Aproximar los aportes de la Neurociencia a la práctica diaria en las aulas y en los gabinetes, en relación a las últimas investigaciones sobre el cerebro y sobre la fisiología, son una necesidad y una responsabilidad que han de asumir los diferentes agentes educativos, siendo capaces de abordar la diversidad de situaciones y de logopeatías que se presentan en los diferentes contextos educativos.

La logopedia es una disciplina sanitaria que se encarga del estudio, prevención, valoración e intervención sobre los trastornos del habla, lenguaje y comunicación, así como de otras patologías asociadas. El logopeda, en su labor cotidiana, necesita de recursos amplios y actualizados para rentabilizar su intervención y normalizar patrones comunicativos que interfieren en el aprendizaje y en el normodesarrollo.

Este programa está diseñado por y para logopedas con amplios conocimientos y experiencia en sus respectivos campos del lenguaje, habla y comunicación.

El objetivo de este programa, es que una vez finalizado seas capaz de desenvolverte en la identificación, evaluación e intervención de los diferentes trastornos que aquí se desarrollan. Para ello explicamos de forma específica y exhaustiva los trastornos desde el punto de vista logopédico; con la colaboración en momentos puntuales de compañeros de otras disciplinas sanitarias.

Al alumno le servirá para adquirir los conocimientos y los recursos necesarios para identificar, evaluar e intervenir todos los trastornos del lenguaje, habla y comunicación que abordamos, desde el enfoque del equipo interdisciplinar y sabiendo como implicar a las familias en dichas intervenciones.

Este programa de Postgraduate certificate en Speech Therapy Interventiongenerará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

Esta formación aúna conocimientos básicos en Neuropsicología y en Logopedia así como herramientas que permiten al logopeda buscar la mejora del desempeño con sus alumnos en aquellas áreas demandadas, orientarlos al cambio y focalizarlos en la situación presente con las pautas, orientaciones y actividades puramente logopédicas.

Este programa presta especial atención a las Metodologías activas emergentes y como elemento diferenciador, ofrece una aplicación práctica de las herramientas logopédicas para la innovación y la excelencia educativa

Este programa de Postgraduate certificate en Speech Therapy Interventionofrece una visión general de las Bases y fundamentos de la Logopedia, ámbitos de aplicación en educación y sus beneficios. Establece las habilidades que ha de desarrollar el reeducador como facilitador del cambio y ofrece las herramientas y los recursos que le van a permitir establecer una comunicación efectiva, bidireccional, a través de la escucha, la orientación, el modelado y la reestructuración de patrones de comunicación normalizados.

Hace un repaso de conceptos clave cuando hablamos de logopedia y componentes del habla y del lenguaje, ofreciendo propuestas para la mejora de las sesiones, clases y procesos reeducadores, desde el punto de vista de una logopedia integrad y al mismo tiempo integral. Integrada porque suma los esfuerzos de todos los agentes educativos e integral porque actúa de forma holística considerando al individuo como un todo y valorando los procesos logopédicos no sólo desde el punto de vista físico sino también a nivel cognitivo, motivacional, emocional y contextual.

Introduce, además, juegos, actividades y nuevas tecnologías siempre con el punto de vista puesto en la transferencia o generalización de lo aprendido.

Una oportunidad de aunar, en un mismo programa, Neurociencias, Logopedia, Nuevas Metodologías a través de recursos TICs, hasta llegar a la Excelencia educativa haciendo uso de las herramientas Logopédicas aplicadas tanto al ámbito de la educación como a otros escenarios.

Actualiza tus conocimientos a través del programa de Postgraduate certificate Online universitario en Intervención Logopédica”

Este Postgraduate certificate en Intervención Logopédica contiene el programa educativo más completo y actualizado del mercado. Las características más destacadas del Postgraduate certificate son:

• Desarrollo de casos prácticos presentados por expertos en Logopedia. Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional.
• Novedades sobre los avances en Neurociencias y Neurologopedia.
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje.
• Con especial hincapié en metodologías innovadoras en el proceso de enseñanza y aprendizaje.
• Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual.
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet.

