University certificate
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Why study at TECH?
Through this course you will master the most appropriate exercises for the elaboration of facial praxias that favor the proper pronunciation of phonemes”
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Dyslalias are speech disorders suffered by a large number of children during childhood that prevent them from pronouncing various sounds correctly, among which letters and consonant groups stand out. As a result, there is a limitation when speaking in public or participating in school classes, which can lead to anxiety or frustration for children. Because of this, establishing the most appropriate exercises for their correction, adapted to the characteristics of each type of disorder, is crucial to ensure the welfare of children. Since these tasks are carried out by speech therapists specialized in this field, their figure is very much needed by both parents and educational institutions.
Given this situation, TECH has created this Postgraduate Certificate, with the aim of expanding the student's knowledge in the field of evaluation and treatment of dyslalia to promote their professional growth in this sector. During 6 weeks of intensive learning, the student will delve into the classification of these disorders according to the phonological process involved or chronological criteria and assimilate the new evaluation processes for diagnosis and detection. Likewise, the student will use the existing technological resources for the correction of the pronunciation of different phonemes.
Thanks to the 100% online mode of teaching, characteristic of this program, students will manage their own study schedules as they wish in order to obtain effective learning. Additionally, didactic resources developed by experts with extensive experience in the world of Speech Therapy, who will provide the skills with greater professional applicability in this field.
Manage the most updated techniques to evaluate and diagnose the different types of Dyslalias thanks to this program”
This Postgraduate certificate in Dyslalia contains the most complete and up-to-date program on the market. The most important features include:
- The development of case studies presented by experts in Speech Therapy
- The graphic, schematic and eminently practical contents with which it is conceived provide practical information on those disciplines that are essential for professional practice
- Practical exercises where the self-assessment process can be carried out to improve learning
- Its special emphasis on innovative methodologies
- Theoretical lessons, questions to the expert, forums for discussion of controversial issues and individual reflection papers
- Content that is accessible from any fixed or portable device with an Internet connection
Increase your skills in the management of Dyslalia to access the best professional opportunities in the world of Speech Therapy”
The program includes in its teaching staff professionals of the field who pour into this training the experience of their work, in addition to recognized specialists from reference societies and prestigious universities.
Its multimedia content, developed with the latest educational technology, will allow the professional a situated and contextual learning, i.e. a simulated environment that will provide immersive training programmed to train in real situations.
The design of this program focuses on Problem-Based Learning, in which the professional will have to try to solve the different professional practice situations that will arise throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts.
Enroll now in this program to, in only 150 hours, acquire valuable knowledge in the approach to Dyslalia”
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Access 24 hours a day to the contents offered in this program in order to achieve an optimized learning proces in a reduced time”
Syllabus
The syllabus of the Postgraduate certificate in Dyslalia is composed of 1 module through which the student will significantly expand both their knowledge and skills in the field of assessment, diagnosis and intervention with the child suffering from Dyslalia. Likewise, the didactic resources to which they will have access during the duration of this program are available in formats as varied as the interactive summary, the complementary readings or the explanatory video. This, in addition to the 100% online mode of delivery of this program, will favor learning adapted to the needs of the student.
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Through an updated syllabus designed by specialists in Speech Therapy, you will assimilate the most useful knowledge for your professional life”
