MEDICAL SCIENCES IN SPEECH THERAPY II
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- Versione italiana
- Academic year
- 2020/2021
- Teacher
- FRANCESCO STOMEO
- Credits
- 12
- Didactic period
- Primo Semestre
Training objectives
- NEUROPSYCHOLOGY
Providing a foundation of expertise on the effects of diseases of the central nervous system involving the Higher Functions (language, intelligence, memory, perception, etc..) To enable students to structure a proper approach with the various forms of functional disorders and organic of the subjects with which they must interact.
Knowledge of various disorders of neuropsychological context will form the basis for addressing the various interventions that characterize the speech therapy profession.
AUDIOLOGY
Knowledge for hearing detection thershold by subjective and objective methods. Hearing aids in infant hearing impairments, fitting and verification. Screening techniques and for deafness in neonates. Primary and secondary prevention of congenital hearing loss.
PHONIATRICS
Acquisition of basic notions on central hearing loss
and dysarthria, relative treatment; these topics are essential for the practice of speech therapy in the treatment of central in the child and dysarthrias in the adult.
SPEECH THERAPY IN SPECIFIC DISORDERS OF LANGUAGE
Learn the ways to address the rehabilitation needs of adults and children with hearing loss with impaired perceptual abilities and communicative skills.
Acquire mode rehabilitation needed to address issues related to children with disorders of Specific Language (DSL)
SPEECH THERAPY IN SPECIFIC DISORDERS OF LEARNING and in DISORDERS OF ATTENTION AND HYPERACTIVITY
To provide knowledge on the specificity of the interventions in the assessment and rehabilitation of Learning Disorders with particular attention to taking charge of the multidisciplinary team in Attention and Hyperactivity Disorders.
CLINICAL PSYCHOLOGY : clinical psychology as a theoretical application branch of psychology. The central aspects of his practice concern: prevention, evaluation and rehabilitation, psychological and psychotherapeutic support. Psychodiagnostics with a neuropsychological approach.
SPEECH THERAPY IN PERVASIVE DEVELOPMENTAL DISORDERS
Acquire knowledge and skills in specific Pervasive Developmental Disorders. Prerequisites
- NEUROPSYCHOLOGY: Knowledge of the anatomy and physiology of the central nervous system. Fundamentals of general psychology and psychometrics.
AUDIOLOGY: Acoustics main principles including sounds classification, power spectra, sonography, basic statistics.
PHONIATRICS: Anathomy- physiology of peripheral-central auditory system, basic neuro-physiology.
Principles of clinical audiology.
SPEECH THERAPY IN SPECIFIC DISORDERS OF LANGUAGE: Knowledge of theories of language development in children. Knowledge of audiology and clinical anatomy and physiology of the peripheral and central auditory system.
SPEECH THERAPY IN SPECIFIC DISORDERS OF LEARNING and in DISORDERS OF ATTENTION AND HYPERACTIVITY: General knowledge about learning models and on the languages of non-verbal communication
CLINICAL PSYCHOLOGY: knowledge of psychodiagnostic techniques (questionnaires, psychopathological scales, level tests, clinical interviews, neuropsychological tests) Course programme
- NEUROPSYCHOLOGY
The biological substrate of cognitive processes. Associative areas of the cortex (functional). Right Hemisphere and Left Hemisphere (skills). Feelings. Color vision. The visual stimuli. The localization of sounds
Modularity and equipotentiality. The dissociations in neuropsychological research
Selective and divided attention. Pathology of attention
Language and communication. The linguistic components. Phonology and syntax. Semantic and pragmatic
Disorders of visual recognition of stimuli. Agnos and memory. Mechanisms of memory short term. Memory Disorders. Amnesia. Cognitive impairment (dementia). Cognitive and behavioral symptoms in dementia. Communication and language in dementia. The recognition of faces. The prosopoagnosia. General information about emotions
The aphasia. Disturbance of phonetic level, of semantic / lexical level and of syntactic/grammatical level. Broca and. Wernicke aphasia. Conduction aphasia. Marginal aphasia
Dyslexia and dysgraphia.
