1 Course Guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 COURSE GUIDE OF THE SUBJECT Logopedic intervention in autism spectrum disorders and intellectual disabilities Speech Language Pathology Degree Psychology and Education Sciences Faculty Universidad Católica de Valencia San Vicente Mártir Year 2016-17 Universidad Católica de Valencia “San Vicente Mártir” 2 Course guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 COURSE GUIDE TO LOGOPEDIC INTERVENTION IN AUTISM SPECTRUM DISORDERS AND INTELLECTUAL DISABILITIES ECTS MODULE: Disturbances, disorders and logopedic treatment 72 FIELD: Neuro-psycho-linguistic disorders 18 Subject: Logopedic intervention in autism spectrum disorders 6 and intellectual disabilities YEAR: 2 Type of learning: Obligatory Semester: 2 Department: Personality, Asessment and Therapeutic Teacher: Inmaculada Baixauli Fortea Ph.D Interventions E-mail: inmaculada.baixauli@ucv.es SUBJECT ORGANIZATION ____________________________________________________________________________ Nº ECTS: 6 Logopedic intervention in autism spectrum disorders and intellectual disabilities The main purpose of this subject is to provide the students with the knowledge about the main techniques and logopedic intervention procedures of autism spectrum disorders and intellectual disabilities. Students will learn methodological principles of treatment, and acquire the competence to plan logopedic intervention programs. Subjects and Courses Subject Language Pathology Deficiency in the basic tools for entertainment and language ECTS 18 24 Courses ECTS Course/ semester Language pathologies I 6 1/1 Language pathologies II 6 1/2 Learning difficulties 6 2/4 Logopedic treatment of speech disorders and nonverbal oral functions 6 3/5 Logopedic treatment of organical 6 3/5 Universidad Católica de Valencia “San Vicente Mártir” 3 Course Guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 production misarticulation and dysarthria Logopedic treatment of voice disorders Neuro-PsychoLinguistics Disorders 24 Fluency Disorders 6 Alternative communication 6 Logopedic treatment of hearing impairment Treatment of specific developmental disorders of language Logopedic treatment of aphasia and related disorders Logopedic treatment of autism spectrum disorders and mental deficiency Logopedic treatment of stuttering and other disorders with psychosocial implications Augmentative and alternative communication systems 6 3/5 6 3/6 6 2/4 6 3/6 6 3/6 6 3/5 6 3/6 COURSE GUIDE TO THE SUBJECT: Logopedic treatment of autism spectrum disorders and intellectual disabilities Prerequisites: None. GENERAL GOALS a. b. c. d. To know the theoretical models of logopedic treatment of autism spectrum disorders and intellectual disabilities. To know intervention programs directed to promote language and communication development in autism spectrum disorders and intellectual disabilities in early childhood. To know augmentative /alternative communication systems used in communication intervention of autism spectrum disorders and intellectual disabilities. To know the main intervention strategies directed to overcome pragmatic difficulties that characterize the communicative profile of autism spectrum disorders. CROSS-SECTIONAL COMPETENCES Competence measuring scale Instrumental 1 1.(1). Analysis and synthesis. 2.(2). Organize a work plan being able to carry it out within a specified period. Universidad Católica de Valencia “San Vicente Mártir” 2 3 4 x x 4 Course guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 3. (3) Find, evaluate, organize and manage information systems. x 4. (4). Speaking and writing fluently,appropriately and with the necessary consistency to meet the academic standards of correctness in the language of instruction. x 5. (5). Make decisions and being responsibile for them. x Interpersonal 6. (6). Use the techniques of verbal and nonverbal communication in order to optimize relevant communicative situations. x 7. (7). Critically evaluate own job performance and that of other professionals to improve results. x 8.(8). Have flexibility to work in teams formed by other professionals belonging to the same field. x 9 (9). Acquire a compromise with the ethics and deontology of the professional field. x 10. (10). Recognize, analyze and obtain resolutions of ethical problemas in situations of professional practice. Systemic x 1 2 11. (11). Adapt to new situations arising in their profession. 