Este experto puede ser la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Dislalias , obtendrás un título de experto por la mayor Universidad Digital del mundo, TECH”

Incluye en su cuadro docente profesionales pertenecientes al ámbito de la docencia y la logopedia, que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirán al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un aprendizaje inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa está basado en el Aprendizaje Basado en Problemas, mediante el cual el alumno deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del Postgraduate certificate. Para ello, el alumno contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de la Pedagogía y la Logopedia y con gran experiencia docente.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de este experto”

Aprovecha la oportunidad para conocer los últimos avances en Neurociencias y Logopedia y mejorar la formación de tus alumnos”

The curriculum of this Postgraduate certificate consists of 1 module through which students will increase their knowledge and skills in the field of Speech Therapy Intervention for different speech pathologies. The didactic materials to which they will have access during this pedagogical experience are present in formats as varied as the interactive summary, the evaluative tests or the complementary readings. TECH's objective is to provide its students with 100% online teaching, adapted to their academic needs and concerns and compatible with their personal tasks.

Through a 100% online methodology you will be able to combine your daily responsibilities with a quality academic proposal"

 

Module 1. Resources for the Intervention in the Different Logopathies

1.1. Materials and Resources for the Speech Therapy Intervention of Dyslalia I

1.1.1. Introduction to Unit
1.1.2. Materials and Resources for the Correction of the Phoneme /p/ in All Positions

1.1.2.1. Self-made Material
1.1.2.2. Commercially Available Material
1.1.2.3. Technological Resources

1.1.3. Materials and Resources for the Correction of the Phoneme /s/ in All Positions

1.1.3.1. Self-made Material
1.1.3.2. Commercially Available Material
1.1.3.3. Technological Resources

1.1.4. Materials and Resources for the Correction of the Phoneme /r/ in All Positions

1.1.4.1. Self-made Material
1.1.4.2. Commercially Available Material
1.1.4.3. Technological Resources

1.1.5. Materials and Resources for the Correction of the Phoneme / l/ in All Positions

1.1.5.1. Self-made Material
1.1.5.2. Commercially Available Material
1.1.5.3. Technological Resources

1.1.6. Materials and Resources for the Correction of the Phoneme / m/ in All Positions

1.1.6.1. Self-made Material
1.1.6.2. Commercially Available Material
1.1.6.3. Technological Resources

1.1.7. Materials and Resources for the Correction of the Phoneme / n/ in All Positions

1.1.7.1. Self-made Material
1.1.7.2. Commercially Available Material
1.1.7.3. Technological Resources

1.1.8. Materials and Resources for the Correction of the Phoneme / d/ in All Positions

1.1.8.1. Self-made Material
1.1.8.2. Commercially Available Material
1.1.8.3. Technological Resources

1.1.9. Materials and Resources for the Correction of the Phoneme / z/ in All Positions

1.1.9.1. Self-made Material
1.1.9.2. Commercially Available Material
1.1.9.3. Technological Resources

1.1.10 Materials and Resources for the Correction of the Phoneme /k/ in All Positions

1.1.10.1. Self-made Material
1.1.10.2. Commercially Available Material
1.1.10.3. Technological Resources

1.2. Materials and Resources for the Speech Therapy Intervention of Dyslalia II

1.2.1. Materials and Resources for the Correction of the Phoneme / f/ in All Positions

1.2.1.1. Self-made Material
