Would you like to get up to date on the basics of speech and language therapy? Then, enroll now in this Postgraduate Diploma and in only 6 months you will have managed to improve the most innovative test kits"

Speech therapy includes a wide range of relaxation, self-control, myofunctional, cognitive, respiratory or swallowing techniques, among others, focused on alleviating difficulties related to voice, speech, communication or swallowing, as well as disorders affecting reading, writing and learning skills. It is, therefore, a fundamental discipline for the cognitive-behavioral development of patients who suffer from them, since the intervention of its professionals allows them to develop strategies and tools to reinforce their skills, contributing to a positive evolution of their abilities and even achieving results such as the cure for the anomaly. 

As in all health disciplines, the time factor is very important, so an early diagnosis contributes to a faster therapy implementation and, therefore, a faster evolution. For this reason, TECH has developed this comprehensive program, aimed at professionals in this field and designed so students who access it can get up to date with the most innovative techniques of speech therapy intervention in the current context. In addition, it focuses on Dyslalia and the characteristics of this inability to pronounce certain phonemes, as well as the most effective exercises to alleviate the ability to produce specific sounds.  

For this purpose, you will have 450 hours of theoretical, practical and additional material, elaborated by a teaching team specialized in this field, which will be in charge of directing the program, as well as resolving any doubts that may arise during the course. However, the most important feature of this program is undoubtedly its convenient and flexible 100% online format, which allows students to connect whenever they want and can from any device with an Internet connection, without schedules or face-to-face classes.  

You will work with the most comprehensive and detailed information on dyslalia, so that you can always address these cases early and effectively"

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

• Case studies presented by experts in Pedagogy and Education
• The graphic, schematic and practical contents of the program provide technical and practical information on those disciplines that are essential for professional practice
• The practical exercises where the self-evaluation 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

Having a set of psychological skills to deal with certain cases will help you to offer a higher quality and more specialized service"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities.  

Its multimedia content, developed with the latest educational technology, will allow the professional a situated and contextual learning, that is, a simulated environment that will provide an 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.

A program that will give you thePostgraduate Diploma distinction, demonstrating not only your high professional level, but also your commitment to the development of Speech Therapy"

You will have 450 hours of diverse material, from complementary readings, research articles and news to use cases, so that you can delve into the subject in a personalized way"

For the development of this Postgraduate Diploma's theoretical content, TECH and its team of professionals have used the prestigious and effective pedagogical methodology of Relearning, which consists of reiterating the most important concepts throughout the syllabus, offering the possibility of acquiring a broad and specialized knowledge without having to invest extra hours. In addition, this strategy contemplates the resolution of practical cases based on real situations, allowing students to perfect their skills through a 100% online program.  

The course of this Postgraduate Diploma will give you the keys to develop clear and accurate speech therapy reports, both for families and for the different professionals involved in patient treatment"

Module 1. Basis of Speech and Language Therapy

1.1. Introduction to the Postgraduate Diploma and to the Module

1.1.1. Introduction to the Postgraduate Diploma
1.1.2. Introduction to the Module
1.1.3. Previous Aspects of the Language
1.1.4. History of the Study of Language
1.1.5. Basic Theories of Languag
1.1.6. Research in Language Acquisitio
1.1.7. Neurological Bases of Language Development.
1.1.8. Perceptual Bases in Language Development
1.1.9. Social and Cognitive Bases of Language

1.1.9.1. Introduction
1.1.9.2. The Importance of Imitation

1.1.10 Final Conclusions

1.2. What is Speech Therapy

1.2.1. Speech Therapy

1.2.1.1. Concept of Speech Therapy
1.2.1.2. Concept of Speech Therapist

1.2.2. History of Speech Therapy
1.2.3. Speech Therapy in the rest of the World

1.2.3.1. Importance of the Speech Therapy Professional in the rest of the World
1.2.3.2. What are Speech Therapists called in other countries?
1.2.3.3. Is the Figure of the Speech Therapist Valued in other Countries?

1.2.4. Functions of the Speech-Language Pathologist

1.2.4.1. Functions of the Speech Therapist according to the BOE
1.2.4.2. The Reality of Speech Therapy
1.2.5. Areas of Intervention of the Speech Therapist
1.2.5.1. Areas of Intervention According to the BOE
1.2.5.2. The Reality of the Speech-Language Therapist Areas of intervention

1.2.6. Forensic Speech Therapy

1.2.6.1. Initial Considerations
1.2.6.2. Concept of Forensic Speech Therapist
1.2.6.3. The Importance of Forensic Speech Therapists

1.2.7. The Hearing and Speech Teacher

1.2.7.1. Concept of Hearing and Speech Teacher
1.2.7.2. Areas of work of the Hearing and Speech Teacher
1.2.7.3. Differences between Speech-Language Therapist and Hearing and Speech Teacher

1.2.8. The Autonomous Communities
1.2.9. Final Conclusions

1.3. Language, Speech, and Communication

1.3.1. Preliminary Considerations
1.3.2. Language, Speech, and Communication

1.3.2.1. Concept of Language
1.3.2.2. Concept of Speech
1.3.2.3. Concept of Communication
1.3.2.4. How do they differ?

1.3.3. Language Dimensions

1.3.3.1. Formal or Structural Dimension
1.3.3.2. Functional Dimension
1.3.3.3. Behavioral Dimension

1.3.4. Theories that explain Language Development

1.3.4.1. Preliminary Considerations
1.3.4.2. Theory of Determinism: Whorf
1.3.4.3. Theory of Behaviorism: Skinner
1.3.4.4. Theory of Innatism: Chomsky
1.3.4.5. Interactionist positions

1.3.5. Cognitive theories that explain the development of Language.

1.3.5.1. Piaget
1.3.5.2. Vygotsky
1.3.5.3. Luria
1.3.5.4. Bruner

1.3.6. Influence of the Environment on Language Acquisition
1.3.7. Language Components

1.3.7.1. Phonetics and Phonology
1.3.7.2. Semantics and Lexicon
1.3.7.3. Morphosyntax
1.3.7.4. Pragmatics

1.3.8. Stages of Language Development

1.3.8.1. Prelinguistic Stage
1.3.8.2. Linguistic Stage

1.3.9. Summary Table of Normative Language Development
1.3.10. Final Conclusions

1.4. Communication, speech, and language disorders

1.4.1. Introduction to Unit
1.4.2. Communication, speech, and language disorders

1.4.2.1. Concept of Communication Disorder
1.4.2.2. Concept of Speech Disorder
1.4.2.3. Concept of Language Disorder
1.4.2.4. How do they differ?

