Curricular Unit:			Code:
Methods and Techniques of Assessment and Intervention in Speech Therapy			171MTAI
Year:	Level:	Course:	Credits:
3	Undergraduate	Speech Therapy	4 ects
Learning Period:		Language of Instruction:	Total Hours:
		Portuguese	52
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- Demonstrate clinical capacity to think about acquisition, development, knowledge about assessment and intervention in disorders of human communication; 2- Apply selective criteria to define an speech therapy assessment in stuttering (adults and children) and child language disorders; 3- Development of the ability to solve problems, construction of its own arguments in the assessment and intervention in Speech Language Therapy; 4- Apply models of assessment and intervention to case studies.
Syllabus:
1. Assessment process in Speech Language Therapy 1.1 Formal and Informal Assessment in Speech Language Therapy 1.2 Formal assessment in different domains of language: 1.3 Stuttering 1.3.1 Fluent Speech and non-fluent Speech 1.3.2 Stuttering Definitions 1.3.3 Stuttering Etiology 1.3.4 Stuttering Assessment 1.3.5 Anamnesis 1.3.6 Assessment Instruments 1.3.7 Intervention 2. Intervention process in Speech Language Therapy 3. Therapeutic Intervention Models / intervention programs 3.1 ABA Model 3.2 D.I.R.- Floortime 3.3 Makaton Programme 3.4 SCERTS 3.5 PECS 3.6 TEACCH 3.7 Hanen Program 3:8 Stuttering Intervention Program 3:9 Speaker`s Overall Assessment of the Experience of Stuttering (OASES) of Yaruss & Quesal (2004) 3:10 Assessment of the Child`s Experience of Stuttering (ACES) of Coleman et. al. (2005) 3:11 Lindcombe Program of Early Stuttering Intervention (2006) 4. Case studies and appropriateness of the goals to the intervention plan.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The Programatic Contents(CP) were delineated in terms of learning objectives (LO) of the course: CP1 and 3 -LO1,2 CP2 and CP3 - LO1, 2 and 3 CP4- LO4 CP1 examines the fundamental concepts associated with formal and informal assessment of language and speech, as well as the assessment instruments used in European Portuguese. CP2 focus on aspects related to the focus of intervention, selection of general and specific goals of intervention and therapeutic procedures. CP3 analyses some intervention programs in child and adult populations, including intervention programs in stuttering. CP4 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 - Distributed Evaluation - 1) Individual work and discussion (40%) 2) Written test (50%) 3) Participation / attendance (10%) Final Season - Examination (100%)
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodologies adopted for this unit are consistent with the 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 capacity for analysis, discussion and reflection of concepts with the practice of speech therapy. Objective1- active and expository methodologies- assessment: written test and participation Objective2- active and expository methodology- assessment: written test and participation Objective3- active and expository methodology- assessment: written paper/oral presentation Objective4- active methodology- assessment: written test and participation
Reading:
Guitar, B. (2013). Stuttering: An integrated approach to its nature and treatment. Lippincott Williams & Wilkins. Dwight, D. M. (2006). Here's how to do therapy: Hands-on core skills in speech-language pathology. Plural Pub.. Paul, R. (2008). Interventions to improve communication in autism. Child and adolescent psychiatric clinics of North America, 17(4), 835-856. Ratner, N. B., & Tetnowski, J. A. (Eds.). (2014). Current issues in stuttering research and practice. Psychology Press. 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. Silverman, F. H. (2004). Stuttering and other fluency disorders. Waveland PressInc.