1.2.1.2. Commercially Available Material
1.2.1.3. Technological Resources

1.2.2. Materials and Resources for the Correction of the Phoneme / ñ/ in All Positions

1.2.2.1. Self-made Material
1.2.2.2. Commercially Available Material
1.2.2.3. Technological Resources

1.2.3. Materials and Resources for the Correction of the Phoneme / g/ in All Positions

1.2.3.1. Self-made Material
1.2.3.2. Commercially Available Material
1.2.3.3. Technological Resources

1.2.4. Materials and Resources for the Correction of the Phoneme / ll/ in All Positions

1.2.4.1. Self-made Material
1.2.4.2. Commercially Available Material
1.2.4.3. Technological Resources

1.2.5. Materials and Resources for the Correction of the Phoneme /b/ in All Positions

1.2.5.1. Self-made Material
1.2.5.2. Commercially Available Material
1.2.5.3. Technological Resources

1.2.6. Materials and Resources for the Correction of the Phoneme /t/ in All Positions

1.2.6.1. Self-made Material
1.2.6.2. Commercially Available Material
1.2.6.3. Technological Resources

1.2.7. Materials and Resources for the Correction of the Phoneme /ch/ in All Positions

1.2.7.1. Self-made Material
1.2.7.2. Commercially Available Material
1.2.7.3. Technological Resources

1.2.8. Materials and Resources for the correction of the Phoneme / l/ in all positions

1.2.8.1. Self-made Material
1.2.8.2. Commercially Available Material
1.2.8.3. Technological Resources

1.2.9. Materials and Resources for the correction of the Phoneme / r/ in all positions

1.2.9.1. Self-made Material
1.2.9.2. Commercially Available Material
1.2.9.3. Technological Resources

1.2.10. Final Conclusions

1.3. Intervention in Dyslexia

1.3.1. General Aspects of Intervention
1.3.2. Selection of Objectives Based on the Diagnosed Profile

1.3.2.1. Analysis of Collected Samples

1.3.3. Prioritization and Sequencing of Targets

1.3.3.1. Neurobiological Processing
1.3.3.2. Psycholinguistic Processing

1.3.4. Adequacy of the Objectives to the Contents to Be Worked on

1.3.4.1. From the Specific Objective to the Content

1.3.5. Proposal of Activities by Intervention Area

1.3.5.1. Proposals Based on the Visual Component
1.3.5.2. Proposals Based on the Phonological Component
1.3.5.3. Proposals Based on Reading Practice

1.3.6. Programs and Tools for Intervention

1.3.6.1. Orton-Gillingham Method
1.3.6.2. A.C.O.S. Program

1.3.7. Standardized Materials for Intervention

1.3.7.1. Printed Materials
1.3.7.2. Other Materials

1.3.8. Space Organization

1.3.8.1. Lateralization
1.3.8.2. Sensory Modalities
1.3.8.3. Eye Movements
1.3.8.4. Visuoperceptual Skills
1.3.8.5. Fine Motor Skills

1.3.9. Necessary Adaptations in the Classroom

1.3.9.1. Curricular Adaptations

1.3.10 Conclusions and Appendices

1.4. Guidelines for Dyslexia

1.4.1. Introduction
1.4.2. Guidelines for the Person with Dyslexia

1.4.2.1. Coping with the Diagnosis
1.4.2.2. Guidelines for Daily Living
1.4.2.3. Guidelines for the Person with Dyslexia as a Learner

1.4.3. Guidelines for the Family Environment

1.4.3.1. Guidelines for Collaborating in the Intervention
1.4.3.2. General Guidelines

1.4.4. Guidelines for the Educational Context

1.4.4.1. Adaptations
1.4.4.2. Measures to Be Taken to Facilitate the Acquisition of Content
1.4.4.3. Guidelines to Be Followed to Pass Exams

1.4.5. Specific Guidelines for Foreign Language Teachers

1.4.5.1. The Challenge of Language Learning

1.4.6. Guidelines for Other Professionals
1.4.7. Guidelines for the Form of Written Texts

1.4.7.1. Typography
1.4.7.2. Font Size
1.4.7.3. Colors
1.4.7.4. Character, Line, and Paragraph Spacing

1.4.8. Guidelines for Text Content

1.4.8.1. Frequency and Length of Words
1.4.8.2. Syntactic Simplification
1.4.8.3. Numerical Expressions
1.4.8.4. The Use of Graphical Schemes

