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Introduction to Speech and Language Therapy
Scholar Year: 2023/2024
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| LICTF |
27 |
|
1º |
6,0 |
|
162,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
Research, management and writing of academic/scientific information
a. Knowing and using national and international bibliographic research resources.
b. Use bibliographic management software to store, organize, annotate, share and cite references and research data.
c. Know and apply APA citation and referencing standards.
d. Distinguish forms of plagiarism and recognize their consequences
e. Identify resources and strategies to avoid plagiarism
Profession: history, organization, ethics and professional deontology
f. Know the Universal Declaration of Human Rights;
g. Relate human rights to Speech and Language Therapy (SLT) and recognize communication as a human right
h. Know the history of SLT and its interactions with the social system;
i. Know the organization and regulation of the profession at national and international level;
j. Recognize the professional profile;
k. Know and interpret the Code of Ethics for Speech and Language Therapists.
Fundamentals of Speech and Language Therapy
l. Apply problem-solving models to action planning;
m. Use the "First things first" time management model
n. Identify and apply the principles of critical thinking in assessing clinical and non-clinical situations.
o. Examine health classifications ICD, ICF, ICHI, DSM, DC and conclude on their relevance
p. Distinguish between the concepts of intervention and therapy.
q. Know methodologies for formulating intervention plans and recording results.
r. Distinguish methods, models, approaches, techniques, and strategies, in SLT.
s. Apply reporting methodologies.
t. Identify types of teams: mono, multi, inter and transdisciplinary.
Syllabus
1. Bibliographic research, plagiarism, citation, bibliographic referencing and writing standards for academic work.
2. Human rights and speech therapy.
3. History of Speech Therapy.
4. Professional practice: contexts, relevant legislation, regulations, professional profile (ESLA), professional and
scientific organizations.
5. Professional ethics and deontology - principles and Code of Ethics for Speech Therapists (APTF; ESLA).
6. Problem-solving/decision-making models.
7. Time management; Covey, Merrill & Merrill's "First things first" model.
8. Critical thinking - fundamentals, application.
9. Health classifications - objectives and specificities.
10. Concepts of Intervention and Therapy.
11. Methods, models, approaches, techniques and intervention strategies in SLT - definition of concepts and
specificities.
12. Methodologies for drawing up intervention/therapy plans, recording results and reports.
13. Teamwork and team models.
Demonstration of the syllabus coherence with the UC intended learning outcomes
This curricular unit introduces a set of foundations and models that allow students to have a framework to which they can refer throughout the course, in an organizing and unifying logic. The learning objectives and respective syllabus contents are organized in three parts: the first part, "Research, management and writing of academic/scientific information", organizes the research and transmission of knowledge and is the first foundation for evidence-informed practice; the second part, "Profession: history, organization, ethics and professional deontology", prepares students for an understanding of human and professional values and for understanding and acting ethically in the profession; the third part, "Fundamentals of Speech Therapy", refers to paradigms for organizing knowledge and practice in Speech Therapy. The syllabus mirrors these defined learning objectives, detailing them in the theoretical content, its applications in theoretical-practical classes and contact with professional reality in seminars attended by practicing speech therapists in a variety of contexts.
Teaching methodologies
Lecture
Demonstrations
Practical exercises
Seminars
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
In order to meet the learning objectives focused on knowledge and understanding of the models and paradigms, lectures will be used. Seminars will allow the student to get to know the workings of the profession, through testimonies that will allow a better understanding of the practical applications of the models studied. Demonstration and practical exercise classes will contribute to the analysis and application of everything that has been worked on theoretically, from a perspective of integrating the concepts and their application to concrete situations created according to the subject under study. The written test assesses individual knowledge, understanding, analysis and application of fundamental content. Solving exercises allows students to assess their reasoning model and adapt it to different types of needs. Group work allows students to take ownership of their knowledge and consolidate it through peer interaction and autonomy.
Assessment methodologies and evidences
Continuous assessment:
Individual component* [75%]
- Tests (75%) - 3 tests weighting 25% each
*The average of the individual component must be greater than or equal to 9.5 points.
Group component [25%]
- Written assignments (25%)
Exam - methods and criteria:
-Written test (100%)
Attendance system
In accordance with the Academic Regulation
Bibliografia
- Adair, J. (1997). Decision making and problem solving. London, OK: Chartered Institute of Personnel and Development
- APTF (1999). Código Ético e Deontológico do Terapeuta da Fala. Obtido de www.aptf.org
- Body, R. & McAllister, L. (eds.). (2009). Ethics in speech and language therapy. West Sussex : Wiley-Blackwell.
- Bunning, K. (2004). Speech and Language Therapy Intervention. Frameworks and Processes. London, UK: Whurr Publishing
- Burrus, A., Haynes, W. (2009). Professional Communication in Speech-Language Pathology. San Diego: Plural Publishing
- Caria, M.H. (2005). Métodos de Pesquisa de Informação. Setúbal: Escola Superior de Saúde, Instituto Politécnico de Setúbal.
- Cottrell, S. (2005). Critical thinking skills: developing effective analysis and argument
- Mendeley (s. d.). Reference Management. Obtido de www.mendeley.com
- OMS (2004). Classificação internacional de funcionalidade, incapacidade e saúde. Lisboa. Obtido de www.inr.pt/uploads/docs/cif/CIF_port_ 2004.pdf
- Roth, F., & Worthington, C. (2011). Treatment Resource Manual for Speech-Language Pathology. Massachusetts, MA: Delmar Cengage Learning.
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