Module 1. Dyslalias: Assessment, Diagnosis, and Intervention
1.1. Module Presentation
1.1.1. Introduction
1.2. Introduction to Dyslalia
1.2.1. What are Phonetics and Phonology?
1.2.1.1. Basic Concepts
1.2.1.2. Phonemes
1.2.2. Classification of Phonemes
1.2.2.1. Preliminary Considerations
1.2.2.2. According to the point of Articulation
1.2.2.3. According to the mode of Articulation
1.2.3. Speech Emission
1.2.3.1. Aspects of Sound Emission
1.2.3.2. Mechanisms Involved in Speech
1.2.4. Phonological Development
1.2.4.1. The Implication of Phonological Awareness
1.2.5. Organs Involved in Phoneme Articulation
1.2.5.1. Breathing Organs
1.2.5.2. Organs of Articulation
1.2.5.3. Organs of Phonation
1.2.6. Dyslalias
1.2.6.1. Etymology of the Term
1.2.6.2. Concept of Dyslalia
1.2.7. Adult Dyslalia
1.2.7.1. Preliminary Considerations
1.2.7.2. Characteristics of Dyslalia in Adults
1.2.7.3. What is the Difference Between Childhood Dyslalia and Adult Dyslalia?
1.2.8. Comorbidity
1.2.8.1. Comorbidity in Dyslalia
1.2.8.2. Associated Disorders
1.2.9. Prevalence
1.2.9.1. Preliminary Considerations
1.2.9.2. The Prevalence of Dyslalia in the Preschool Population
1.2.9.3. The Prevalence of Dyslalia in the School Population
1.2.10 Final Conclusions
1.3. Etiology and Classification of Dyslalias
1.3.1. Etiology of Dyslalias
1.3.1.1. Preliminary Considerations
1.3.1.2. Poor Motor Skills
1.3.1.3. Respiratory Difficulties
1.3.1.4. Lack of Comprehension or Auditory Discrimination
1.3.1.5. Psychological Factors
1.3.1.6. Environmental Factors
1.3.1.7. Hereditary Factors
1.3.1.8. Intellectual Factors
1.3.2. Classification of Dyslalias According to Etiological Criteria
1.3.2.1. Organic Dyslalias
1.3.2.2. Functional Dyslalias
1.3.2.3. Developmental Dyslalias
1.3.2.4. Audiogenic Dyslalias
1.3.3. The Classification of Dyslalias According to Chronological Criteria
1.3.3.1. Preliminary Considerations
1.3.3.2. Speech Delay
1.3.3.3. Dyslalia
1.3.4. Classification of Dyslalia According to the Involved Phonological Process
1.3.4.1. Simplification
1.3.4.2. Assimilation
1.3.4.3. Syllable Structure
1.3.5. Classification of Dyslalia Based on Linguistic Level
1.3.5.1. Phonetic Dyslalia
1.3.5.2. Phonological Dyslalia
1.3.5.3. Mixed Dyslalia
1.3.6. Classification of Dyslalia According to the Involved Phoneme
1.3.6.1. Hotentotism
1.3.6.2. Altered Phonemes
1.3.7. Classification of Dyslalia According to the Number of Errors and Their Persistence
1.3.7.1. Simple Dyslalia
1.3.7.2. Multiple Dyslalias
1.3.7.3. Speech Delay
1.3.8. The Classification of Dyslalias According to the Type of Error
1.3.8.1. Omission
1.3.8.2. Addiction/Insertion
1.3.8.3. Substitution
1.3.8.4. Inversions
1.3.8.5. Distortion
1.3.8.6. Assimilation
1.3.9. Classification of Dyslalia in Terms of Temporality
1.3.9.1. Permanent Dyslalias
1.3.9.2. Transient Dyslalias
1.3.10. Final Conclusions
1.4. Assessment Processes for the Diagnosis and Detection of Dyslalia
1.4.1. Introduction to the Structure of the Assessment Process
1.4.2. Medical History
1.4.2.1. Preliminary Considerations
1.4.2.2. Content of the Anamnesis
1.4.2.3. Aspects to emphasize of the Anamnesis
1.4.3. Articulation
1.4.3.1. In Spontaneous Language
1.4.3.2. In Repeated Speech
1.4.3.3. In Directed Language
1.4.4. Motor Skills
1.4.4.1. Key Elements
1.4.4.2. Orofacial Motor Skills
1.4.4.3. Muscle Tone
1.4.5. Auditory Perception and Discrimination
1.4.5.1. Sound Discrimination
1.4.5.2. Phoneme Discrimination
1.4.5.3. Word Discrimination
1.4.6. Speech Samples
1.4.6.1. Preliminary Considerations
1.4.6.2. How to Collect a Speech Sample?
1.4.6.3. How to make a record of the Speech Samples?
1.4.7. Standardized Tests for the Diagnosis of Dyslalia
1.4.7.1. What are Standardized Tests?
1.4.7.2. Purpose of Standardized Tests
1.4.7.3. Classification
1.4.8. Non-Standardized Tests for the Diagnosis of Dyslalias
1.4.8.1. What are Non-Standardized Tests?
1.4.8.2. Purpose of Non-Standardized Tests
1.4.8.3. Classification
1.4.9. Differential Diagnosis of Dyslalias
1.4.10. Final Conclusions
1.5. User-centered Speech-Language Pathology Intervention
1.5.1. Introduction to Unit
1.5.2. How to set Goals during the Intervention?
1.5.2.1. General Considerations
1.5.2.2. Individualized or Group Intervention, which is more effective?
1.5.2.3. Specific Objectives that the Speech-Language Pathologist has to Take into Account for the Intervention of Each Dyslalia
1.5.3. Structure to be Followed During Dyslalia Intervention
1.5.3.1. Initial Considerations
1.5.3.2. What is the Order of Intervention for Dyslalia?
1.5.3.3. In Multiple Dyslalia, which Phoneme would the Speech-Language Pathologist Start Working on and What Would Be the Reason?