1.4.9. Writing Technology
1.4.10 Conclusions and Appendices

1.5. Speech Therapy Intervention in SLI and General considerations for the Elaboration of a Speech Therapy Intervention Program for Children with SLI

1.5.1. What is a Speech Therapy Intervention Program?

1.5.1.1. Intervention Program Definition
1.5.1.2. What does a Speech Therapy Intervention Program consist of?
1.5.1.3. Therapy Intervention Program Considerations

1.5.2. Objectives of the Speech Therapy Intervention Program for Children with SLI Why Create an Intervention Program?

1.5.2.1. General Objectives of the Speech Therapy Intervention Program in the case of Children with SLI
1.5.2.2. Specific Objectives of the Speech Therapy Intervention Program for Children with SLI

1.5.3. Fields of Speech Therapy Intervention

1.5.3.1. Intervention in Language Difficulties

1.5.3.1.1. Intervention in the Lexical Area
1.5.3.1.2. Intervention in the Morphological Area
1.5.3.1.3. Intervention in the Syntactic Area
1.5.3.1.4. Intervention in the Pragmatic Area

1.5.4. Intervention in Difficulties in the Executive Functions

1.5.4.1. Intervention in Memory
1.5.4.2 Intervention in Attention
1.5.4.3 Intervention in Programming

1.5.5. Important Aspects to Take into Account during the Speech Therapy Intervention with the Child with SLI

1.5.5.1. Considerations in the Intervention in Children with SLI

1.5.5.1.1. The Importance of Taking into Account the Weaknesses of Children with SLI during Speech Therapy Intervention
1.5.5.1.2. How to Adapt the Intervention to the Particularities of Each Case?

1.5.5.1.2.1. The Importance of Interests during Speech Therapy Intervention

1.5.6. Proposal of Activities to Be Carried Out During Speech Therapy Interventions

1.5.6.1. The Importance of the Appropriateness of the Activities for Intervention

1.5.6.1.1. Material Resources
1.5.6.1.2. Activities in the Intervention Sessions

1.5.7. The Augmentative and/or Alternative Communication Systems in the Intervention in SLI

1.5.7.1. What are AACS?

1.5.7.1.1. Definition of AACS
1.5.7.1.2. Pathologies and Disorders for Which AACS Are Used

1.5.7.2. Is It Appropriate to Use AACS in the Intervention of Children with SLI?
1.5.7.3. Augmentative Speech Systems in Children with SLI When and Where to Use Them?

1.5.8. Pictograms in the Intervention in Cases of SLI

1.5.8.1. What are Pictograms?
1.5.8.2. How Does the Use of Pictograms Help in the Intervention with SLI?

1.5.9. Proposal of Intervention Materials

1.5.9.1. The Importance of the Appropriateness of the Materials Used in Intervention with Children with SLI 
1.5.9.2. List of Appropriate Materials to Use in Activities with Children with SLI

1.5.10 How to Promote the Understanding of Intervention Activities for Children with SLI

1.5.10.1. Difficulties in Understanding Activities
1.5.10.2. Strategies to Promote the Comprehension of the Activities Carried out during the Intervention
1.5.10.3. Structure of the Activities

1.5.10.3.1. Visual Aids during the Activity

1.6. Elaboration of an Intervention Program For Autism

1.6.1. Identification of Needs and Selection of Objectives

1.6.1.1. Early Care Intervention Strategies
1.6.1.2. Denver Model

1.6.2. Analysis of Objectives Based on Developmental Levels

1.6.2.1. Intervention Program to Strengthen Communicative and Linguistic Areas

1.6.3. Development of Preverbal Communicative Behaviors

1.6.3.1. Applied Behavior Analysis

1.6.4. Bibliographic Review of Theories and Programs in Childhood Autism.

1.6.4.1. Scientific Studies with Groups of Children with ASD
1.6.4.2. Results and Final Conclusions Based on the Proposed Programs

