Universitat Internacional de Catalunya

Development and Language Disorders

Development and Language Disorders
3
14520
4
First semester
op
ELECTIVE
ELECTIVE
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Attention to students will be done by email and after face-to-face classes.

Introduction

This subject aims to offer the student a global vision of the evolutionary development of oral and written language and what the main language, communication and speech disorders are, their characteristics and how to detect and guide them in the school and family environment.

Pre-course requirements

Knowledge of Evolutionary Psychology is recommended.

Objectives


  1. Know and master the evolutionary development in the acquisition of language and the acquisition of literacy.

  2. Know how to distinguish in the case study which behaviors are typical of each of the stages of language development and which require a specific study or intervention.

  3. Relate the processes of oral and written language acquisition.

  4. Know what care at the school level an educational psychologist should give to advise and guide teachers and families of children with learning difficulties in the areas of communication, oral and written language.

  5. Know and master the concepts related to the evaluation and diagnosis of communication, oral and written language from the field of Educational Psychology.

  6. Know the procedures, techniques and instruments of the evaluation and diagnosis of oral and written communication and language.

  7. Acquire skills to interpret a report made by other professionals (psychologists, educational psychologists, neuropsychologists, speech therapists...).

  8. Know, recognize and know how to discriminate between the main alterations of communication and oral and written language

  9. Learn to guide families as a preventive measure; giving guidelines for language stimulation that can be carried out in the family environment.

  10. Apply theoretical knowledge to practice, in order to find the most appropriate response to problems in the development of communication and oral and written language.

Competencies

  • CB02 - Students must know how to apply their knowledge to their work or vocation in a professional manner and have competences that are usually demonstrated through the creation and defence of arguments and the solving of problems within their field of study.
  • CB04 - Students must be able to convey information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • CE01 - The ability to carry out appropriate Psychology-specific actions to achieve set targets in a specific work environment.
  • CE05 - Design and apply a psychological intervention strategy depending on the context or service requested.
  • CE12 - The ability to explain and identify the main stages of human development, recognise their progression and identify the characteristic signs and symptoms of the most frequent psychological conditions in each stage of development.
  • CG04 - The ability to respect and enforce the code of ethics and act ethically in all activities related to the practice of the profession.
  • CG07 - The ability to adapt to the setting, task or context, handle new tasks and responsibilities and generate processes of change.
  • CT01 - The capacity to organise and plan.
  • CT02 - The capacity to solve problems.
  • CT03 - The capacity for analysis and synthesis.
  • CT04 - The capacity to work in a team
  • CT07 - The capacity to learn autonomously
  • CT08 - The ability to put theoretical knowledge into practice
  • CT09 - The ability to communicate adequately, both orally and in writing

Learning outcomes


  • Knowing how to identify the behaviors typical of each stage of language development, and knowing which ones require a specific diagnosis or intervention.

  • Have the criteria to be able to make the referral to the corresponding professional, based on the detection of a series of difficulties in communication and oral and written language.

  • Know, recognize and differentiate the main disorders of communication and oral and written language.

  • Master the terminology that allows you to interact effectively with other professionals.

Syllabus

BLOC1: OLGA     

 1. The beginnings of communication. The bases of the baby for the communicative and linguistic development.

      2. he evolutionary development of communication and language from 0 to 6 years

      3. Components and functions of language. Development of phonological, semantic, morphological-syntactic and pragmatic language

     4. Learning to read

     5. The acquisition of writing

     6. Guidelines for families to stimulate language and literacy


BLOC 2: MONTSE

  1. Diagnostic classification DSM 5, ICD 10, Chevrie-Müller and Narbonne.

  2. Difference between delay and disorder.

  3. Speech disorders.

  4. Language disorders.

  5. Autism Spectrum Disorder and communication.

  6. Specific learning disorder of reading.

  7. Specific learning disorder of writing.

  8. Observation and registration protocols.

  9. Preparation of referral letters to external professionals.

Teaching and learning activities

In person



Theoretical class (CT)

Autonomous Learning (AA)

Individual work (IT)

Debate and discussion (D and D)

Personal academic tutorials (TAP)


Evaluation systems and criteria

In person



Written tests (PE)

Class Participation (PC)

Case Resolution (RC)

Participation in class has value in this course. Comments and written work must be made with a value of 20%. Attendance and participation in class has a value of 10%. A test will be performed with a value of 70%.

In the make-up exam it will be necessary to obtain a sufficient mark so that the weighted average is 5 or higher. In the event that the average is suspended, the student must repeat the subject the following year.