1.4.3. Communication Disorders

1.4.3.1. Preliminary Considerations
1.4.3.2. Comorbidity with other Disorders
1.4.3.3. Types of Communication Disorders

1.4.3.3.1. Social Communication Disorder
1.4.3.3.2. Unspecified Communication Disorder

1.4.4. Speech Disorders

1.4.4.1. Preliminary Considerations
1.4.4.2. Origin of Speech Disorders
1.4.4.3. Symptoms of a Speech Disorder

1.4.4.3.1. Mild delay
1.4.4.3.2. Moderate delay
1.4.4.3.3. Severe delay

1.4.4.4. Warning signs in Speech Disorders

1.4.5. Classification of Speech Disorders

1.4.5.1. Phonological Disorder or Dyslalia
1.4.5.2. Dysphemia
1.4.5.3. Dysglossia
1.4.5.4. Dysarthria
1.4.5.5. Tachyphemia
1.4.5.6. Others

1.4.6. Language Disorders

1.4.6.1. Preliminary Considerations
1.4.6.2. Origin of Language Disorders
1.4.6.3. Conditions related to Language Disorders
1.4.6.4. Warning signs in Language Development

1.4.7. Types of Language Disorders

1.4.7.1. Receptive Language Difficulties
1.4.7.2. Expressive Language Difficulties
1.4.7.3. Receptive-Expressive Language Difficulties.

1.4.8. Classification of Language Disorders

1.4.8.1. From the Clinical Approach
1.4.8.2. From the Educational Approach
1.4.8.3. From the Psycholinguistic Approach
1.4.8.4. From the Axiological point of view

1.4.9. What skills are affected in a Language Disorder?

1.4.9.1. Social Skills
1.4.9.2. Academic Problems
1.4.9.3. Other affected skills

1.4.10. Types of Language Disorders

1.4.10.1. TEL
1.4.10.2. Aphasia
1.4.10.3. Dyslexia
1.4.10.4. Attention Deficit Hyperactivity Disorder (ADHD)
1.4.10.5. Others

1.4.11. Comparative Table of Typical Development and Developmental Disturbances.

1.5. Logopedic Evaluation Instruments

1.5.1. Introduction to Unit
1.5.2. Aspects to be Highlighted during the Logopedic Evaluation

1.5.2.1. Fundamental considerations

1.5.3. Evaluation of Orofacial Motor Skills: The Stomatognathic System
1.5.4. Areas of Speech-Language, Speech, and Communication Speech-Language Evaluation

1.5.4.1. Anamnesis (family interview)
1.5.4.2. Evaluation of the Preverbal Stage
1.5.4.3. Assessment of Phonetics and Phonology
1.5.4.4. Assessment of Morphology
1.5.4.5. Syntax Evaluation
1.5.4.6. Evaluation of Semantics
1.5.4.7. Evaluation of Pragmatics

1.5.5. General Classification of the Most Commonly Used Tests in Speech Assessment

1.5.5.1. Developmental Scales: Introduction
1.5.5.2. Oral Language Assessment Tests: Introduction
1.5.5.3. Test for the Assessment of Reading and Writing: Introduction

1.5.6. Developmental Scales

1.5.6.1. Brunet-Lézine Developmental Scale
1.5.6.2. Battelle Developmental Inventory
1.5.6.3. Portage Guide
1.5.6.4. Haizea-Llevant
1.5.6.5. Bayley scale of Child Development
1.5.6.6. McCarthy Scale (Scale of Aptitudes and Psychomotor Skills for Children)

1.5.7. Oral Language Assessment Test

1.5.7.1. BLOC
1.5.7.2. Monfort Induced Phonological Register
1.5.7.3. ITPA
1.5.7.4. PLON-R
1.5.7.5. PEABODY
1.5.7.6. RFI
1.5.7.7. ALS-R
1.5.7.8. EDAF
1.5.7.9. CELF 4
1.5.7.10. BOEHM
1.5.7.11. TSA
1.5.7.12. CEG
1.5.7.13. ELCE

1.5.8. Test for Reading and Writing Assessment

1.5.8.1. PROLEC-R
1.5.8.2. PROLEC-SE
1.5.8.3. PROESC
1.5.8.4. TALE

1.5.9. Summary Table of the Different Tests
1.5.10. Final Conclusions

1.6. Components That Must be Included in a Speech-Language Pathology Report

1.6.1. Introduction to Unit
1.6.2. The Reason for the Appraisal

1.6.2.1. Request or Referral by the Family
1.6.2.2. Request or Referral by School or External Center

1.6.3. Medical History

1.6.3.1. Anamnesis with the Family
1.6.3.2. Meeting with the Educational Center
1.6.3.3. Meeting with Other Professionals

1.6.4. The Patient's Medical and Academic History

1.6.4.1. Medical History

1.6.4.1.1. Evolutionary Development

1.6.4.2. Academic History

1.6.5. Situation of the Different Contexts

1.6.5.1. Situation of the Family Context
1.6.5.2. Situation of the Social Context
1.6.5.3. Situation of the School Context

1.6.6. Professional Assessments

1.6.6.1. Assessment by the Speech Therapist
1.6.6.2. Assessments by other Professionals

1.6.6.2.1. Assessment by the Occupational Therapist
1.6.6.2.2. Teacher Assessment
1.6.6.2.3. Psychologist's Assessment
1.6.6.2.4. Other Assessments

1.6.7. Results of the Assessments

1.6.7.1. Logopedic Evaluation Results
1.6.7.2. Results of the other Evaluations

1.6.8. Clinical Judgment and/or Conclusions

1.6.8.1. Speech-Language Therapist Judgement
1.6.8.2. Judgment of Other Professionals
1.6.8.3. Judgment in Common with the Other Professionals

1.6.9. Speech Therapy Intervention Plan

1.6.9.1. Objectives to Intervene
1.6.9.2. Intervention Program
1.6.9.3. Guidelines and/or Recommendations for the Family

1.6.10 Why is it so Important to Carry Out a Speech Therapy Report?

1.6.10.1. Preliminary Considerations
1.6.10.2. Areas where a Speech Therapy Report can be Key

1.7. Speech Therapy Intervention Program

1.7.1. Introduction

1.7.1.1. The need to elaborate a Speech Therapy Intervention Program

1.7.2. What is a Speech Therapy Intervention Program?

1.7.2.1. Concept of the Intervention Program
1.7.2.2. Intervention Program Fundamentals
1.7.2.3. Speech Therapy Intervention Program Considerations

1.7.3. Fundamental Aspects for the Elaboration of a Speech Therapy Intervention Program

1.7.3.1. Characteristics of the Child

1.7.4. Planning of the Speech Therapy Intervention

1.7.4.1. Methodology of Intervention to be Carried Out
1.7.4.2. Factors to Take Into Account in the Planning of the Intervention

