Teaching plan for the course unit (Short version)
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General information

 

Course unit name: Intervention in Communication and Language in Children with Developmental Disorders: Augmentative Communication and Intervention Strategies

Course unit code: 575089

Academic year: 2023-2024

Coordinator: María Magdalena Rivero García

Department: Department of Cognition, Development and Educational Psychology

Credits: 3

Single program: S

Estimated learning time

Total number of hours 75

 

Face-to-face and/or online activities

30

-  Lecture with practical component

Face-to-face

30

Supervised project

20

Independent learning

25

Learning objectives

Referring to knowledge Understand the educational and enabling approach: alternative systems for communication in the population with needs in this area. Be familiar with the characteristics of communication and language development in individuals with developmental disorders (intellectual disability, autism spectrum disorder, language development disorder). Be familiar with the characteristics of adult-child dyadic interactions that promote or optimize children’s communicative and linguistic development, in a population with normative development and with developmental disorders. Be familiar with PICCOLO, an instrument validated in Spain to observe and evaluate parental interactions in families with children with normal development and developmental disorders. Design and apply intervention strategies and procedures in natural contexts to optimize communication and language in children with difficulties in this area. Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change.

 

 

Teaching blocks

 

1. Constructivist vision of development. Systemic and contextual approaches. Socio-functional and socio-interactive aspects of language acquisition. Needs of those with communication and language difficulties and their families

2. The current conception of disability. The quality of life supports model. The development of communication and oral language in those with disabilities. Educational needs and qualification of people with intellectual disability, autism spectrum or developmental language disorders

3. Family-centred approach. Naturalistic interventions within a collaborative model. Instruments for monitoring the development of communication and language

4. Models of naturalistic interventions for children with developmental disorders. Alternative systems of communication: their application in different types of people with disabilities and developmental disorders

5. Observation and evaluation of parental interactions in relation to the development of communication and language. Analysis of adult-child conversation and speech characteristics

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award. Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio.pdf).   Requisites Class attendance is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment. Small-group practical activities (application of the *PICCOLO scale for observation of parenting interactions, analysis of adult-child communicative exchanges, study of child-directed speech and other learning activities linked to curricular content) (60%). These activities are carried out in the last two sessions. Assessment criteria: degree of integration of the concepts worked on in class, capacity to establish relationships between these concepts and the data to be analysed, and reflection on the implications for professional practice. Individual activity involving the analysis and comparison of two scientific articles related to topics worked on in class (40%). This activity must be handed in two weeks after the end of the course. Assessment criteria: the ability to integrate and synthesize the literature, to master the topics covered in class, to defend point of view held in relation to topic covered and to read widely. Repeat assessment Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.   Examination-based assessment Requisites In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course.   Activities and criteria Single assessment comprises a written exam in which students have to answer four questions (from a choice of six) on the module content. The length of each answer is limited to half a page (A4). A maximum of 2.5 points are available for each question. To pass the module, students must obtain a minimum score of 5 points.   Repeat assessment Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks, provided they have obtained at least a score of 3 points out of 10. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

Reading and study resources

Check availability in Cercabib

Book

Del Rio, M. J., y Torrens, V. (Coords.)  (2006). Lenguaje y comunicación en trastornos del desarrollo. Editorial Pearson.

Peña-Casanova, J. (Ed.) (2014). Manual de Logopedia. Ed. Elsevier Masson.

Rollins, P., Vilaseca, R., Mumbardó, C., y Aranbarri, A. (2020). La intervención naturalista en comunicación y lenguaje con las familias. UOC Editorial.

Rosell, C., Soro-Camats, E., y Basil, C.  (2010). Alumnado con discapacidad motriz. Ed. Graó.

Vilaseca, R. , Rivero, M., Baqués, N., y Igualada Pérez, A. (2020). L’ avaluació en context familiar i amb les families. UOC Editorial.

Vilaseca, R., Ferrer, F., Rivero, M. & Bersabé, R.M. (2021). Early Intervention Services During the COVID-19 Pandemic in Spain: Toward a Model of Family-Centered Practices. Front. Psychol. 12:738463. doi: 10.3389/fpsyg.2021.738463

Vilaseca, R., Rivero, M., Bersabé, R.M., Cantero, M.J., Navarro-Pardo, E., Ferrer, F., Valls, C., Innocenti, M.S., & Roggman, L.A. (2019a). Spanish validation of the PICCOLO (Parentinginteractions with children: checklist of observations linked to outcomes). Frontiers inPsychology, 10:680.

Vilaseca, R., Rivero, M., Bersabé, R.M., Cantero, M.J., Navarro-Pardo, E., Valls, C. & Ferrer, F.(2019b). Demographic and Parental Factors Associated with Developmental Outcomes in Children with Intellectual Disabilities. Manuscript submitted for publication. Frontiers in Psychology, 10:872.

Chapter

McWilliam, R.A. (2000). It’s only natural…to have early intervention in the environments where it’s needed. In S. Sandall, & M. Ostrosky (Eds.), Young Exceptional Children Monograph Series No.2: Natural Environments and Inclusion (17-26). The Division for Early Childhood of the Council for Exceptional Children.