3 4 x 12. (12). Having an open and flexible attitude to lifelong learning. x 13. (13). Know and use of technical advances in the exercise of their profession. x SPECIFIC COMPETENCIES FROM THE "DISTURBANCES, DISORDERS AND SPEECH THERAPY INTERVENTION" MODULE 1 14. (26). Knowing the general principles of speech therapy intervention. 15. (28). Know and apply models and intervention techniques. 2 3 4 x x Universidad Católica de Valencia “San Vicente Mártir” 5 Course Guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 16. (29). Knowing the different characteristics of speech therapy intervention in family, school, health and clinical care contexts. x 17. (30). Know and perform speech therapy intervention in specific disorders of language development: specific developmental disorders of language, specific language impairment, language delays, phonetic and phonological disorders, communication disorders and speech and hearing deficits associated with visual attention deficits, mental retardation, pervasive developmental disorder, autism spectrum disorders, cerebral palsy and multiple disabilities, specific disorders of written language of dyscalculia; alterations in the development of language deprivation associated social and multicultural and multilingual contexts, disorders of speech fluency, aphasias and related disorders, dysarthria, dysphonia, diglossia, language disorders in aging and degenerative disorders, language disorders and communication in mental illness, silence and inhibitions of language disturbances of nonverbal oral functions atypical swallowing, dysphagia, and tubal abnormalities. 18. (31). Know and perform speech therapy intervention in early childhood. 19. (35). Know how to design, develop and evaluate the performance of speech therapy. x x x SPECIFIC COMPETENCIES OF THE REMAINING MODULS OF THE TECHNICAL REPORT 1 2 3 4 20 (40). Perform strategic planning for speech therapy intervention. x 21 (44). Acquire or develop personal resources for intervention: social and communication skills, professional skills, and evaluation of their performance; observing techniques, dynamic techniques or those related to decision making. 22. (45). Using information technology and communication. GENERAL DEGREE COMPETENCIES Universidad Católica de Valencia “San Vicente Mártir” X x 6 Course guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 1 2 3 4 23. (51). Master the terminology that allows one to interact effectively with x other professionals. 24. (54). Advise families and the social context of patients, encouraging their x participation and collaboration in speech therapy treatment. 25. (57). Knowing the limits of competencies and knowing when interdisciplinary treatment is necessary. x 26. (58). Explain and support the selected treatment. x 27. (67). Have adequate speech production, structure of language and voice quality. x 28. (68). Manage communication technologies and information. x LEARNING OUTCOMES COMPETENCES R-1. To know the communicative and linguistic profile of autism spectrum disorders and intellectual disability. 1, 2, 12, 17, 23, 26 R-2. To Know the main models and methodologies of logopedic intervention in autism spectrum disorders and intellectual disabilities. R-3. To be able to plan an intervention according to the assessment results, strengths and weaknesses of autism spectrum disorders and intellectual disabilities. R-4. To know the main ways of counseling and coordination with family and school environments. R-5. To know and be able to use augmentative/alternative communication systems in logopedic treatment of autism spectrum disorders and intellectual disability. 1, 2, 3, 4, 6, 7, 8, 11, 12, 14, 15, 17, 18, 22, 23, 25, 28 1, 2, 3, 4, 5, 7, 8, 9, 10, 14, 15, 17, 18, 19, 20, 21, 25, 26 6, 9, 10, 11, 16, 21, 24, 26, 27 13, 22, 28 Universidad Católica de Valencia “San Vicente Mártir” 7 Course Guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 ON-CAMPUS EDUCATIONAL ACTIVITIES ACTIVITY ON-CAMPUS CLASS PRACTICAL CLASSES GROUP PRESENTATION OF PAPERS OFFICE ASSISTANCE ASSESSMENT Teaching-Learning Methodology Teacher presentation of contents, analysis of competences, explanation and in-class display of skills, abilities and knowledge. Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of knowledge through interaction and student activity. Application of multidisciplinary knowledge Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc. Set of oral and/or written tests used in initial, formative or additive assessment of the student Total Universidad Católica de Valencia “San Vicente Mártir” Relationship With Learning Outcomes for the subject ECTS R-1, R-2, R-3, R-4, R-5. 