1.7.4.2.1. Extracurricular Activities
1.7.4.2.2. Chronological and Corrected Age of the Child
1.7.4.2.3. Number of Sessions per Week
1.7.4.2.4. Collaboration on the Part of the Family
1.7.4.2.5. Economic Situation of the Family

1.7.5. Objectives of the Speech Therapy Intervention Program

1.7.5.1. General Objectives of the Speech Therapy Intervention Program
1.7.5.2. Specific Objectives of the Speech Therapy Intervention Program

1.7.6. Areas of Speech Therapy Intervention and Techniques for its Intervention

1.7.6.1. Voice
1.7.6.2. Speech
1.7.6.3. Prosody
1.7.6.4. Language
1.7.6.5. Reading
1.7.6.6. Writing
1.7.6.7. Orofacial
1.7.6.8. Communication.
1.7.6.9. Hearing
1.7.6.10. Breathing

1.7.7. Materials and Resources for Speech Therapy Intervention

1.7.7.1. Proposition of Materials of Own Manufacture and Indispensable in a Speech Therapy Room
1.7.7.2. Proposition of Indispensable Materials on the Market for a Speech Therapy Room
1.7.7.3. Indispensable Technological Resources for Speech Therapy Intervention

1.7.8. Methods of Speech Therapy Intervention

1.7.8.1. Introduction
1.7.8.2. Types of Intervention Method

1.7.8.2.1. Phonological Methods
1.7.8.2.2. Clinical Intervention Methods
1.7.8.2.3. Semantic Methods
1.7.8.2.4. Behavioral-Logopedic Methods
1.7.8.2.5. Pragmatic Methods
1.7.8.2.6. Medical Methods
1.7.8.2.7. Others

1.7.8.3. Choice of the Most Appropriate Method of Intervention for Each Subject

1.7.9. The Interdisciplinary Team

1.7.9.1. Introduction
1.7.9.2. Professionals Who Collaborate Directly with the Speech Therapist

1.7.9.2.1. Psychologists
1.7.9.2.2. Occupational Therapists
1.7.9.2.3. Professors
1.7.9.2.4. Hearing and Speech Teachers
1.7.9.2.5. Others

1.7.9.3. The Work of these Professionals in Speech-Language Pathology Intervention

1.7.10. Final Conclusions

1.8. Augmentative and Alternative Communication Systems (AACS)

1.8.1. Introduction to Unit
1.8.2. What are AACS?

1.8.2.1. Concept of Augmentative Communication System
1.8.2.2. Concept of Alternative Communication System
1.8.2.3. Similarities and Differences
1.8.2.4. Advantages of AACS
1.8.2.5. Disadvantages: of AACS
1.8.2.6. How do AACS arise?

1.8.3. Principles: of AACS

1.8.3.1. General Principles
1.8.3.2. False myths about AACS

1.8.4. How to Know the Most Suitable AACS?
1.8.5. Communication Support Products

1.8.5.1. Basic Support Products
1.8.5.2. Technological Support Products

1.8.6. Strategies and Support Products for Access

1.8.6.1. Direct Selection
1.8.6.2. Mouse Selection
1.8.6.3. Dependent Scanning or Sweeping
1.8.6.4. Coded Selection

1.8.7. Types of AACS

1.8.7.1. Sign Language
1.8.7.2. The Complemented Word
1.8.7.3. PECs
1.8.7.4. Bimodal Communication
1.8.7.5. Bliss System
1.8.7.6. Communicators
1.8.7.7. Minspeak
1.8.7.8. Schaeffer System

1.8.8. How to Promote the Success of the AACS Intervention?
1.8.9. Technical Aids Adapted to Each Person

1.8.9.1. Communicators
1.8.9.2. Pushbuttons
1.8.9.3. Virtual Keypads
1.8.9.4. Adapted Mice
1.8.9.5. Data Input Devices

1.8.10. AACS Resources and Technologies

1.8.10.1. AraBoard Builder
1.8.10.2. Talk up
1.8.10.3. #IamVisual
1.8.10.4. SPQR
1.8.10.5. DictaPicto
1.8.10.6. AraWord
1.8.10.7. Picto Selector

1.9. The family as Part of the Intervention and Support for the Child

1.9.1. Introduction

1.9.1.1. The Importance of the Family in the Correct Development of the child

1.9.2. Consequences in the Family Context of a Child with Atypical Development

1.9.2.1. Difficulties Present in the Immediate Environment

1.9.3. Communication Problems in the Immediate Environment

1.9.3.1. Communicative Barriers Encountered by the Subject at Home

1.9.4. Speech Therapy intervention aimed at the Family-Centered Intervention Model

1.9.4.1. Concept of Family Centered Intervention
1.9.4.2. How to carry out the Family Centered Intervention?
1.9.4.3. The importance of the Family-Centered Model

1.9.5. Integration of the family in the Speech-Language Pathology Intervention

1.9.5.1. How to integrate the family in the Intervention?
1.9.5.2. Guidelines for the Professional

1.9.6. Advantages of family integration in all contexts of the subject

1.9.6.1. Advantages of coordination with Educational Professionals
1.9.6.2. Advantages of coordination with Health Professionals

1.9.7. Recommendations for the Family Environment

1.9.7.1. Recommendations to Facilitate Oral Communication
1.9.7.2. Recommendations for a Good Relationship in the Family Environment

1.9.8. The Family as a Key Part in the Generalization of the Established Objectives

1.9.8.1. The Importance of the Family in Generalization
1.9.8.2. Recommendations to facilitate Generalization

1.9.9. How do I communicate with my child?

1.9.9.1. Modifications in the child's family environment
1.9.9.2. Advice and Recommendations from the child
1.9.9.3. The Importance of keeping a Record Sheet

1.9.10. Final Conclusions

1.10. Child Development in the School context

1.10.1. Introduction to Unit
1.10.2. The Involvement of the School center during the Speech Therapy Intervention

1.10.2.1. The Influence of the School Center in the child's development
1.10.2.2. The Importance of the Center in the Speech Therapy Intervention

1.10.3. School Supports

1.10.3.1. Concept of School Support
1.10.3.2. Who provides School Support in the Center?

1.10.3.2.1. Hearing and Speech Teacher
1.10.3.2.2. Therapeutic Pedagogy Teacher (PT)
1.10.3.2.3. Counselor

1.10.4. Coordination with the Professionals of the Educational Center

1.10.4.1. Educational Professionals with whom the Speech-Language Therapist Coordinates With
1.10.4.2. Basis for Coordination
1.10.4.3. The Importance of Coordination in the child's Development

1.10.5. Consequences of the Child with Special Educational Needs in the classroom

1.10.5.1. How the Child Communicates with Teachers and Students?
1.10.5.2. Psychological Consequences

1.10.6. School Needs of the child

1.10.6.1. Taking Educational Needs into account in Intervention
1.10.6.2. Who determines the child's Educational Needs?
1.10.6.3. How are they established?

