Guías Docentes Electrónicas
1. General information
Course:
PRODUCING DOCUMENTS AND MATERIALS FOR LOGOPAEDIC PRACTICE
Code:
32318
Type:
CORE COURSE
ECTS credits:
6
Degree:
310 - SPEECH AND LANGUAGE'S THERAPY
Academic year:
2022-23
Center:
16 - FACULTY OF SCIENCES OF THE HEALTH OF TALAVERA
Group(s):
60 
Year:
2
Duration:
C2
Main language:
Spanish
Second language:
English
Use of additional languages:
English Friendly:
Y
Web site:
Bilingual:
N
Lecturer: LIDIA RODRIGUEZ GARCIA - Group(s): 60 
Building/Office
Department
Phone number
Email
Office hours
FacSalud / 1.19
PEDAGOGÍA
925721010 ext.5638
lidia.rodriguez@uclm.es

2. Pre-Requisites
Not established
3. Justification in the curriculum, relation to other subjects and to the profession
Not established
4. Degree competences achieved in this course
Course competences
Code Description
E01 To know the classification, terminology and description of communication, language, speech, hearing and voice disorders, as well as disorders of oral non-verbal functions.
E02 To know, recognize and discriminate between varieties of disorders: specific language development disorders: language specific disorder, language delays, phonetic and phonological disorders; communication and language disorders associated to hearing and visual disorders, attention deficit, mental deficiency, generalised developmental disorder, autistic spectrum disorders, cerebral palsy in childhood and multiple deficiencies; specific disorders of written language; disorders of calculus; language development disorders after social deprivation, and associated to multicultural contexts and multilingualism; disorders of speech fluidity; aphasias and associated disorders; dysarthrias; dysphonias; dysglossias; language disorders in aging and degenerative disorders; language and communication disorders in mental illnesses; mutism and language inhibitions; disorders of non-verbal oral functions: atypical swallowing, dysphagia and tubaric dysfunctions.
E03 To know the foundations of the assessment and diagnosis process.
E04 To know and be able to apply assessment models, techniques and instruments.
E05 To be able to perform an assessment of language dirosders in: specific language development disorders: language specific disorder, language delays, phonetic and phonological disorders; communication and language disorders associated to hearing and visual disorders, attention deficit, mental deficiency, generalised developmental disorder, autistic spectrum disorders, cerebral palsy in childhood and multiple deficiencies; specific disorders of written language; disorders of calculus; language development disorders after social deprivation, and associated to multicultural contexts and multilingualism; disorders of speech fluidity; aphasias and associated disorders; dysarthrias; dysphonias; dysglossias; language disorders in aging and degenerative disorders; language and communication disorders in mental illnesses; mutism and language inhibitions; disorders of non-verbal oral functions: atypical swallowing, dysphagia and tubaric dysfunctions.
E06 To be able to write an SLT report.
E07 To be able to perform an assessment after treatment.
E21 To acquire practical knowledge for SLT assessment.
G06 To communicate correctly, in oral and written form, with an adequate production of speech, language structure and voice quality.
G07 To master the use of communication and information technologies.
G08 Ethical commitment and professional deontology.
5. Objectives or Learning Outcomes
Course learning outcomes
Description
Students will know the Speech and Language Therapist role in the assessment as a part of the diagnosis process and in prevention and treatment work
Students will know the resources and complementary tests used by reading and commenting on exploration and assessment reports of the professionals involved: Physicians (Phoniatrist, ENT, Radiologist, Pediatrician, Orthodontist, etc.) and other related professionals (Psychologist, Pedagogue).
Students will be prepared for the assessment and to design adequate intervention programmes according to their scope of action
To write SLT reports and to integrate them in a clinic report. In both cases, to be able to carry out a multidisciplinary collaboration.
Students will be able to identify the need for SLT treatment through the life cycle
Students will be able to integrate all the information of an assessment report and to communicate it to relatives, patients and other related professionals. Finally, they will have to assess their own performance to improve it.
Students will be able to perform an SLT assessment of language independently, applying tests and instruments required to diagnose any communication, oral and written language disorders.
Students will be able to write and SLT assessment report and will be able to design, program and assess SLT work, showing their group work skills and their co-operative and mediation capacities.
To know to present their own reflections in a backed-up discussion and in a critical manner
To know to work in an independent fashion individually and in group
To know to propose didactic strategies of assessment, programming and SLT intervention
To know to design, implement and assess materials and actions for preventing voice, communication, language, speech and swallowing disorders
Students will be able to develop personal resources for intervention: social and communicative skills, professional skills, assessment of own professional performance, observation techniques, facilitation techniques, decision-making, etc
Additional outcomes
Description
6. Units / Contents
  • Unit 1:
  • Unit 2:
  • Unit 3:
  • Unit 4:
  • Unit 5:
7. Activities, Units/Modules and Methodology
Training Activity Methodology Related Competences ECTS Hours As Com Description
Class Attendance (practical) [ON-SITE] Project/Problem Based Learning (PBL) E01 E03 E21 G06 G07 G08 0.8 20 Y Y
Project or Topic Presentations [ON-SITE] Project/Problem Based Learning (PBL) E02 E03 E04 E06 E21 G06 G07 G08 0.4 10 Y Y
Study and Exam Preparation [OFF-SITE] Project/Problem Based Learning (PBL) E03 E04 E21 G07 G08 1.2 30 Y Y
Problem solving and/or case studies [ON-SITE] Cooperative / Collaborative Learning E21 G06 G07 G08 0.8 20 Y Y
Laboratory practice or sessions [ON-SITE] Projects based learning E02 E05 E21 G06 G07 G08 0.4 10 Y N
On-line debates and forums [OFF-SITE] Online Forums E07 G06 0.4 10 Y N
Analysis of articles and reviews [OFF-SITE] Reading and Analysis of Reviews and Articles E01 E02 E03 E04 E21 G07 G08 0.4 10 Y N
Writing of reports or projects [OFF-SITE] Self-study E01 E02 E03 E04 E05 E21 G06 G07 G08 1.6 40 Y N
Total: 6 150
Total credits of in-class work: 2.4 Total class time hours: 60
Total credits of out of class work: 3.6 Total hours of out of class work: 90