1.6.5. School Age

1.6.5.1. Educational Inclusion
1.6.5.2. Global Reading as a Facilitator of Integration in the Classroom

1.6.6. Adulthood

1.6.6.1. How to Intervene/Support in Adulthood?
1.6.6.2. Elaboration of a Specific Program

1.6.7. Behavioral Intervention

1.6.7.1. Applied Behavior Analysis (ABA)
1.6.7.2. Training of Separate Trials

1.6.8. Combined Intervention

1.6.8.1. The TEACCH Model

1.6.9. Support for University Integration of Grade I ASD

1.6.9.1. Best Practices for Supporting Students in Higher Education

1.6.10 Positive Behavioral Reinforcement

1.6.10.1. Program Structure
1.6.10.2. Guidelines to Follow to Carry Out the Method

1.7. Educational Materials and Resources for Autism

1.7.1. What Can We Do as Speech Therapists?

1.7.1.1. Professional as an active role in the Development and Continuous Adaptation of Materials

1.7.2. List of Adapted Resources and Materials

1.7.2.1. What Should I Consider?
1.7.2.2. Brainstorming

1.7.3. Methods

1.7.3.1. Theoretical Approach to the Most Commonly Used Methods
1.7.3.2. Functionality Comparative Table with the Methods Presented

1.7.4. TEACHH Program

1.7.4.1. Educational Principles Based on this Method
1.7.4.2. Characteristics of Autism as a Basis for Structured Teaching.

1.7.5. INMER Program

1.7.5.1. Fundamental Bases of the Program Main Function
1.7.5.2. Virtual Reality Immersion System for People with Autism

1.7.6. ICT-Mediated Learning

1.7.6.1. Software for Teaching Emotions
1.7.6.2. Applications that Favor Language Development

1.7.7. Development of Materials

1.7.7.1. Sources Used
1.7.7.2. Image Banks
1.7.7.3. Pictogram Banks
1.7.7.4. Recommended Materials

1.7.8. Free Resources to Support Learning

1.7.8.1. List of Reinforcement Pages with Programs to Reinforce Learning

1.7.9. SPC

1.7.9.1. Access to the Pictographic Communication System
1.7.9.2. Methodology
1.7.9.3. Main Function

1.7.10. Implementation

1.7.10.1. Selection of the Appropriate Program
1.7.10.2. List of Benefits and Disadvantages

1.8. Speech Therapy Intervention in the Dysphemic Child: Proposed Exercises

1.8.1. Introduction to Unit
1.8.2. Exercises for Speech Control

1.8.2.1. Self-made Resources
1.8.2.2. Resources Found on the Market
1.8.2.3. Technological Resources

1.8.3. Exercises for Anxiety Control

1.8.3.1. Self-made Resources
1.8.3.2. Resources Found on the Market
1.8.3.3. Technological Resources

1.8.4. Exercises for Thought Control

1.8.4.1. Self-made Resources
1.8.4.2. Resources Found on the Market
1.8.4.3. Technological Resources

1.8.5. Exercises for Emotion Control

1.8.5.1. Self-made Resources
1.8.5.2. Resources Found on the Market
1.8.5.3. Technological Resources

1.8.6. Exercises to Improve Social and Communication Skills

1.8.6.1. Self-made Resources
1.8.6.2. Resources Found on the Market
1.8.6.3. Technological Resources

1.8.7. Exercises that Promote Generalization

1.8.7.1. Self-made Resources
1.8.7.2. Resources Found on the Market
1.8.7.3. Technological Resources

1.8.8. How To Use the Exercises Properly
1.8.9. Implementation Time for Each Exercise
1.8.10 Final Conclusions

1.9. The Family as Agents of Intervention and Support for the Child with Dysphemia

1.9.1. Introduction to Unit
1.9.2. The Importance of the Family in the Development of the Dysphemic Child
1.9.3. Communication Difficulties Encountered by the Dysphemic Child at Home
1.9.4. How Do Communication Difficulties in the Family Environment Affect the Dysphemic Child?
1.9.5. Types of Intervention with Parents