1.10.7. Methodological bases for Classroom Intervention. 1.10.8.1. Strategies to favor the child's Integration
1.10.8. Curricular Adaptation

1.10.8.1. Concept of Curricular Adaptation
1.10.8.2. Professionals who Apply it
1.10.8.3. How does it benefit the child with Special Educational Needs?

1.10.9. Final Conclusions

Module 2. Dyslalias: Assessment, Diagnosis, and Intervention

2.1. Module Presentation

2.1.1. Introduction

2.2. Introduction to Dyslalia

2.2.1. What are Phonetics and Phonology?

2.2.1.1. Basic Concepts
2.2.1.2. Phonemes

2.2.2. Classification of Phonemes

2.2.2.1. Preliminary Considerations
2.2.2.2. According to the point of Articulation
2.2.2.3. According to the mode of Articulation

2.2.3. Speech Emission

2.2.3.1. Aspects of Sound Emission
2.2.3.2. Mechanisms Involved in Speech

2.2.4. Phonological Development

2.2.4.1. The Implication of Phonological Awareness

2.2.5. Organs Involved in Phoneme Articulation

2.2.5.1. Breathing Organs
2.2.5.2. Organs of Articulation
2.2.5.3. Organs of Phonation

2.2.6. Dyslalias

2.2.6.1. Etymology of the Term
2.2.6.2. Concept of Dyslalia

2.2.7. Adult Dyslalia

2.2.7.1. Preliminary Considerations
2.2.7.2. Characteristics of adult Dyslalia
2.2.7.3. What is the difference between childhood Dyslalia and adult Dyslalia?

2.2.8. Comorbidity

2.2.8.1. Comorbidity in Dyslalia
2.2.8.2. Associated Disorders

2.2.9. Prevalence

2.2.9.1. Preliminary Considerations
2.2.9.2. The Prevalence of Dyslalia in the Preschool Population
2.2.9.3. The Prevalence of Dyslalia in the School Population

2.2.10. Final Conclusions

2.3. Etiology and Classification of Dyslalias

2.3.1. Etiology of Dyslalias

2.3.1.1. Preliminary Considerations
2.3.1.2. Poor Motor Skills
2.3.1.3. Respiratory Difficulties
2.3.1.4. Lack of Comprehension or Auditory Discrimination
2.3.1.5. Psychological Factors
2.3.1.6. Environmental Factors
2.3.1.7. Hereditary Factors
2.3.1.8. Intellectual Factors

2.3.2. Classification of Dyslalias according to Etiological Criteria

2.3.2.1. Organic Dyslalias
2.3.2.2. Functional Dyslalias
2.3.2.3. Developmental Dyslalias
2.3.2.4. Audiogenic Dyslalias

2.3.3. The classification of Dyslalias according to Chronological Criteria

2.3.3.1. Preliminary Considerations
2.3.3.2. Speech Delay
2.3.3.3. Dyslalia

2.3.4. Classification of Dyslalia according to the Phonological Process involved.

2.3.4.1. Simplification
2.3.4.2. Assimilation
2.3.4.3. Syllable Structure

2.3.5. Classification of Dyslalia based on Linguistic Level

2.3.5.1. Phonetic Dyslalia
2.3.5.2. Phonological Dyslalia
2.3.5.3. Mixed Dyslalia

2.3.6. Classification of Dyslalia according to the Phoneme involved. 2.3.6.1. Hotentotism

2.3.6.2. Altered Phonemes

2.3.7. Classification of Dyslalia according to the number of errors and their persistence

2.3.7.1. Simple Dyslalia
2.3.7.2. Multiple Dyslalias
2.3.7.3. Speech Delay

2.3.8. The Classification of Dyslalias according to the type of error

2.3.8.1. Omission
2.3.8.2. Addiction/Insertion
2.3.8.3. Substitution
2.3.8.4. Inversions
2.3.8.5. Distortion
2.3.8.6. Assimilation

2.3.9. Classification of Dyslalia in terms of Temporality

2.3.9.1. Permanent Dyslalias
2.3.9.2. Transient Dyslalias

2.3.10. Final Conclusions

2.4. Assessment Processes for the Diagnosis and Detection of Dyslalia

2.4.1. Introduction to the Structure of the Assessment Process
2.4.2. Medical History

2.4.2.1. Preliminary Considerations
2.4.2.2. Content of the Anamnesis
2.4.2.3. Aspects to emphasize of the Anamnesis

2.4.3. Articulation

2.4.3.1. In Spontaneous Language
2.4.3.2. In Repeated Speech
2.4.3.3. In Directed Language

2.4.4. Motor Skills

2.4.4.1. Key Elements
2.4.4.2. Orofacial Motor Skills
2.4.4.3. Muscle Tone

2.4.5. Auditory Perception and Discrimination

2.4.5.1. Sound Discrimination
2.4.5.2. Phoneme Discrimination
2.4.5.3. Word Discrimination

2.4.6. Speech Samples

2.4.6.1. Preliminary Considerations
2.4.6.2. How to Collect a Speech Sample?
2.4.6.3. How to make a record of the Speech Samples?

2.4.7. Standardized tests for the Diagnosis of Dyslalia

2.4.7.1. What are Standardized Tests?
2.4.7.2. Purpose of Standardized Tests
2.4.7.3. Classification

2.4.8. Non-Standardized Tests for the Diagnosis of Dyslalias

2.4.8.1. What are Non-Standardized Tests?
2.4.8.2. Purpose of Non-Standardized Tests
2.4.8.3. Classification

2.4.9. Differential Diagnosis of Dyslalia
2.4.10. Final Conclusions

2.5. User-centered Speech-Language Pathology Intervention

2.5.1. Introduction to Unit
2.5.2. How to set Goals during the Intervention?

2.5.2.1. General Considerations
2.5.2.2. Individualized or Group Intervention, which is more effective?
2.5.2.3. Specific Objectives that the Speech-Language Pathologist has to Take into Account for the Intervention of Each Dyslalia

2.5.3. Structure to be followed during Dyslalia Intervention

2.5.3.1. Initial Considerations
2.5.3.2. What is the order of Intervention for Dyslalia?
2.5.3.3. In Multiple Dyslalia, which Phoneme would the Speech-Language Pathologist Start Working on and What Would Be the Reason?