As: Assessable training activity
Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).

8. Evaluation criteria and Grading System
Evaluation System Continuous assessment Non-continuous evaluation * Description
Self Evaluation and Co-evaluation 10.00% 10.00%
Laboratory sessions 10.00% 10.00%
Oral presentations assessment 10.00% 10.00%
Progress Tests 10.00% 30.00%
Theoretical papers assessment 10.00% 10.00%
Assessment of problem solving and/or case studies 20.00% 10.00%
Portfolio assessment 30.00% 20.00%
Total: 100.00% 100.00%  
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).

Evaluation criteria for the final exam:
  • Continuous assessment:
    Evaluation criteria not defined
  • Non-continuous evaluation:
    Evaluation criteria not defined

Specifications for the resit/retake exam:
Evaluation criteria not defined
Specifications for the second resit / retake exam:
Evaluation criteria not defined
9. Assignments, course calendar and important dates
Not related to the syllabus/contents
Hours hours

Unit 1 (de 5):
Activities Hours
Class Attendance (practical) [PRESENCIAL][Project/Problem Based Learning (PBL)] 20
Project or Topic Presentations [PRESENCIAL][Project/Problem Based Learning (PBL)] 10
Study and Exam Preparation [AUTÓNOMA][Project/Problem Based Learning (PBL)] 30
Problem solving and/or case studies [PRESENCIAL][Cooperative / Collaborative Learning] 20
Laboratory practice or sessions [PRESENCIAL][Projects based learning] 10
On-line debates and forums [AUTÓNOMA][Online Forums] 10
Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] 10
Writing of reports or projects [AUTÓNOMA][Self-study] 40
Group 62:
Initial date: 30-01-2023 End date: 09-06-2023
Group 60:
Initial date: 30-01-2023 End date: 09-06-2023