1 R-1, R-2, R-3, R-4, R-5. 0,5 R-1, R-3, R-5. 0,5 R-1, R-2, R-3, R-4, R-5. 0,3 R-1, R-2, R-3, R-4, R-5. 0,1 ( 40% ): 60 horas 2,4 8 Course guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 INDEPENDENT WORK ACTIVITIES ACTIVITY GROUP WORK Teaching-Learning Methodology Relationship of Course with Learning Outcomes Group preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. R-3 y R-5 ECTS 1,6 Work done on the university e-learning platform ( www.plataforma.ucv.es ) INDEPENDENT WORK Student study: Group Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. R-1, R-2, R-3, R-4, R-5 2 Work done on the university e-learning platform ( www.plataforma.ucv.es ) (60% ): Total 3,6 SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Tool LEARNING OUTCOMES ASSESSED Written proof R1, R2 Written reports R5, R3, R5 Allocated Percentage 60% 40% Universidad Católica de Valencia “San Vicente Mártir” 9 Course Guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 Note: In order to pass the subject the student must pass both the theoretical and the practical content separately. MENTION OF DISTINCTION: The mention of Distinction will be awarded to students who have achieved a score equal to or greater than 9.5. The number of Distinctions granted will not exceed 5% of students enrolled in a subject in the corresponding academic year unless enrollment is under 20, in which case only one Distinction may be granted. (Royal Decree 1125/2003). DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS: There will be a special group for students who are not enrolling for the first time if they exceed the occupancy limit of the classroom and a teacher is assigned to that group. The professor in charge of this group will conduct 4 follow-up sessions and tutoring for 2 hours each. Assessment of skills and abilities will be done through the scheduled practice sessions In each session the subject will be developed so as to reinforce the work on the skills that each student needs to pass the course. Assessment of content and skills will be made during the examination set in the official calendar for this course. DESCRIPTION OF CONTENTS COMPETENCES PART I 1. Conceptualization of autism spectrum disorders. 2. Characteristics of linguistic and communicative profile of autism spectrum disorders. 3. Language and communication assessment in autism spectrum disorders. Early identification. Usage of standarized instruments and communicative questionnaires and reports. Determining the stage of communicative development. 4. Treatment models in autism spectrum disorders: from sociopragmatic aproaches to behavioral interventions. Combined models. 5. Language and communicative intervention according to best recommended practices. Universidad Católica de Valencia “San Vicente Mártir” 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28 10 Course guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 6. Family-centered intervention programs. 7. Use of alternative and augmentative communication systems:: Picture Exchange Communication System (PECS), Total Comunicación (Benson Schaeffer). 8. Clinical cases analysis. PART II 9. Linguistic profile of different syndromes síndromes characterized with intellectual disabilities: Down Syndrome, X-fragile syndrome, Williams síndrome, Angelman Syndrome, Prader-Willie Syndrome. 10. Characteristics of logopedic intervention in intellectual disabilities. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28 11. Clinical cases analysis. REFERENCES Basic references: Aguado, G. y Narbona, J. (1997). Lenguaje y deficiencia mental. En Narbona, J. y Chevrie-Muller, C. El lenguaje del niño. Barcelona, Masson. Alcantud, F. (coord..) (2003). Intervención psicoeducativa en niños con trastornos generalizados del desarrollo. Madrid, Pirámide. Alcantud, F. (coord.). (2013). Trastornos del espectro autista. Detección, diagnóstico e intervención temprana. Madrid, Pirámide. Bekley, S. y Bird, G. (2005). Habla, lenguaje y comunicación en alumnos con Síndrome de Down. Recursos para padres y profesores. Madrid, Cepe. Martos, J. y Pérez, M. (coords.). (2002). Autismo. Un enfoque orientado a la formación en logopedia. Miller, J.F., Leavitt, L.A. & Leddy, M. (2000). Síndrome de Down: comunicación, Universidad Católica de Valencia “San Vicente Mártir” 11 Course Guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 lenguaje, habla. Barcelona, Masson. Complementary references: Cornago, a., Navarro, M. & Collado, F. (2012). Manual de teoría de la mente para niños con autismo. Ed. Psylicom. Del Río, M.J. y Torrens, V. (2006). Lenguaje y comunicación en trastornos del desarrollo. Madrid, Pearson-Prentice Hall. Frost, L. & Bondy, A. (2002). El Manual de Picture Exchange Communication System. Pyramid Educational Consultants. Fuentes, J., Ferrari, M.J., Boada, L., Touriño, E., Artigas, J., Belinchón, M., Muñoz, J., Hervás, A., Canal, R., Hernández, J.M., Díez, A., Idiazábal, M.A., Mulas, F., Palacios, S., Tamarit, J., Martos, J. & Posada, M. (2006). Guía de buena práctica para el tratamiento de los trastornos del espectro autista. Revista de Neurología, 43, 425-438. García Sánchez, J.N. (1999). Intervención psicopedagógica en los trastornos del desarrollo. Madrid, Pirámide. Greenspan, S & Wieder, S. (2006). Engaging Autism: Helping children relate, communicate and think with the DIR Floortime Approach. New York: DeCapo Press. Güemes I., Martín Arribas, M.C., Canal, R. & Posada M. (2009). Evaluación de la eficacia de las intervenciones psicoeducativas en losTrastornos del Espectro Autista. Madrid: Ministerio de Ciencia e Innovación. Instituto de Salud Carlos III. Jiménez, A. (2013). Lenguaje expresivo en adolescentes con síndrome de Down. Madrid, Cepe. Kumin, L. (1997). Cómo favorecer las habilidades comunicativas de los niños con Síndrome de Down. Guía para padres. Barcelona, Paidós. Kumin, L. (2008). Helping children with Down Syndrome communicate better: speech and language skills for ages 6-14. Ed. Woodbine House. Kumin, L. (2001). Classroom language skills for children with Down Syndrome: a guide for parents and teachers. Ed. Woodbine House. Mesibov, G. B., Shea, V. & Schopler, E. (2005). The TEACCH Approach to Autism Spectrum Disorders. New York: Kluwer Academic/Plenum Publishers. Mulas, F., Ros, G., Millá, M., Etchepareborda, M., Abad, L. & Téllez, M. (2010). Modelos de intervención en niños con autismo. Revista de Neurología, 50, Supl.3, 7784. Paul, R. (2008). Interventions to improve communication in autism. Child and Adolescent Psychiatric Clinics of North America, 17, 835-856. Prizant, B., Wetherby, A., Rubin, E., Laurent, A. & Rydell, P. (2006). The SCERTS Model. Baltimore: Brookes Publishing. Puyuelo, M. (ed.). (2001). Casos clínicos en logopedia, III. Barcelona: Masson. Riviere, A. y Martos, J. (comp.) (2000). El niño pequeño con autismo. Madrid, APNA. Riviere, A. y Martos, J. (comp.). (1998). El tratamiento del autismo: nuevas perspectivas. Madrid, APNA. Rogers, S. & Dawson, G. (2010). Early Start Denver Model for young children with autism. New York, The Guilford Press. Salvadó, B., Palau, M., Clofent, M., Montero, M., Hernández, M.A. (2012). Modelos de intervención global en personas con trastornos del espectro autista. Revista de Neurología, 54, Supl.1,63-71. Sussman, F. (2001). More than words. Toronto: The Hanen Centre. Universidad Católica de Valencia “San Vicente Mártir” 12 Course guide Logopedic intervention in autism spectrum disorders and intellectual disabilities PCA-27-F-01 Ed. 00 Troncoso, M.V. y Del Cerro. M.M. (1998). Síndrome de Down: lectura y escritura. Barcelona, Masson. TEMPORAL ORGANIZATION OF LEARNING: CONTENT/TEACHING UNIT 1 2 3 4 5 6 7 8 9 10 11 Conceptualization of autism spectrum disorders. Characteristics of linguistic and communicative profile of autism spectrum disorders. Language and communication assessment in autism spectrum disorders. Early identification. Usage of standarized instruments and communicative questionnaires and reports. Determining the stage of communicative development. Treatment models in autism spectrum disorders: from sociopragmatic aproaches to behavioral interventions. Combined models. Language and communicative intervention according to best recommended practices. Family-centered intervention programs. Use of alternative and augmentative communication systems:: Picture Exchange Communication System (PECS), Total Comunicación (Benson Schaeffer). Clinical cases analysis. 1 1 2 2 4 3 2 2 Linguistic profile of different syndromes characterized with intellectual disabilities: Down Syndrome, X-fragile syndrome, Williams síndrome, Angelman Syndrome, Prader-Willie Syndrome. Characteristics of logopedic intervention in intellectual disabilities. Clinical cases analysis. # OF MEETINGS 3 4 4 Universidad Católica de Valencia “San Vicente Mártir”