1.9.5.1. Early Intervention
1.9.5.2. Direct Treatment

1.9.6. Early Intervention with Parents

1.9.6.1. Orientation Sessions
1.9.6.2. Daily Practice
1.9.6.3. Behavioral Records
1.9.6.4. Behavior Modification
1.9.6.5. Organization of the Environment
1.9.6.6. Structure of Sessions
1.9.6.7. Special Cases

1.9.7. Direct Treatment with Parents

1.9.7.1. Modifying Attitudes and Behaviors
1.9.7.2. Adapting Language to the Child's Difficulties
1.9.7.3. Daily Practice at Home

1.9.8. Advantages of Involving the Family in the Intervention

1.9.8.1. How Family Involvement Benefits the Child?

1.9.9. The Family as a Means of Generalization

1.9.9.1. The Importance of the Family in Generalization

1.9.10 Final Conclusions

1.10. Speech Therapy Interventions in Dysarthrias

1.10.1. Speech Therapy Interventions in Dysarthrias

1.10.1.1. Importance of Speech Therapy Intervention in Child and Adolescent Dysarthrias
1.10.1.2. What Does Speech Therapy Intervention in Dysarthria Consist of?
1.10.1.3. Objectives of the Speech Therapy Intervention

1.10.1.3.1. General Objectives of the Speech Therapy Intervention Program
1.10.1.3.2. Specific Objectives of the Speech Therapy Intervention Program

1.10.2. Swallowing Therapy in Dysarthria

1.10.2.1. Swallowing Difficulties in Cases of Dysarthria
1.10.2.2. What Does Swallowing Therapy Consist of?
1.10.2.3. Importance of the Therapy

1.10.3. Postural and Body Therapy in Dysarthria

1.10.3.1. Body Posture Difficulties in Cases of Dysarthria
1.10.3.2. What Does Postural and Body Therapy Consist of?
1.10.3.3. The Importance of Therapy

1.10.4. Orofacial Therapy in Dysarthria

1.10.4.1. Orofacial Difficulties in Cases of Dysarthria
1.10.4.2. What Does Orofacial Therapy Consist of?
1.10.4.3. The Importance of Therapy

1.10.5. Breathing Therapy and Phonorespiratory Coordination in Dysarthria

1.10.5.1. Difficulties in Phonorespiratory Coordination in Cases of Dysarthria
1.10.5.2. What Does Therapy Consist of?
1.10.5.3. The Importance of Therapy

1.10.6. Articulation Therapy in Dysarthria

1.10.6.1. Difficulties in Articulation in Cases of Dysarthria
1.10.6.2. What Does Therapy Consist of?
1.10.6.3. The Importance of Therapy

1.10.7. Speech Therapy in Dysarthria

1.10.7.1. Phonatory Difficulties in Cases of Dysarthria
1.10.7.2. What Does Therapy Consist of?
1.10.7.3. The Importance of Therapy

1.10.8. Resonance Therapy in Dysarthria

1.10.8.1. Difficulties in Resonance in Cases of Dysarthria
1.10.8.2. What Does Therapy Consist of?
1.10.8.3. The Importance of Therapy

1.10.9. Vocal Therapy in Dysarthria

1.10.9.1. Difficulties in Voice in Cases of Dysarthria
1.10.9.2. What Does Therapy Consist of?
1.10.9.3. The Importance of Therapy

