Curricular Unit:Code:
Morphosyntax and Semantics1023MORS
Year:Level:Course:Credits:
2UndergraduateSpeech Therapy6 ects
Learning Period:Language of Instruction:Total Hours:
Winter SemesterPortuguese/English78
Learning Outcomes of the Curricular Unit:
In global terms it is expected that the student develops the capacity for analysis and synthesis; ability to learn; problem-solving skills; ability to apply knowledge; ability to process information;
Specifically, the Learning Goals (LG) are:
1- Identify key-terms relative to acquisition, development, knowledge and ability to understand assessment and intervention in Semantics, pragmatics, morphology and syntactic levels;
2- Formulate hypothesis about assessment and intervention in different clinical populations in Speech Language Therapy;
3- Development of knowledge of ways to use several formal and informal materials for assessment and intervention for children with Semantics, pragmatics, syntatics and morphology Disorders.
Syllabus:
1. Semantic, pragmatics and morphosyntactic language development;
2. Assessment of semantics, pragmatics and morphosyntactic components of language: formal and informal procedures of language (national and international instruments);
3. Programs and intervention approaches to semantic-pragmatic level and morphosyntax: study cases and intervention plans;
4. Detailed analyses of case studies;
5. Clinical application of linguistic concepts of semantics, pragmatics and morphosyntax to study-cases in speech-language pathology.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The Programatic Contents (PC) were delineated in terms of learning objectives (LO) of the course:
PC1 and 3 -LO1, 2
PC2 and CP3 - LO1, 2 and 3
PC4- LO4
PC1 examines the fundamental concepts associated with language development related to morphosyntax, pragmatics and semantics. PC2 focus on formal and informal assessment of language, as well as the assessment instruments used in European Portuguese.
PC3 focus on aspects related to the focus of intervention, selection of general and specific goals of intervention and therapeutic procedures.
PC4 analyses some intervention programs in language disorders.
PC5 includes practical aspects related to the use of intervention materials.
Teaching Methodologies (Including Evaluation):
Active, collaborative and expository methodologies:
1- Problem solving in small groups;
2- Brainstorming sessions of topics and questions to be investigated by students;
3- Orientation of research done by students;
4- Summary and synthesis of research done by students and group discussion;
5- Presentation of programmatic contents using projections, examples, clinical cases in video.
Assessment:
normal season
1) 1st part of the evaluation work (40%)
2) 2nd part of the evaluation work (40%)
3) Participation (10%)
Special Season
- Exam (100%)
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodologies adopted for this curricular unit are consistent with the defined goals, since they allow students' knowledge and their active participation in classes through active and collaborative learning strategies combined with traditional and expository methods. The professor will be a facilitator of the student's learning process, providing the capacity for analysis, discussion and reflection of concepts with the practice of speech therapy. Objective1-active and expository methodologies- assessment: paper1+participation Objective2- active and expository methodology- assessment: paper1+participation Objective3 and 4- active and expository methodology- assessment: paper2+participation Objective5- active methodology- assessment: paper2+participation
Reading:
Adams, C. (2001). Clinical diagnostic and intervention studies of children with semantic’pragmatic language disorder. International Journal of Language & Communication Disorders, 36(3), 289-305.
Freitas, M. J. & Santos, A.L. (2017). Aquisição de Língua Materna e Não Materna – Questões gerais e dados do Português. Language Science Press.
Oetting, J. B., Hadley, P. A., & Schwartz, R. G. (2009). Morphosyntax in child language disorders. Handbook of child language disorders, 341-364.
Owens Jr, R. E. (2015). Language development: An introduction. Pearson.
Paul, R. (2008). Interventions to improve communication in autism. Child and adolescent psychiatric clinics of North America, 17(4), 835-856.
Roth, F. P., & Worthington, C. K. (2015). Treatment resource manual for speech language pathology. Nelson Education.
Shipley, K. G., & McAfee, J. G. (2015). Assessment in speech-language pathology: A resource manual. Nelson Education.
Lecturer (* Responsible):
Fátima Maia (fmaia@ufp.edu.pt)
Joana Rocha (jrocha@ufp.edu.pt)