1.5.4. Direct Intervention in Children with Dyslalia
1.5.4.1. Concept of Direct Intervention
1.5.4.2. Who is the Focus of this Intervention?
1.5.4.3. The Importance of Direct Intervention for Dyslexic Children
1.5.5. Indirect Intervention for Children with Dyslalia
1.5.5.1. Concept of Indirect Intervention
1.5.5.2. Who is the Focus of this Intervention?
1.5.5.3. The importance of carrying out Indirect Intervention in Dyslexic Children
1.5.6. The importance of play during Rehabilitation
1.5.6.1. Preliminary Considerations
1.5.6.2. How to use games for Rehabilitation?
1.5.6.3. Adaptation of games to children, necessary or not?
1.5.7. Auditory Discrimination
1.5.7.1. Preliminary Considerations
1.5.7.2. Concept of Auditory Discrimination
1.5.7.3. When is the Right Time During the Intervention to Include Auditory Discrimination?
1.5.8. Making a Schedule
1.5.8.1. What is a Schedule?
1.5.8.2. Why Should a Schedule be Used in the Speech Therapy Intervention of the Dyslexic Child?
1.5.8.3. Benefits of making a Schedule
1.5.9. Requirements to Justify Discharge
1.5.10. Final Conclusions
1.6. The Family as a part of the Intervention of the Dysbalic Child
1.6.1. Introduction to Unit
1.6.2. Communication Problems with the Family Environment
1.6.2.1. What Difficulties Does the Dyslexic Child Encounter to Communicate in their Family Environment?
1.6.3. Consequences of Dyslalias in the Family
1.6.3.1. How Do Dyslalias Influence the Child in their Home?
1.6.3.2. How do Dyslalias Influence the Child's Family?
1.6.4. Family Involvement in the development of the Dyslalic child
1.6.4.1. The Importance of the family in the child's Development
1.6.4.2. How to Involve the Family in the Intervention?
1.6.5. Recommendations for the Family Environment
1.6.5.1. How to Communicate with the Dyslexic child?
1.6.5.2. Tips to Benefit the Relationship in the Home
1.6.6. Benefits of Involving the Family in the Intervention
1.6.6.1. The Fundamental Role of the Family in Generalization
1.6.6.2. Tips for Helping the Family Achieve Generalization
1.6.7. The Family as the Center of the Intervention
1.6.7.1. Supports That Can be Provided to the Family
1.6.7.2. How to Facilitate these Aids during the Intervention?
1.6.8. Family Support to the Dyslalic child
1.6.8.1. Preliminary Considerations
1.6.8.2. Teaching Families how to Reinforce the Dyslexic child
1.6.9. Resources Available to Families
1.6.10 Final Conclusions
1.7. The School Context as Part of the Dyslalic child's Intervention
1.7.1. Introduction to Unit
1.7.2. The involvement of the School during the Intervention Period
1.7.2.1. The Importance of the Involvement of the School
1.7.2.2. The Influence of the School on Speech Development
1.7.3. The Impact of Dyslalias in the School Context
1.7.3.1. How can Dyslalias Influence the Syllabus?
1.7.4. School Supports
1.7.4.1. Who provides them?
1.7.4.2. How are they carried out?
1.7.5. The coordination of the Speech Therapist with the School Professionals
1.7.5.1. With whom does the Coordination take place?
1.7.5.2. Guidelines to be followed to achieve such Coordination
1.7.6. Consequences in class of the Dyslalic child
1.7.6.1. Communication with Classmates
1.7.6.2. Communication with Teachers
1.7.6.3. Psychological Repercussions of the Child
1.7.7. Orientations
1.7.7.1. Guidelines for the School to improve the child's Intervention
1.7.8. The School as an Enabling Environment
1.7.8.1. Preliminary Considerations
1.7.8.2. Classroom Care Guidelines
1.7.8.3. Guidelines for improving Classroom Articulation