1.10.10. Prosody and Fluency Therapy

1.10.10.1. Difficulties in Prosody and Fluency in Cases of Dysarthria
1.10.10.2. What Does Therapy Consist of?
1.10.10.3. The Importance of Therapy

1.11. Speech Therapy Intervention Program: Proposal of Exercises and Methods for Communicative Facilitation

1.11.1. Introduction

1.11.1.1. Importance of Developing a Speech Therapy Intervention Program for a Child with Dysarthria.

1.11.2. Initial Considerations for the Development of a Speech Therapy Intervention Program

1.11.2.1. Characteristics of Dysarthric Children

1.11.3. Decisions for the Planning of Speech Therapy Intervention

1.11.3.1. Method of Intervention to Be Performed
1.11.3.2. Consensus for the Sequencing of the Intervention Sessions: Aspects to Consider

1.11.3.2.1. Chronological Age
1.11.3.2.2. The Child's Extracurricular Activities
1.11.3.2.3. Schedules

1.11.3.3. Establishing Lines of Intervention

1.11.4. Objectives of the Speech Therapy Intervention Program for Dysarthria

1.11.4.1. General Objectives of the Speech Therapy Intervention Program
1.11.4.2. Specific Objectives of the Speech Therapy Intervention Program

1.11.5. Areas of Speech Therapy Intervention in Dysarthrias and Proposed Activities

1.11.5.1. Orofacial
1.11.5.2. Voice
1.11.5.3. Prosody
1.11.5.4. Speech
1.11.5.5. Language
1.11.5.6. Breathing

1.11.6. Materials and Resources for Speech Therapy Intervention

1.11.6.1. Proposal of Materials on the Market for Use in Speech Therapy Intervention with an Outline of the Material and Its Uses
1.11.6.2. Images of the Materials Previously Proposed

1.11.7. Technological Resources and Didactic Materials for Speech Therapy Intervention

1.11.7.1. Software Programs for Intervention

1.11.7.1.1. PRAAT Program

1.11.8. Intervention Methods for Intervention in Dysarthria Intervention

1.11.8.1. Types of Intervention Methods

1.11.8.1.1. Medical Methods
1.11.8.1.2. Clinical Intervention Methods
1.11.8.1.3. Instrumental Methods
1.11.8.1.4. Pragmatic Methods
1.11.8.1.5. Behavioral-Logopedic Methods

1.11.8.2. Choice of the Appropriate Method of Intervention for the Case

1.11.9. Techniques of Speech Therapy Intervention and Proposed Activities

1.11.9.1. Breathing

1.11.9.1.1. Proposed Activities

1.11.9.2. Phonation

1.11.9.2.1. Proposed Activities

1.11.9.3. Articulation

1.11.9.3.1. Proposed Activities

1.11.9.4. Resonance

11.9.4.1. Proposed Activities

1.11.9.5. Speech Rate

1.11.9.5.1. Proposed Activities

1.11.9.6. Accent and Intonation

1.11.9.6.1. Proposed Activities

1.11.10. Alternative and/or Augmentative Communication Systems as a Method of Intervention in Cases of Dysarthria

1.11.10.1. What Are AACS?
1.11.10.2. How Can AACS Help the Intervention with Children with Dysarthria?
1.11.10.3. How Can AACS Help in the Communication of Children with Dysarthria?
1.11.10.4. Choice of a System Method according to the Child's Needs

1.11.10.4.1. Considerations for Establishing a Communication System

1.11.10.5. How to Use Communication Systems in Different Child Development Settings

1.12. Speech-language Pathologist's Role in Hearing Impairment Intervention

1.12.1. Introduction to Unit
1.12.2. Methodological Approaches, according to Perier's Classification (1987)

1.12.2.1. Oral Monolingual Methods
1.12.2.2. Bilingual Methods
1.12.2.3. Mixed Methods

1.12.3. Are There Any Differences between Rehabilitation after a Hearing Aid or Cochlear Implant? 
1.12.4. Post-implant Intervention in Prelingually Hearing-impaired Children
1.12.5. Post-implant Intervention in Postlocution Children