2.5.4. Direct intervention in children with Dyslalia

2.5.4.1. Concept of Direct Intervention
2.5.4.2. Who is the Focus of this Intervention?
2.5.4.3. The importance of Direct Intervention for Dyslexic Children

2.5.5. Indirect Intervention for children with Dyslalia

2.5.5.1. Concept of Indirect Intervention
2.5.5.2. Who is the focus of this Intervention?
2.5.5.3. The importance of carrying out Indirect Intervention in Dyslexic Children.

2.5.6. The importance of play during Rehabilitation

2.5.6.1. Preliminary Considerations
2.5.6.2. How to use games for Rehabilitation?
2.5.6.3. Adaptation of games to children, necessary or not?

2.5.7. Auditory Discrimination

2.5.7.1. Preliminary Considerations
2.5.7.2. Concept of Auditory Discrimination
2.5.7.3. When is the right time during the Intervention to include Auditory Discrimination?

2.5.8. Making a Schedule

2.5.8.1. What is a Schedule?
2.5.8.2. Why should a Schedule be used in the Speech Therapy Intervention of the Dyslexic Child?
2.5.8.3. Benefits of making a Schedule

2.5.9. Requirements to Justify Discharge
2.5.10. Final Conclusions

2.6. The Family as a part of the Intervention of the Dyslalic Child

2.6.1. Introduction to Unit
2.6.2. Communication Problems with the Family Environment

2.6.2.1. What Difficulties does the Dyslexic Child Encounter in their Family Environment to Communicate?

2.6.3. Consequences of Dyslalias in the family

2.6.3.1. How do Dyslalias influence the child in their home?
2.6.3.2. How do Dyslalias influence the child's family?

2.6.4. Family Involvement in the development of the Dyslalic child. 2.6.4.1. The Importance of the family in the child's Development

2.6.4.2. How to Involve the Family in the Intervention?

2.6.5. Recommendations for the Family Environment

2.6.5.1. How to Communicate with the Dyslexic child?
2.6.5.2. Tips to Benefit the Relationship in the Home

2.6.6. Benefits of Involving the Family in the Intervention

2.6.6.1. The Fundamental Role of the Family in Generalization
2.6.6.2. Tips for Helping the Family Achieve Generalization

2.6.7. The Family as the Center of the Intervention

2.6.7.1. Supports That Can be Provided to the Family
2.6.7.2. How to Facilitate these Aids during the Intervention?

2.6.8. Family Support to the Dyslalic child

2.6.8.1. Preliminary Considerations
2.6.8.2. Teaching Families how to Reinforce the Dyslexic child

2.6.9. Resources Available to Families
2.6.10. Final Conclusions

2.7. The School Context as Part of the Dyslalic child's Intervention

2.7.1. Introduction to Unit
2.7.2. The involvement of the School during the Intervention Period

2.7.2.1. The Importance of the Involvement of the School
2.7.2.2. The Influence of the School on Speech Development.

2.7.3. The Impact of Dyslalias in the School context

2.7.3.1. How can Dyslalias influence the curriculum?

2.7.4. School Supports

2.7.4.1. Who provides them?
2.7.4.2. How are they carried out?

2.7.5. The Coordination of the Speech Therapist with the School Professionals

2.7.5.1. With whom does the Coordination take place?
2.7.5.2. Guidelines to be followed to achieve such Coordination

2.7.6. Consequences in class of the Dyslalic child

2.7.6.1. Communication with Classmates
2.7.6.2. Communication with Teachers
2.7.6.3. Psychological Repercussions of the Child

2.7.7. Orientations

2.7.7.1. Guidelines for the School, to Improve the Child's Intervention

2.7.8. The School as an Enabling Environment

2.7.8.1. Preliminary Considerations
2.7.8.2. Classroom Care Guidelines
2.7.8.3. Guidelines for improving Classroom Articulation

2.7.9. Resources Available to the School
2.7.10. Final Conclusions

2.8. Bucco-phonatory Praxis

2.8.1. Introduction to Unit
2.8.2. The Praxis

2.8.2.1. Concept of Praxis
2.8.2.2. Types of Praxis

2.8.2.2.1. Ideomotor Praxis
2.8.2.2.2. Ideational Praxis
2.8.2.2.3. Facial Praxis
2.8.2.2.4. Visoconstructive Praxis

2.8.2.3. Classification of Praxis according to Intention (Junyent Fabregat, 1989)

2.8.2.3.1. Transitive Intention
2.8.2.3.2. Esthetic Purpose
2.8.2.3.3. With Symbolic Character

2.8.3. Frequency of the Performance of Orofacial Praxis.
2.8.4. What Praxis are used in the Speech Therapy Intervention of Dyslalia?

2.8.4.1. Labial Praxis
2.8.4.2. Lingual Praxis
2.8.4.3. Velum of Palate Praxis
2.8.4.4. Other Praxis

2.8.5. Aspects that the Child Must Have to Be Able to Perform the Praxis
2.8.6. Activities for the Realization of the Different Facial Praxis

2.8.6.1. Exercises for the Labial Praxis
2.8.6.2. Exercises for the Lingual Praxis
2.8.6.3. Exercises for Soft Palate Praxis
2.8.6.4. Other Exercises

2.8.7. Current Controversy over the use of Orofacial Praxis
2.8.8. Theories in favor of the use of Praxis in the Intervention of the Dyslexic Child

2.8.8.1. Preliminary Considerations
2.8.8.2. Scientific Evidence
2.8.8.3. Comparative Studies

2.8.9. Theories against the realization of Praxis in the intervention of the Dyslexic Child

2.8.9.1. Preliminary Considerations
2.8.9.2. Scientific Evidence
2.8.9.3. Comparative Studies

2.8.10. Final Conclusions

2.9. Materials and Resources for the Speech Therapy Intervention of Dyslalia: part I

2.9.1. Introduction to Unit
2.9.2. Materials and Resources for the correction of the Phoneme /p/ in all positions. 2.9.2.1. Self-made Material