1.7.9. Resources Available to the School
1.7.10 Final Conclusions
1.8. Bucco-phonatory Praxias
1.8.1. Introduction to Unit
1.8.2. The Praxias
1.8.2.1. Concept of Praxias
1.8.2.2. Types of Praxias
1.8.2.2.1. Ideomotor Praxias
1.8.2.2.2. Ideational Praxias
1.8.2.2.3. Facial Praxias
1.8.2.2.4. Visoconstructive Praxias
1.8.2.3. Classification of praxias by Intention (Junyent Fabregat, 1989)
1.8.2.3.1. Transitive Intention
1.8.2.3.2. Esthetic Purpose
1.8.2.3.3. With Symbolic Character
1.8.3. Frequency of the Performance of Orofacial Praxias
1.8.4. What Praxias are Used in the Speech Therapy Intervention of Dyslalia?
1.8.4.1. Labial Praxias
1.8.4.2. Lingual Praxias
1.8.4.3. Velum of Palate Praxias
1.8.4.4. Other Praxias
1.8.5. Aspects that the Child Must Have to Be Able to Perform the Praxias
1.8.6. Activities for the Realization of the Different Facial Praxias
1.8.6.1. Exercises for the Labial Praxias
1.8.6.2. Exercises for the Lingual Praxias
1.8.6.3. Exercises for Soft Palate Praxias
1.8.6.4. Other Exercises
1.8.7. Current Controversy over the use of Orofacial Praxias
1.8.8. Theories in favor of the use of Praxias in the Intervention of the Dyslexic Child
1.8.8.1. Preliminary Considerations
1.8.8.2. Scientific Evidence
1.8.8.3. Comparative Studies
1.8.9. Theories Against the Use of Praxias in the Intervention of the Dyslexic Child
1.8.9.1. Preliminary Considerations
1.8.9.2. Scientific Evidence
1.8.9.3. Comparative Studies
1.8.10. Final Conclusions
1.9. Materials and Resources for the Speech Therapy Intervention of Dyslalia: Part I
1.9.1. Introduction to Unit
1.9.2. Materials and Resources for the Correction of the Phoneme /p/ in all Positions
1.9.2.1. Self-made Material
1.9.2.2. Commercially Available Material
1.9.2.3. Technological Resources
1.9.3. Materials and Resources for the correction of the Phoneme /s/ in all positions
1.9.3.1. Self-made Material
1.9.3.2. Commercially Available Material
1.9.3.3. Technological Resources
1.9.4. Materials and Resources for the correction of the Phoneme /r/ in all positions
1.9.4.1. Self-made Material
1.9.4.2. Commercially Available Material
1.9.4.3. Technological Resources
1.9.5. Materials and Resources for the correction of the Phoneme / l/ in all positions
1.9.5.1. Self-made Material
1.9.5.2. Commercially Available Material
1.9.5.3. Technological Resources
1.9.6. Materials and Resources for the correction of the Phoneme / M/ in all positions
1.9.6.1. Self-made Material
1.9.6.2. Commercially Available Material
1.9.6.3. Technological Resources
1.9.7. Materials and Resources for the correction of the Phoneme / N/ in all positions
1.9.7.1. Self-made Material
1.9.7.2. Commercially Available Material
1.9.7.3. Technological Resources
1.9.8. Materials and Resources for the correction of the Phoneme / D/ in all positions
1.9.8.1. Self-made Material
1.9.8.2. Commercially Available Material
1.9.8.3. Technological Resources
1.9.9. Materials and Resources for the correction of the Phoneme / Z/ in all positions
1.9.9.1. Self-made Material
1.9.9.2. Commercially Available Material
1.9.9.3. Technological Resources
1.9.10. Materials and Resources for the Correction of the Phoneme /k/ in All Positions
1.9.10.1. Self-made Material
1.9.10.2. Commercially Available Material
1.9.10.3. Technological Resources
1.10. Materials and Resources for the Speech Therapy Intervention of Dyslalia: Part II
1.10.1. Materials and Resources for the correction of the Phoneme / f/ in all positions
1.10.1.1. Self-made Material
1.10.1.2. Commercially Available Material