Rivero, M. (2018). Los inicios de la comunicación. En V. Torrens (coord.), La adquisición del lenguaje (p. 9-56). Ed. Pearson.

Article

Mahoney, G., Perales, F., Wiggers, B., & Herman, B. (2006). Responsive teaching: Early intervention for children with Down Syndrome and other disabilities. Down Syndrome Research and Practice, 11(1), 18-28.

Innocenti, M. S., Roggman, L. A., & Cook, G. A. (2013). Observing parenting interactions with children with a disability. Infant Mental Health Journal, 34, 307-318.

García-Sánchez, F.A., Escorcia, C.T., Sánchez-Lopez, M.C., Orcajada, N., y Hernández-Pérez, E. (2014). Atención Temprana centrada en la familia. Siglo Cero, 45(3), 6-27.

Dalmau, M., Balcells-Balcells, A., Giné, C., Cañadas, M., Casas, O., Salat, Y., et al. (2017). Cómo implementar el modelo centrado en la família en atemción temprana. Anales de Psicología, 33(3).

Soro-Camats, E., Basil, C., y Rosell, C. (2012). Pluridiscapacidad y contextos de intervención. Universitat de Barcelona (Institut de Ciències de l’Educació). http://hdl.handle.net/2445/33059

Rivero, M., Vilaseca, R., Ferrer, F. & Guilera, G. (2021). Assessing Parenting Interactions With Children: Spanish Validation of PICCOLO With Fathers. Front. Psychol. 12:747716. doi: 10.3389/fpsyg.2021.747716

Rivero, M., Vilaseca, R., Cantero, M.J., Valls-Vidal, C. & Leiva, D. Relations between Positive Parenting Behavior during Play and Child Language Development at Early Ages. Children 2023, 10, 505. https://doi.org/10.3390/children10030505

Rivero, M. (2003). Los inicios de la comunicación y el lenguaje: la intencionalidad comunicativa y el significado como procesos graduales. Anuario de psicología, 34, 337-356.

Rivero, M. (2006). Aprendre a expressar intencions comunicatives a través del llenguatge. Comunicació educativa, 19, 49-55.

Rivero, M. (2010). Maternal expression of communicative intentions and pragmatic fine tuning in early infancy. Infant Behavior and Development, 33, 373-386.

Rivero, M. (2012). Form-function rules in the first words stage: A longitudinal study of two children. Anuario de Psicología, 42, 65-84.

Rivero, M., & Vilaseca, R. (2019). Parentalitat i Parla Adreçada als Infants: com els adults promouen el desenvolupament comunicatiu i lingüístic. Llengua, societat i comunicació, 17, 42-57.

Roggman, L. A., Cook, G. A., Innocenti, M. S., Jump Norman, V., & Christiansen, K. (2013). Parenting interactions with children: Checklist of observations linked to outcomes (PICCOLO) in diverse ethnic groups. Infant Mental Health Journal, 34, 290-306.

Vilaseca, R.M., & del Rio, M.J. (2004). Language acquisition by children with Down syndrome: a naturalistic approach to assisting language acquisition. Child Language Teaching and Therapy, 20(2) 163-180.

Vilaseca, R.M. (2002). La intervención logopédica en niños con dificultades en el área del lenguaje y de la comunicación: Un enfoque naturalista. Revista de Logopedia, Foniatría y Audiología, XXII(3), 143-150.

Vilaseca, R.M. (2004). La influencia del lenguaje de los adultos en el desarrollo morfosintáctico de niños pequeños con Síndrome de Down. Anuario de Psicología, 35, 87-105

Vilaseca, R. (2006). Las características del lenguaje de los padres dirigido a niños y niñas con síndrome de Down en situaciones de juego natural. Revista de Logopedia, Foniatría y Audiología, 26(3), 146-153.

Vilaseca, R., Gràcia, M., Giné, C., y García Díe, M.T. (2004). La participación de los padres en la Atención Temprana en Catalunya: hacia un cambio de paradigma. Revista de Atención Temprana, 7, 48-57.

Vilaseca, R., Rivero, M., Bersabé, R.M., Cantero, M.J., Navarro-Pardo, E., Ferrer, F., Valls, C., Innocenti, M.S., & Roggman, L.A. (2019a). Spanish validation of the PICCOLO (Parenting interactions with children: checklist of observations linked to outcomes). Frontiers in Psychology, 10:680.

Vilaseca, R., Rivero, M., Bersabé, R.M., Cantero, M.J., Navarro-Pardo, E., Valls, C. & Ferrer, F. (2019b). Demographic and Parental Factors Associated with Developmental Outcomes in Children with Intellectual Disabilities. Manuscript submitted for publication. Frontiers in Psychology, 10:872.

Soro-Camats, E., Basil, C., y Rosell, C. (2012). Pluridiscapacidad y contextos de intervención. Universitat de Barcelona (Institut de Ciències de l’Educació). http://hdl.handle.net/2445/33059

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