Through the Postgraduate certificate in Speech Therapy Intervention you will learn to design exercises to combat Dyslalia or Dysphemia in children”

Language disorders such as Dysarthria, Dyslalia or Dysphemia are a major obstacle to children's learning in the classroom, slowing their cognitive development in relation to their classmates. The inability to communicate adequately with others, participate in class or read fluently also increases the discomfort, stress and anxiety of the little ones.

Faced with these problems, more and more parents are choosing to turn to the best speech therapists to put an end to the difficulties that limit the welfare of their children.

Given this circumstance, TECH has created this program, through which the student will adopt the best techniques of Speech Therapy Intervention for different speech pathologies to enrich their work methodology and provide the most appropriate services for each child, thus ensuring their professional growth. During 150 hours of intensive learning, the professional will learn to use the existing technological resources for the treatment of Dyslalias or will implement didactic strategies to favor the academic development of the child with Dyslexia. In addition, they will learn the protocols for the elaboration of an intervention program for patients with Autism Spectrum Disorder. 

All this, through a 100% online methodology, which will enable the student to achieve an excellent and comfortable learning without the need to make uncomfortable trips to study centers. In the same sense, you will have didactic contents elaborated expressly by the best professionals in the field of Speech Therapy, so that the knowledge you will assimilate will be fully applicable in your work experiences.

At the same time, an outstanding international expert has joined this program as Guest Director. This specialist brings to the academic itinerary a disruptive Masterclass where the most innovative treatments and tools for speech therapy praxis are addressed, thus expanding the competencies of the graduates of this program.

You will master the latest trends in Speech Therapy Intervention thanks to the exclusive Masterclass that is integrated to this program" 

This Postgraduate certificate in Speech Therapy Intervention contains the most complete and up-to-date educational program on the market. The most important features include: 

• The development of practical cases presented by experts in Speech Therapy
• The graphic, schematic, and practical contents with which they are created, provide practical information on the 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, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

Multiply your professional opportunities in the field of Speech Therapy by enrolling in the Postgraduate certificate in Speech Therapy Intervention"

The program includes, in its teaching staff, professionals of the sector who pour into this program the experience of their work, the experience of their work, as well as recognized specialists from reference societies and prestigious universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to learn in real situations.

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.

Thanks to an innovative relearning system, you will achieve a learning process adapted to your own study pace and academic needs"

Enjoy didactic materials prepared by experts, completely updated and available 24 hours a day through this program"

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"