1.10.1.3. Technological Resources
1.10.2. Materials and Resources for the correction of the Phoneme / Ñ/ in all positions
1.10.2.1. Self-made Material
1.10.2.2. Commercially Available Material
1.10.2.3. Technological Resources
1.10.3. Materials and Resources for the correction of the Phoneme / G/ in all positions
1.10.3.1. Self-made Material
1.10.3.2. Commercially Available Material
1.10.3.3. Technological Resources
1.10.4. Materials and Resources for the correction of the Phoneme / ll/ in all positions
1.10.4.1. Self-made Material
1.10.4.2. Commercially Available Material
1.10.4.3. Technological Resources
1.10.5. Materials and Resources for the correction of the Phoneme /b/ in all positions
1.10.5.1. Self-made Material
1.10.5.2. Commercially Available Material
1.10.5.3. Technological Resources
1.10.6. Materials and Resources for the correction of the Phoneme /T/ in all positions
1.10.6.1. Self-made Material
1.10.6.2. Commercially Available Material
1.10.6.3. Technological Resources
1.10.7. Materials and Resources for the correction of the Phoneme /ch/ in all positions
1.10.7.1. Self-made Material
1.10.7.2. Commercially Available Material
1.10.7.3. Technological Resources
1.10.8. Materials and Resources for the Correction of the Phoneme / l/ in All Positions
1.10.8.1. Self-made Material
1.10.8.2. Commercially Available Material
1.10.8.3. Technological Resources
1.10.9. Materials and Resources for the Correction of the Phoneme / r/ in All Positions
1.10.9.1. Self-made Material
1.10.9.2. Commercially Available Material
1.10.9.3. Technological Resources
1.10.10. Final Conclusions
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Enjoy the latest teaching materials available in multimedia formats such as video or interactive summary”
Postgraduate Certificate in Dyslalia
The Postgraduate Certificate in Specific Language Disorders is a program that allows speech therapy professionals to specialize in the diagnosis and treatment of the most common speech therapy problems in children during their school years. The inability to pronounce some letters or sets of phonemes can limit communication and affect the articulation of sounds when speaking in adolescence and adulthood. Early detection and timely treatment are essential to ensure proper communication and language development. For this reason, specialization in specific language disorders is a job opportunity with guaranteed success. The Postgraduate Certificate, taught by TECH, is 100% online, which allows the student to handle the techniques and exercises for facial praxias from the comfort of their home, without the need to travel.
Specialize in speech disorders
During the course, the student will acquire the necessary knowledge for the diagnosis of dyslalias, one of the most common disorders, as well as for the treatment and correction of facial praxias. In addition, students will deepen their knowledge of the anatomy and physiology of the phonatory system and its relationship with language. The Postgraduate Certificate in Dyslalias is aimed at both speech therapy professionals and people interested in the field of education and health who wish to specialize in the diagnosis and treatment of language disorders. In short, this Postgraduate Certificate offers speech therapy professionals the opportunity to acquire the knowledge and skills necessary to detect, diagnose and treat the most common specific language disorders in children and thus ensure their proper development of language and communication in the future.