2.9.2.2. Commercially Available Material
2.9.2.3. Technological Resources

2.9.3. Materials and Resources for the correction of the Phoneme /s/ in all positions

2.9.3.1. Self-made Material
2.9.3.2. Commercially Available Material
2.9.3.3. Technological Resources

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

2.9.4.1. Self-made Material
2.9.4.2. Commercially Available Material
2.9.4.3. Technological Resources

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

2.9.5.1. Self-made Material
2.9.5.2. Commercially Available Material
2.9.5.3. Technological Resources

2.9.6. Materials and Resources for the correction of the Phoneme / M/ in all positions

2.9.6.1. Self-made Material
2.9.6.2. Commercially Available Material
2.9.6.3. Technological Resources

2.9.7. Materials and Resources for the correction of the Phoneme / N/ in all positions

2.9.7.1. Self-made Material
2.9.7.2. Commercially Available Material
2.9.7.3. Technological Resources

2.9.8. Materials and Resources for the correction of the Phoneme / D/ in all positions

2.9.8.1. Self-made Material
2.9.8.2. Commercially Available Material
2.9.8.3. Technological Resources

2.9.9. Materials and Resources for the correction of the Phoneme / Z/ in all positions

2.9.9.1. Self-made Material
2.9.9.2. Commercially Available Material
2.9.9.3. Technological Resources

2.9.10. Materials and Resources for the correction of the Phoneme / K/ in all positions

2.9.10.1. Self-made Material
2.9.10.2. Commercially Available Material
2.9.10.3. Technological Resources

2.10. Materials and Resources for the Speech Therapy Intervention of Dyslalia: part II

2.10.1. Materials and Resources for the correction of the Phoneme / f/ in all positions

2.10.1.1. Self-made Material
2.10.1.2. Commercially Available Material
2.10.1.3. Technological Resources

2.10.2. Materials and Resources for the correction of the Phoneme / Ñ/ in all positions

2.10.2.1. Self-made Material
2.10.2.2. Commercially Available Material
2.10.2.3. Technological Resources

2.10.3. Materials and Resources for the correction of the Phoneme / G/ in all positions

2.10.3.1. Self-made Material
2.10.3.2. Commercially Available Material
2.10.3.3. Technological Resources

2.10.4. Materials and Resources for the correction of the Phoneme / ll/ in all positions

2.10.4.1. Self-made Material
2.10.4.2. Commercially Available Material
2.10.4.3. Technological Resources

2.10.5. Materials and Resources for the correction of the Phoneme /b/ in all positions

2.10.5.1. Self-made Material
2.10.5.2. Commercially Available Material
2.10.5.3. Technological Resources

2.10.6. Materials and Resources for the correction of the Phoneme /T/ in all positions

2.10.6.1. Self-made Material
2.10.6.2. Commercially Available Material
2.10.6.3. Technological Resources

2.10.7. Materials and Resources for the correction of the Phoneme /ch/ in all positions

2.10.7.1. Self-made Material
2.10.7.2. Commercially Available Material
2.10.7.3. Technological Resources

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

2.10.8.1. Self-made Material
2.10.8.2. Commercially Available Material
2.10.8.3. Technological Resources

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

2.10.9.1. Self-made Material
2.10.9.2. Commercially Available Material
2.10.9.3. Technological Resources

2.10.10. Final Conclusions

Module 3. Psychological knowledge of interest in the Speech-Language Pathology Field

3.1. Child and Adolescent Psychology

3.1.1. First approach to Child and Adolescent Psychology

3.1.1.1. What does the area of knowledge of Child and Adolescent Psychology study?
3.1.1.2. How has it evolved over the years?
3.1.1.3. What are the different theoretical orientations that a Psychologist can follow?
3.1.1.4. The Cognitive-Behavioral Model

3.1.2. Psychological Symptoms and Mental Disorders in Childhood and Adolescence

3.1.2.1. Difference between Sign, Symptom, and Syndrome
3.1.2.2. Definition of Mental Disorder
3.1.2.3. Classification of Mental Disorders: DSM 5 and ICD-10
3.1.2.4. Difference between Psychological Problem or Difficulty and Mental Disorder
3.1.2.5. Comorbidity
3.1.2.6. Frequent problems object of Psychological Attention

3.1.3. Skills of the Professional working with children and adolescents

3.1.3.1. Essential Knowledge
3.1.3.2. Main Ethical and Legal issues in working with children and adolescents
3.1.3.3. Personal Characteristics and Skills of the Professional
3.1.3.4. Communication Skills
3.1.3.5. The Game in Consultation

3.1.4. Main procedures in Psychological Assessment and Intervention in childhood and adolescence

3.1.4.1. Decision Making and Help Seeking in Children and Adolescents
3.1.4.2. Interview
3.1.4.3. Establishment of Hypotheses and Assessment Tools
3.1.4.4. Functional Analysis and Explanatory Hypotheses of the Difficulties
3.1.4.5. Establishment of Objectives
3.1.4.6. Psychological Intervention
3.1.4.7. Monitoring
3.1.4.8. The Psychological Report: Key Aspects

3.1.5. Benefits of Working with Other Persons Related to the Child

3.1.5.1. Fathers and Mothers
3.1.5.2. Education Professionals
3.1.5.3. The Speech Therapist
3.1.5.4. The Psychologist
3.1.5.5. Other Professionals

3.1.6. The Interest of Psychology from the Point of View of a Speech-Language Therapist

3.1.6.1. The Importance of Prevention
3.1.6.2. The influence of Psychological Symptoms on Speech Therapy Rehabilitation
3.1.6.3. The relevance of knowing how to detect possible Psychological Symptoms
3.1.6.4. Referral to the appropriate Professional

3.2. Internalizing problems: Anxiety

3.2.1. Concept of Anxiety
3.2.2. Detection: Main Manifestations

3.2.2.1. Emotional Dimension
3.2.2.2. Cognitive Dimension
3.2.2.3. Psychophysiological Dimension
3.2.2.4. Behavioral Dimension

3.2.3. Anxiety Risk Factors

3.2.3.1. Individual
3.2.3.2. Contextual

3.2.4. Conceptual Differences

3.2.4.1. Anxiety and Stress
3.2.4.2. Anxiety and Fear
3.2.4.3. Anxiety and Phobia

3.2.5. Fears in childhood and adolescence

3.2.5.1. Difference between Developmental Fears and Pathological Fears
3.2.5.2. Developmental Fears in infants
3.2.5.3. Developmental Fears in the Preschool stage. 3.2.5.4. Developmental Fears in the School stage
3.2.5.5. The main Fears and Worries in the adolescent stage

3.2.6. Some of the main Anxiety Disorders and problems in children and adolescents

3.2.6.1. School Rejection

3.2.6.1.1. Concept
3.2.6.1.2. Delimitation of Concepts: Anxiety, Rejection, and School Phobia
3.2.6.1.3. Main Symptoms
3.2.6.1.4. Prevalence
3.2.6.1.5. Etiology