Global activity
Activities hours
10. Bibliography and Sources
Author(s) Title Book/Journal Citv Publishing house ISBN Year Description Link Catálogo biblioteca
De las Heras, G. y Rodríguez, L. Guía de Intervención Logopédica en Dislalias Madrid Síntesis 978-84-9077-214-0 2015 Este libro aborda la intervención logopédica desde el Enfoque centrado en la Persona y su entorno. Aporta materiales novedosos y recursos prácticos desde una mirada ecológica, con énfasis en el valor del juego. Asímismo, ofrece orientaciones para la familia y otros recursos socio-educativos. http://www.sintesis.com/guia-de-intervencion-132/guia-de-intervencion-logopedica-en-las-dislalias-ebook-2028.html Ficha de la biblioteca
Dollaghan, C.A. A handbook for Evidence-based practice in communication disorders USA Publisher Books Publishing Co 13:9781557668707 2012 Serves an introductory guide to the origin, definition and use of EbP in communication disorders, specially useful for SLT http://products.brookespublishing.com/The-Handbook-for-Evidence-Based-Practice-in-Communication-Disorders-P72.aspx  
Escorcia Mora, C.T. y Rodríguez García, L. Prácticas de Atención Temprana centradas en la Familia y en Entornos Naturales Libro Madrid UNED 9788436275179 2019 En la presente década el ámbito de la Atención Temprana está viviendo importantes procesos de transformación que podemos anclar en tres protagonistas. Por una parte, los científicos, que investigan sobre un paradigma que centra sus esfuerzos en contribuir a mejorar la calidad de vida de las familias. Por otra parte, las familias, que demandan nuevas formas de entender sus necesidades y sus apoyos. Por último, los profesionales, que quieren llegar a transformar sus prácticas pero encuentran ciertos obstáculos para acceder a la evidencia científica clave que sustenta el cambio que pretenden. Se quiere que este libro sirva de puente entre el mundo científico, el ámbito profesional y las familias. Se ha invitado a participar en esta obra a las principales figuras académicas en la disciplina. El lector encontrará los últimos trabajos de autores pioneros (tanto internacionales como nacionales) con amplio recorrido histórico en prácticas centradas en la familia y en entornos naturales. http://portal.uned.es/portal/page?_pageid=93,23377989&_dad=portal&_schema=PORTAL&IdArticulo=2330201MR01A01  
Hegde, M.N. & Davis, D. Clinical Methods and Practicum in Speech and Language Pathology NY-USA Delmar Cengage Learning 978-1-4354-6956-3 2005 Practicum en Logopedia Clínica, Educativa, Social y Rehabilitadora http://books.google.es/books?id=z6tQIJaOeToC&printsec=frontcover&dq=practicum&hl=es&sa=X&ei=4LmzU5KMDeSh0QXex4CwBg&ved=0CC0Q6AEwAQ#v=onepage&q=practicum&f=false  
Hinckley, J. J. Narrative-based Practice in Speech.Language Pathology: Story of Clinical Life USA Plural Pub. 2008 The author addresses the clinical side of the therapeutica equation by spotlighting the international aspects of clinical work in SLP and encourages the development of interactional skills and attitudes as the clinical gains experience https://www.pluralpublishing.com/publication_nbpislp.htm  
Kersner, M. & Wright, J.A. Speech nad Language Therapy. The Decision making whem working with children London, UK David Fulton Publ. 1-85345-668-9 2001 This major text focuses on the decision-making process in the assessment and management of children with speech and language problems. Individual chapters written by experts in their field illustrate how the decisions may vary within different work settings and how they may need to be adapted when working with specific client groups. The book also provides an overview of the skills required by the developing professional and the ways in which speech and language therapists may work with others. https://www.amazon.co.uk/Speech-Language-Therapy-Decision-Children/dp/1853466689  
McAllister & Lincoln Clinical Education in Speech and Language Pathology UK Whurr Publishers 2004 This text promotes the view that the clinical education process offers both clinical educators and students opportunities for personal and proffesional development. http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1861563108.html  
