Strategies for Text Adaptation
3.7.9. Materials and Resources adapted to the Speech Therapy Intervention in Audiology
3.7.9.1. Self-made useful Materials
3.7.9.2. Commercially available Material
3.7.9.3. Useful Technological Resources
3.7.10. Final Conclusions
3.8. Bimodal Communication
3.8.1. Introduction to Unit
3.8.2. What does Bimodal Communication consist of?
3.8.2.1. Concept
3.8.2.2. Functions
3.8.3. Elements of Bimodal Communication
3.8.3.1. Preliminary Considerations
3.8.3.2. Elements of Bimodal Communication
3.8.3.2.1. Pantomimic Gestures
3.8.3.2.2. Elements of Sign Language
3.8.3.2.3. Natural Gestures
3.8.3.2.4. “Idiosyncratic” Gestures
3.8.3.2.5. Other Elements
3.8.4. Objectives and Advantages of the use of Bimodal Communication
3.8.4.1. Preliminary Considerations
3.8.4.2. Advantages of Bimodal Communication
3.8.4.2.1. Regarding the Word at the Reception
3.8.4.2.2. Regarding the Word in Expression
3.8.4.3. Advantages of Bimodal Communication over other Augmentative and Alternative Communication Systems
3.8.5. When should we consider using Bimodal Communication?
3.8.5.1. Preliminary Considerations
3.8.5.2. Factors to Consider
3.8.5.3. Professionals making the Decision
3.8.5.4. The Importance of the Role of the Family
3.8.6. The Facilitating Effect of Bimodal Communication
3.8.6.1. Preliminary Considerations
3.8.6.2. The Indirect Effect
3.8.6.3. The Direct Effect
3.8.7. Bimodal Communication in the different Language Areas
3.8.7.1. Preliminary Considerations
3.8.7.2. Bimodal Communication and Comprehension
3.8.7.3. Bimodal Communication and Expression
3.8.8. Forms of Implementation of Bimodal Communication
3.8.9. Programs aimed at learning and implementing the Bimodal System
3.8.9.1. Preliminary Considerations
3.8.9.2. Introduction to Bimodal Communication supported by Clic and NeoBook Authoring Tools
3.8.9.3. Bimodal 2000
3.8.10. Final Conclusions
3.9. The figure of the Interpreter of Sign Language (ILSE)
3.9.1. Introduction to Unit
3.9.2. History of Interpretation
3.9.2.1. History of Oral Language Interpreting
3.9.2.2. History of Sign Language Interpreting
3.9.2.3. Sign Language Interpreting as a Profession
3.9.3. The Interpreter of Sign Language (ILSE)
3.9.3.1. Concept
3.9.3.2. ILSE Professional Profile
3.9.3.2.1. Personal Characteristics
3.9.3.2.2. Intellectual Characteristics
3.9.3.2.3. Ethical Characteristics
3.9.3.2.4. General Knowledge
3.9.3.3. The Indispensable Role of the Sign Language Interpreter
3.9.3.4. Professionalism in Interpreting
3.9.4. Interpreting Methods
3.9.4.1. Characteristics of Interpreting
3.9.4.2. The purpose of Interpretation
3.9.4.3. Interpreting as a Communicative and Cultural Interaction
3.9.4.4. Types of Interpretation: 
3.9.4.4.1. Consecutive Interpretation
3.9.4.4.2. Simultaneous Interpretation
3.9.4.4.3. Interpreting in a telephone call
3.9.4.4.4. Interpreting Written Texts
3.10.5. Components of the Interpretation Process
3.10.5.1. Message
3.10.5.2. Perception
3.10.5.3. Linking Systems
3.10.5.4. Comprehension
3.10.5.5. Interpretation
3.10.5.6. Assessment
3.10.5.7. Human Resources Involved
3.10.6. List of the Elements of the Interpretation Mechanism
3.10.6.1. Moser’s Hypothetical Model of Simultaneous Interpretation
3.10.6.2. Colonomos’ Model of Interpreting Work
3.10.6.3. Cokely’s Interpretation Process Model
3.10.7. Interpretation Techniques
3.10.7.1. Concentration and Attention
3.10.7.2. Memory
3.10.7.3. Note Taking
3.10.7.4. Verbal Fluency and Mental Agility
3.10.7.5. Resources for Lexical Building
3.10.8. ILSE Fields of Action
3.10.8.1. Services in General
3.10.8.2. Specific Services
3.10.8.3. Organization of ILS serv

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