3.2.6.2. Pathological Fear of the dark

3.2.6.2.1. Concept
3.2.6.2.2. Main Symptoms
3.2.6.2.3. Prevalence
3.2.6.2.4. Etiology

3.2.6.3. Separation Anxiety

3.2.6.3.1. Concept
3.2.6.3.2. Main Symptoms
3.2.6.3.3. Prevalence
3.2.6.3.4. Etiology

3.2.6.4. Specific Phobia

3.2.6.4.1. Concept
3.2.6.4.2. Main Symptoms
3.2.6.4.3. Prevalence
3.2.6.4.4. Etiology

3.2.6.5. Social Phobia

3.2.6.5.1. Concept
3.2.6.5.2. Main Symptoms
3.2.6.5.3. Prevalence
3.2.6.5.4. Etiology

3.2.6.6. Panic Disorder

3.2.6.6.1. Concept
3.2.6.6.2. Main Symptoms
3.2.6.6.3. Prevalence
3.2.6.6.4. Etiology

3.2.6.7. Agoraphobia

3.2.6.7.1. Concept
3.2.6.7.2. Main Symptoms
3.2.6.7.3. Prevalence
3.2.6.7.4. Etiology

3.2.6.8. Generalized Anxiety Disorder

3.2.6.8.1. Concept
3.2.6.8.2. Main Symptoms
3.2.6.8.3. Prevalence
3.2.6.8.4. Etiology

3.2.6.9. Obsessive Compulsive Disorder

3.2.6.9.1. Concept
3.2.6.9.2. Main Symptoms
3.2.6.9.3. Prevalence
3.2.6.9.4. Etiology

3.2.6.10. Post-Traumatic Stress Disorder

3.2.6.10.1. Concept
3.2.6.10.2. Main Symptoms
3.2.6.10.3. Prevalence
3.2.6.10.4. Etiology.

3.2.7. Possible interference of Anxious Symptomatology in Speech Therapy Rehabilitation

3.2.7.1. In Articulation Rehabilitation
3.2.7.2. In Literacy Rehabilitation
3.2.7.3. In Voice Rehabilitation
3.2.7.4. In Dysphemia Rehabilitation

3.3. Internalizing Type Problems: Depression

3.3.1. Concept
3.3.2. Detection: Main Manifestations

3.3.2.1. Emotional Dimension
3.3.2.2. Cognitive Dimension
3.3.2.3. Psychophysiological Dimension
3.3.2.4. Behavioral Dimension

3.3.3. Depression Risk Factors

3.3.3.1. Individual
3.3.3.2. Contextual

3.3.4. Evolution of Depressive Symptomatology throughout development

3.3.4.1. Symptoms in Children
3.3.4.2. Symptoms in Adolescents
3.3.4.3. Symptoms in Adults

3.3.5. Some of the Major Disorders and problems of childhood and adolescent Depression

3.3.5.1. Major Depressive Disorder

3.3.5.1.1. Concept
3.3.5.1.2. Main Symptoms
3.3.5.1.3. Prevalence
3.3.5.1.4. Etiology

3.3.5.2. Persistent Depressive Disorder

3.3.5.2.1. Concept
3.3.5.2.2. Main Symptoms
3.3.5.2.3. Prevalence
3.3.5.2.4. Etiology

3.3.5.3. Disruptive Mood Dysregulation Disorder

3.3.5.3.1. Concept
3.3.5.3.2. Main Symptoms
3.3.5.3.3. Prevalence
3.3.5.3.4. Etiology

3.3.6. interference of Depressive Symptomatology in Speech Therapy Rehabilitation

3.3.6.1. In Articulation Rehabilitation
3.3.6.2. In Literacy Rehabilitation
3.3.6.3. In Voice Rehabilitation
3.3.6.4. In Dysphemia Rehabilitation

3.4. Externalizing type problems: the main Disruptive Behaviors and their Characteristics

3.4.1. Factors that contribute to the development of Behavioral problems

3.4.1.1. In childhood
3.4.1.2. In adolescence

3.4.2. Disobedient and Aggressive Behavior

3.4.2.1. Disobedience

3.4.2.1.1. Concept
3.4.2.1.2. Manifestations

3.4.2.2. Aggressiveness

3.4.2.2.1. Concept
3.4.2.2.2. Manifestations
3.4.2.2.3. Types of Aggressive Behaviors

3.4.3. Some of the main child and adolescent Conduct Disorders

3.4.3.1. Oppositional Defiant Disorder

3.4.3.1.1. Concept
3.4.3.1.2. Main Symptoms
3.4.3.1.3. Facilitating Factors
3.4.3.1.4. Prevalence
3.4.3.1.5. Etiology

3.4.3.2. Conduct Disorder

3.4.3.2.1. Concept
3.4.3.2.2. Main Symptoms
3.4.3.2.3. Facilitating Factors
3.4.3.2.4. Prevalence
3.4.3.2.5. Etiology

3.4.4. Hyperactivity and Impulsivity

3.4.4.1. Hyeractivity and its Manifestations
3.4.4.2. Relationship between Hyperactivity and Disruptive Behavior
3.4.4.3. Evolution of Hyperactive and Impulsive Behaviors throughout Development
3.4.4.4. Problems Associated with Hyperactivity/Impulsivity

3.4.5. Jealousy

3.4.5.1. Concept
3.4.5.2. Main Manifestations
3.4.5.3. Possible Causes

3.4.6. Behavioral Problems at Mealtime or Bedtime

3.4.6.1. Common Bedtime Problems
3.4.6.2. Usual Problems at Mealtimes

3.4.7. Interference of Behavioral problems in Speech Therapy Rehabilitation

3.4.7.1. In Articulation Rehabilitation
3.4.7.2. In Literacy Rehabilitation
3.4.7.3. In Voice Rehabilitation
3.4.7.4. In Dysphemia Rehabilitation

3.5. Attention

3.5.1. Concept
3.5.2. Brain areas involved in Attentional Processes and Main Characteristics.
3.5.3. Classification of Attention
3.5.4. Influence of Attention on Language
3.5.5. Influence of Attention Deficit on Speech Rehabilitation

3.5.5.1. In Articulation Rehabilitation
3.5.5.2. In Literacy Rehabilitation
3.5.5.3. In Voice Rehabilitation
3.5.5.4. In Dysphemia Rehabilitation

3.5.6. Specific Strategies to promote different types of Care

3.5.6.1. Tasks that favor Sustained Attention
3.5.6.2. Tasks that favor Selective Attention
3.5.6.3. Tasks that favor Divided Attention

3.5.7. The importance of coordinated Intervention with other Professionals

3.6. Executive Functions

3.6.1. Concept
3.6.2. Brain areas involved in Executive Functions and Main Characteristics
3.6.3. Components of Executive Functions