AUDIOLOGY
Principles of signal detection theory and methods of auditory threshold estimates. Review of physio-pathology in conductive, sensorineural central auditory disorders.
Electro-chocleography and Brainstem evoked potentials, evoked otoacoustic emissions.
Early identification and diagnosis of hearing loss, infant audiometry, cross-check results.
Auditory prosthesis, (acoustics-mechanical-electrical), auditory aids, and rehabilitation.
PHONIATRICS
Etiologic and functional classification of dysarthria, clinical types, diagnostic and rehabilitative approach; clinical and therapeutic perspectives of central hearing loss.
SPEECH THERAPY IN SPECIFIC DISORDERS OF LANGUAGE
Methods of rehabilitation of language delays resulting from deafness. Perceptual abilities in children and adults with auditory deprivation. Rehabilitation of perception in children and adults with hearing problems
Habilitation and rehabilitation aspects of the deaf child with severe developmental delay or impairment of language.
SPEECH THERAPY IN SPECIFIC DISORDERS OF LEARNING and in DISORDERS OF ATTENTION AND HYPERACTIVITY
Definition of DSA, risk factors and etiopathogenetic hypotheses, diagnostic classification according to ICD-10 and DSMV, epidemiology and comorbidity. The diagnostic path and the multidimensional functional evaluation process. Rehabilitation care: rehabilitation treatment models and abilitative intervention for the acquisition of compensatory and dispensary instruments. Types of Disorders Attention Deficit and Hyperactivity
Speech therapy assessment and treatment of ADHD in preschool. Observation of disturbing behavior in different living environments. Diagnostic assessment tools for children. Rehabilitative interventions and treatment goals.
CLINICAL PSYCHOLOGY
Risk indicators, diagnostic framework, habilitative and rehabilitative aspects and the acceptance, with a bio-psycho-social approach, of children / adolescents with neurodevelopmental disorders (specific learning disorders with and without comorbidity with other disorders of the new development)
SPEECH THERAPY IN PERVASIVE DEVELOPMENTAL DISORDERS
How does it manifest Autism. Diagnostic classification according to ICD-10. Impaired triad of symptoms: impaired quality of social interaction, impaired quality / quantity of communication, modes of behavior, restricted interests and stereotyped
Prodromal symptoms in the early years of life Observation of the child with suspected Pervasive Developmental Disorder through a first informal assessment: materials, tools, methodology
Formal assessment: presentation of diagnostic assessment tools
From Assessment to intervention programming: how to use assessment results to formulate the psycho-educational project.
Structuring of space, time and activities, using augmentative communication strategies with predominantly visual.Role of the Speech Therapist in the treatment of pervasive developmental disorders in a multidisciplinary team. Didactic methods
- Lectures.
For NEUROPSYCHOLOGY: Lectures and clinical cases in surgery
For SPEECH THERAPY IN SPECIFIC DISORDERS OF LANGUAGE: Lectures with the help of movies
SPEECH THERAPY IN SPECIFIC DISORDERS OF LEARNING: Frontal lessons. Presentation of the tests used in the diagnostic and functional evaluation. Vision of clinical cases
For CLINICAL PSYCHOLOGY: Frontal lesson and presentation of clinical cases
For SPEECH THERAPY IN PERVASIVE DEVELOPMENTAL DISORDERS
Lectures. Presentation of the tests used in the diagnostic and functional evaluation. Watching movies. Learning assessment procedures
- NEUROPSYCHOLOGY: oral exam with discussion of clinical cases seen in the laboratory
AUDIOLOGY: written test consisting of 15 multiple choice questions (each with 4 answers); each question is worth two points if correct, wrong answer or no answer 0 points. To pass the test you must acquire a minimum of 18 points. The estimated time for the test is 1 hour.
PHONIATRICS: oral exam
LOGOP. IN DEAFNESS: it is proposed, in a group context, a discussion and assessment focusing on the aspects and the modes of rehabilitation of proposed clinical cases. Each student intervenes and is evaluated according to the knowledge shown. The time spent on the activity is based on the number of participating students.