Bibliography and resources

BÁSICA: 

  • Leire Madueño, F., Vázquez de Sebastián, J. (2018) Manual práctico de patología del lenguaje. Evaluación e intervención en adultos y niños. Ed. UOC. 

  • Peña-Casanova. Manual de logopedia. Ed. Elsevier Masson. 

CONSULTA:

  • Albalá, M. J., Marrero, V. y Cappelli, G. (1996). Procesos fonológicos en dos niños de 2 a 6 años. En M. Pérez Pereira (Ed.), Estudios sobre la adquisición del castellano, catalán, eusquera y gallego (pp. 87-102). Santiago de Compostela: Publicaciones de la USC.

  • Alberdi, C. M. (1993). Técnicas de lectura eficaz. Revista universitaria de formación del profesorado.

  • Aguado, G. (1995). El desarrollo del lenguaje de 0 a 3 años. Madrid: CEPE.

  • Ajuriaguerra (1977). La escritura del niño. Evolución de la escritura y sus dificultades. Ed. Laia. Barcelona.

  • Braslavsky (2005). Enseñar a entender lo que se lee: la alfabetización en la familia y la escuela. Fondo cultura económica de Argentina.

  • Bosch, L. (1983). Identificación de procesos fonológicos de simplificación en el habla infantil. Revista de Logopedia, Foniatría y Audiología, 3, 96-102.

  • Condemarín, M. y Chadwick, M. (1990). La enseñanza de la escritura. Bases teóricas y prácticas. Madrid: Visor-Aprendizaje.

  • Cortés, M. y Vila, I. (1991). Uso y función de las formas temporales en el habla infantil. Infancia y Aprendizaje, 53, 17-43.

  • Cuetos, F. (2009) Psicología de la escritura. Madrid: Wolters Kluwer.

  • Cuetos, F. (2008). Psicología de la lectura. Madrid: Wolters Kluwer.

  • Del Río, M. J. y Grácia, M. (1996). Una aproximación al análisis de los intercambios comunicativos y lingüísticos entre niños pequeños y adultos. Infancia y Aprendizaje, 75, 3-20.

  • Del Río, M.J., Torrens, V. (2006) Lenguaje y comunicación en trastornos del desarrollo. Madrid: Prentice Hall.

  • Galeote, M. A., Peraita, H. y Méndez, L. (1997). Programa de intervención en adquisición del léxico en niños de educación infantil. Madrid: UNED

  • Gardner, H. (1991). The unschooled mind: how children think and how schools should teach. Nueva York: Basic Books (Ed. cast. La mente no escolarizada: cómo piensan los niños y cómo deberían enseñar las escuelas . Barcelona: Paidós, 1993).

  • Garvey, C. (1987). El habla infantil. Madrid: Morata.

  • Galeote, M. (2002) Adquisición del lenguaje. Madrid: Pirámide.

  • Gutiez Cuevas, Pilar. Atención temprana. Prevención, detección e intervención en el desarrollo de 0 a 6 años, y sus alteraciones. Editorial Complutense. Madrid 2055.

  • Hernández-Pina, F. (1984) Teorías psico sociolingüísticas y su aplicación a la adquisición del español como lengua materna. Madrid: Siglo XXI.

  • Luque, A. y Palacios, J. (1990). Inteligencia sensoriomotora. En J. Palacios, A.Marchesi y C. Coll (Comps.). Desarrollo psicológico y educación. Vol. I: Psicología Evolutiva (1.a edición) (pp. 69-84). Madrid: Alianza Editorial.

  • Narbona, J., Chevrie-Muller, C. (1997) El lenguaje del niño. Madrid: Masson.

  • Owens, R.E. (2003) Desarrollo del lenguaje. Madrid: Pearson.

  • Pérez Pereira, M. y Castro, J. (1988). Fenómenos transicionales en la adquisición del lenguaje. Infancia y Aprendizaje, 43, 13-36.

  • Rodríguez, C. y Moro, Ch. (1999). El mágico número tres. Cuando los niños aún no hablan. Barcelona: Paidós.

  • Sarriá, E. y Riviére, A. (1991). Desarrollo cognitivo y comunicación intencional preverbal. Un estudio longitudinal multivariado. Estudios de Psicología, 46, 35-52.

  • Serra, M. et al. (2000) La adquisición del lenguaje. Barcelona: Ariel.

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 09/01/2023 A14 12:00h