1.12.5.1. Introduction to Unit
1.12.5.2. Phases of Auditory Rehabilitation

1.12.5.2.1. Sound Detection Phase
1.12.5.2.2. Discrimination Phase
1.12.5.2.3. Identification Phase
1.12.5.2.4. Recognition Phase
1.12.5.2.5. Comprehension Phase

1.12.6. Useful Activities for Rehabilitation

1.12.6.1. Activities for the Detection Phase
1.12.6.2. Activities for the Discrimination Phase
1.12.6.3. Activities for the Identification Phase
1.12.6.4. Activities for the Recognition Phase
1.12.6.5. Activities for the Comprehension Phase

1.12.7. Role of the Family in the Rehabilitation Process

1.12.7.1. Guidelines for Families
1.12.7.2. Is the Presence of the Parents in the Sessions Advisable?

1.12.8. The Importance of an Interdisciplinary Team during the Intervention

1.12.8.1. Preliminary Considerations
1.12.8.2. Why the Interdisciplinary Team Is So Important
1.12.8.3. The Professionals Involved in Rehabilitation

1.12.9. Strategies for the School Environment

1.12.9.1. Preliminary Considerations
1.12.9.2. Communication Strategies
1.12.9.3. Methodological Strategies
1.12.9.4. Strategies for Text Adaptation

1.12.10. Materials and Resources Adapted to the Speech Therapy Intervention in Audiology

1.12.10.1. Self-made Useful Materials
1.12.10.2. Commercially Available Material
1.12.10.3. Useful Technological Resources

1.12.11. Final Conclusions

1.13. Bimodal Communication

1.13.1. Introduction to Unit
1.13.2. What Does Bimodal Communication Consist of?

1.13.2.1. Concept
1.13.2.2. Functions

1.13.3. Elements of Bimodal Communication

1.13.3.1. Preliminary Considerations
1.13.3.2. Elements of Bimodal Communication

1.13.3.2.1. Pantomimic Gestures
1.13.3.2.2. Elements of Sign Language
1.13.3.2.3. Natural Gestures
1.13.3.2.4. "Idiosyncratic" Gestures
1.13.3.2.5. Other Elements

1.13.4. Objectives and Advantages of the Use of Bimodal Communication

1.13.4.1. Preliminary Considerations
1.13.4.2. Advantages of Bimodal Communication

1.13.4.2.1. Regarding the Word at Reception
1.13.4.2.2. Regarding the Word in Expression

1.13.4.3. Advantages of Bimodal Communication over Other Augmentative and Alternative Communication Systems

1.13.5. When Should We Consider Using Bimodal Communication?

1.13.5.1. Preliminary Considerations
1.13.5.2. Factors to Consider
1.13.5.3. Professionals Making the Decision
1.13.5.4. The Importance of the Role of the Family

1.13.6. The Facilitating Effect of Bimodal Communication

1.13.6.1. Preliminary Considerations
1.13.6.2. The Indirect Effect
1.13.6.3. The Direct Effect

1.13.7. Bimodal Communication in the Different Language Areas

1.13.7.1. Preliminary Considerations
1.13.7.2. Bimodal Communication and Comprehension
1.13.7.3. Bimodal Communication and Expression

1.13.8. Forms of Implementation of Bimodal Communication
1.13.9. Programs Aimed at Learning and Implementing the Bimodal System

1.13.9.1. Preliminary Considerations
1.13.9.2. Introduction to Bimodal Communication Supported by CLIC and NeoBook Authoring Tools
1.13.9.3. Bimodal 2000

1.13.10. Final Conclusions

Enroll in this program to gain access to the latest materials on the market in Speech Therapy Intervention, available in formats such as the explanatory video or the interactive summary"