3.6.3.1. Verbal Fluency
3.6.3.2. Cognitive Flexibility
3.6.3.3. Planning and Organization
3.6.3.4. Inhibition
3.6.3.5. Decision Making
3.6.3.6. Reasoning and Abstract Thinking

3.6.4. Influence of the Executive Functions on Language
3.6.5. Specific Strategies for training Executive Functions

3.6.5.1. Strategies that Favor Verbal Fluency
3.6.5.2. Strategies that Favor Cognitive Flexibility
3.6.5.3. Strategies that Promote Planning and Organization
3.6.5.4. Strategies that Favor Inhibition
3.6.5.5. Strategies that Favor Decision Making
3.6.5.6. Strategies that Favor Reasoning and Abstract Thinking

3.6.6. The importance of coordinated Intervention with other Professionals

3.7. Social Skills I: Related Concepts

3.7.1. Social Skills

3.7.1.1. Concept
3.7.1.2. The Importance of Social Skills
3.7.1.3. The Different Components of Social Skills
3.7.1.4. The Dimensions of Social Skills

3.7.2. Communication.

3.7.2.1. Communication Difficulties
3.7.2.2. Effective Communication
3.7.2.3. Components of Communication

3.7.2.3.1. Characteristics of Verbal Communication.
3.7.2.3.2. Characteristics of Non-Verbal Communication and its Components

3.7.3. Communicative Styles

3.7.3.1. Inhibited Style
3.7.3.2. Aggressive Style
3.7.3.3. Assertive Style
3.7.3.4. Benefits of an Assertive Communication Style

3.7.4. Parental Educational Styles

3.7.4.1. Concept
3.7.4.2. Permissive-Indulgent Educational Style
3.7.4.3. Negligent Permissive Style
3.7.4.4. Authoritative Educational Style
3.7.4.5. Democratic Educational Style
3.7.4.6. Consequence of the different Educational Styles in children and adolescents

3.7.5. Emotional Intelligence

3.7.5.1. Intrapersonal and Interpersonal Emotional Intelligence
3.7.5.2. Basic Emotions
3.7.5.3. The Importance of Recognizing Emotions in oneself and others
3.7.5.4. Emotional Regulation
3.7.5.5. Strategies to favor an adequate Emotional Regulation

3.7.6. Self-esteem

3.7.6.1. Concept of Self-esteem
3.7.6.2. Difference between Self-concept and Self-esteem. 3.7.6.3. Characteristics of Self-esteem Deficit
3.7.6.4. Factors associated with Self-esteem Deficit
3.7.6.5. Strategies to promote Self-esteem

3.7.7. Empathy

3.7.7.1. Concept of Empathy
3.7.7.2. Is Empathy the same as Sympathy?
3.7.7.3. Types of Empathy
3.7.7.4. Theory of Mind
3.7.7.5. Strategies to promote Empathy
3.7.7.6. Strategies to work on Theory of Mind

3.8. Social Skills II: Specific Guidelines for handling different situations

3.8.1. Communicative Intention

3.8.1.1. Factors to take into account when starting a Conversation
3.8.1.2. Specific Guidelines for Initiating a Conversation

3.8.2. Entering an Initiated Conversation

3.8.2.1. Specific Guidelines for entering an Initiated Conversation

3.8.3. Maintaining the Dialogue

3.8.3.1. Active Listening
3.8.3.2. Specific Guidelines for maintaining conversations

3.8.4. Conversational Closure

3.8.4.1. Difficulties Encountered in Closing Conversations
3.8.4.2. Assertive Style in Conversational Closure
3.8.4.3. Specific Guidelines for Closing Conversations in Different Circumstances

3.8.5. Making Requests

3.8.5.1. Non-assertive ways of making Requests
3.8.5.2. Specific Guidelines for making Requests in an Assertive Manner

3.8.6. Rejection of Requests

3.8.6.1. Non-assertive ways of Rejecting Requests
3.8.6.2. Specific Guidelines for Rejecting Requests in an Assertive Manner

3.8.7. Giving and Receiving Compliments

3.8.7.1. Specific Guidelines for giving Compliments
3.8.7.2. Specific Guidelines for accepting Compliments in an Assertive Manner

3.8.8. Responding to Criticism

3.8.8.1. Non-assertive ways of Responding to Criticism
3.8.8.2. Specific Guidelines for reacting Assertively to Criticism

3.8.9. Asking for Behavioral Changes

3.8.9.1. Reasons for requesting Behavioral Changes
3.8.9.2. Specific Strategies for requesting Behavioral Changes

3.8.10. Interpersonal Conflict Management

3.8.10.1 Types of Conflicts
3.8.10.2. Non-assertive ways of dealing with conflicts. 3.8.10.3. Specific strategies for dealing assertively with conflicts

3.9. Strategies for Behavior Modification in Consultation and for increasing the motivation of the youngest children in Consultation

3.9.1. What are Behavior Modification Techniques?
3.9.2. Techniques based on Operant Conditioning
3.9.3. Techniques for the Initiation, Development, and Generalization of Appropriate Behaviors

3.9.3.1. Positive Reinforcement
3.9.3.2. Token Economy

3.9.4. Techniques for the reduction or elimination of Inappropriate Behaviors

3.9.4.1. Extinction
3.9.4.2. Reinforcement of incompatible Behaviors
3.9.4.3. Response cost and withdrawal of privileges

3.9.5. Punishment

3.9.5.1. Concept
3.9.5.2. Main Disadvantages
3.9.5.3. Guidelines for the Application of Punishment

3.9.6. Motivation

3.9.6.1. Concept and Main Characteristics
3.9.6.2. Types of Motivation
3.9.6.3. Main Explanatory Theories
3.9.6.4. The influence of beliefs and other variables on motivation
3.9.6.5. Main Manifestations of low Motivation
3.9.6.6. Guidelines to Promote Motivation in Consultation

3.10. School Failure: Study Habits and Techniques from a Speech Therapy and Psychological Point of View

3.10.1. Concept of School failure
3.10.2. Causes of School failure
3.10.3. Consequences of School Failure in children
3.10.4. Influencing Factors in School Success
3.10.5. The aspects that we must take care of to obtain a good performance

3.10.5.1. Sleep
3.10.5.2. Nutrition
3.10.5.3. Physical Activity

3.10.6. The Role of Parents
3.10.7. Some Guidelines and Study Techniques that can help children and adolescents

3.10.7.1. The Study Environment
3.10.7.2. The Organization and Planning of the Study
3.10.7.3. Calculation of Time
3.10.7.4. Underlining Techniques
3.10.7.5. Schemes
3.10.7.6. Mnemonic rules
3.10.7.7. Review
3.10.7.8. Breaks

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