SPEECH THERAPY IN SPECIFIC DISORDERS OF LANGUAGE: is assigned, to the students divided into small groups, a case of which you are asked to prepare a presentation of the rehabilitation program that includes practical examples; the product is discussed in class with the teacher and the classmates; for the discussion it is granted a time comprised between 20 and 30 minutes of time. Besides the presentation of students it is possible for the teacher to add a question.
SPEECH THERAPY IN SPECIFIC DISORDERS OF LEARNING:
Work in small groups: a clinical case study and treatment hypotheses + Individual oral examination (2 questions, about 15 minutes).
DISORDERS OF ATTENTION AND HYPERACTIVITY
Written exam, with five open-ended questions on various topics (4 lines available). Allotted time 50-60 min. Assessing the exposure of the concepts and the ability to synthesize, with up to 6 points for each question.
CLINICAL PSYCHOLOGY: oral examination in groups of 4/5 students with discussion of the clinical case presented by the teacher in written form.
SPEECH THERAPY IN PERVASIVE DEVELOPMENTAL DISORDERS: written exam with 4 open questions on the topics covered during lectures. For the test run it is provided two hours of time
THE FINAL GRADE IS A WEIGHTED AVERAGE OF THE MARKS OBTAINED IN EACH TEST. Reference texts
- NEUROPSYCHOLOGY
Denes-Pizzamiglio, Manuale di Neuropsicologia, Bologna 1996
Làdavas –Berti, Neuropsicologia, Ed. Il Mulino 2009
AUDIOLOGY
Prosser S., Martini A., Argomentio di Audiologia, II edizione, Omega Ed. Torino
Martini A., Schindler O., La sordità prelinguale, Omega Ed., Torino
PHONIATRICS
Materials provided by the teacher
SPEECH THERAPY IN SPECIFIC DISORDERS OF LANGUAGE
Martini a., Schindler O., La sordità perlinguale, Omega Ed., Torino
A. Martini, S. Prosser, Manuale di Audiologia e Foniatria, Ed. Omega
G Ruoppolo, A. Schindler, A. Amitrano, E. Genovese Manuale di Foniatria e Logopedia, Società Editrice Universo
SPEECH THERAPY IN SPECIFIC DISORDERS OF LEARNING and in DISORDERS OF ATTENTION AND HYPERACTIVITY
- Course material (slides and notes)
- F. Benso, Sistema attentivo-esecutivo e lettura. Ed. Il leone verde
- Mariani, E., Marotta, L. & Pieretti, M. (2012). Intervento logopedico nei DSA: la Dislessia. Erickson
- Stella, G. & Grandi, L. (2011). Come leggere la dislessia e i DSA. Giunti Scuola
- Tressoldi P.E. & Vio C. (2012), Il trattamento dei disturbi dell’apprendimento scolastico. Erickson
- Stoppa, E., Mascellani, F., et. al. (2000), La Terapia di Gruppo, un’idea per i Disturbi Specifici dell’Apprendimento. Psichiatria dell’Infanzia e dell’Adolescenza, vol. 67, pp. 675-686
- Law 170/2010 and subsequent circulars.
CLINICAL PSYCHOLOGY
Course material (slides and notes)
Extracts agreed lesson:
G. Stella, La valutazione della dislessia. Un approccio neuropsicologico, Citta Aperta 2003
G. Stella, La Dislessia, Il Mulino 2004
E. Sanavio e C. Cornoldi, Psicologia Clinica, Il Mulino 2001
SPEECH THERAPY IN PERVASIVE DEVELOPMENTAL DISORDERS
Autismo e disturbi dello sviluppo – Rivista quadrimestrale - ed. Erickson
Jordan R., Powell S., Autismo e intervento educativo, ed Erickson (2004)
Zacchini M. Micheli E., Verso l’autonomia. ed. Vannini (2004)
Watson L. R. e al., La comunicazione spontanea nell’autismo, ed. Erickson (2004)
Schopler, Lansing, Reichler, Marcus, PEP3 profilo psicoeducativo, ed. Vannini (2006)
SINPIA, Linee Guida per l’Autismo, ed. Erickson (2005)
Theo Peeters, Autismo Infantile, ed. Phoenix (1998)
L.Hodgan, Strategie visive per la Comunicazione, Ed. Vannini