McWilliam, R.A. Routines-Based Early Intervention: Supporting youg children and their families Ilinois, USA Brookes Pub.Co. 978-1-59857-062-5 2010 A proven model for family-centered intervention in natural environments, routines-based intervention is the approach thousands of professionals trust to improve the lives of young children and families. Now there's a definitive guide to this highly respected, theoretically sound model-straight from the leading authority on routines-based intervention. http://products.brookespublishing.com/Routines-Based-Early-Intervention-P229.aspx  
NetQues/ CPLOL, (2013) NetQues Project report: speech and language therapy education in Europe. United in Diversity. download www.netques.eu  
Nieva, S., Conboy, B., Aguilar-Mediavilla, E., & Rodríguez, L. (2020). Prácticas en logopedia infantil en entornos bilingües y multilingües. Recomendaciones basadas en la evidencia. Position Paper. Revista de Logopedia, Foniatría y Audiología. Barcelona 2020 Position Paper. Documento de Consenso científico. j.rlfa.2020.05.001  
Rodríguez García, L. Elaboración de documentos y materiales para la intervención logopédica Cuenca UCLM ISBN: 978-84-693-650 2010 Capítulo (de descarga libre) que compila los contenidos declarativos y procedimentales de la asignatura, así como modelos de Informes, Programas de Intervención, Materiales, Bibliografía, Webgrafía y Recursos. https://play.google.com/store/books/details/Natalia_Solano_Pinto_Aspectos_te%C3%B3ricos_y_pr%C3%A1cticos?id=G1ksAwAAQBAJ  
Rodríguez García, L., Escorcia Mora, CT., Grandi de Trepat, D., Sastre Vidal, M., Cardona Pera, C., Cabello Luque, F., Bravo del Cerro, N., Ochando Cerdán, A., e Ygual Fernández, A. (2022). Comunicación: Derecho y Calidad de Vida. Editorial UNED. 458 pág. ISBN electrónico: 97 2022  
Rodríguez, L. El enfoque Ecológico en Logopedia Madrid BoMarzo 2015 Este capítulo, incluido en el libro de Laura Mora y Juan Escribano, pretende enmarcar el modelo de intervención logopédica basada en el paradigma ecológico.  
Silverman, Kurtz & Draper Skills for Communicating with Patients UK Whurr Publishers 2005 This text provides a comprehensive approach to improving communication in medicine and health sciences. http://www.amazon.com/Skills-Communicating-Patients-Jonathan-Silverman/dp/1846193656  
Simon-Cereijido, G., Conboy, B. T., & Jackson-Maldonado, D. (2020). El derecho humano de ser multilingüe: recomendaciones para logopedas. Revista de Logopedia, Foniatría y Audiología, 40(4), 178-186. 2020 Position Paper j.rlfa.2020.09.001  
Utianski, R. L., Spencer, T. D., & Wallace, S. E. (2022). Clinical impact requires clinical practice research. Perspectives of the ASHA Special Interest Groups, 1-12. 2022 2021_PERSP-21-00197  
Watts-Pappas, N. & McLeod, S. Working with Families in Speech and Language Pathology Oxford, UK Plural Pub. 13-978-1-59756-241-6 2009 This book links research to clinical practice with studies of parents’ perceptions of their involvement in their child’s intervention, and their relationship with the SLP being used to inform clinicians of the most effective ways of interacting with and involving parents in SLP intervention. A series of chapters covering the evidence base of effectiveness of parent and family involvement in different areas of SLP clinical practice also inform readers of what methods of parental involvement have been proven to increase child and family outcomes. Sections on practical tips for involving families and individual case studies facilitate the readers’ knowledge of how to use family-friendly principles in practice. https://www.pluralpublishing.com/publication_wfslp.htm  
Weitzman, E. & Greenberg, J. Learning Language and Loving it Ontario, Canada Beacon Herald Fina 0-921145-18-7 2002 Learning Language and Loving It¿ - The Hanen Program® for Early Childhood Educators http://www.hanen.org/Programs/For-Educators/Learning-Language-Loving-It.aspx  



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