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Instruments and Techniques in Fluency
Scholar Year: 2023/2024
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| LICTF |
28 |
|
2º |
4,0 |
|
108,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
a. Identify speech fluency disorders - transitory dysfluency, stuttering and cluttering
b. Classify and count typical and atypical dysfluencies
c. Identify perceptively the different types of disfluency
d. Use voluntary stuttering, in different ways and producing all kinds of disfluencies
e. Modify speech rate according to need
f. Identify changes in speech production in the fluency disorder - muscle tension, vocal quality, rhythm and speed
g. Recognize instruments of evaluation in stuttering and cluttering
H. Apply and analyze evaluation tools
i. Determine the level of impact of the disturbance on the person and their environment
j. Select and apply intervention techniques from the various intervention models (fluency shaping, stuttering modification, mixed model, MiniKids, cognitive behavioral model), demonstrating adequate clinical reasoning
k. Select and use materials for direct and indirect therapy
Syllabus
1. Transitory dysfluency, stuttering, and cluttering
2. Evaluation procedures, instruments, and results analysis
3. Information integration, clinical reasoning
4. Particularities of evaluation and intervention in complex cases
5. Application of intervention techniques deriving from the various intervention models
6. Identification and use of materials suitable for direct and indirect intervention
7. Involvement of communicative partners and other professionals
Demonstration of the syllabus coherence with the UC intended learning outcomes
The course "Fluency Instruments and Techniques" contributes to the learning of assessment and intervention techniques in the area of fluency. It allows students to make a practical application of the knowledge acquired in this and other courses of the syllabus, and that the techniques learned here inform the case studies that take place in the Fluency Disorders course. The program content encompasses the knowledge, selection and application of evaluation methodologies and instruments, the critical integration of information obtained and the application of models and intervention techniques in fluency.
Teaching methodologies
Demonstration
Simulated practice
Documental analysis
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The teaching methodologies are mainly the demonstration of evaluation and intervention practices, carried out by the teacher or observed in videos, and the execution of evaluative and therapeutic practices, in simulated practice with the supervision of the teacher, responding to the learning objectives of the curricular unit. In class, students work in small groups and simulate clinical situations, practicing with teacher guidance and validating with him the clinical reasoning underlying the procedures performed.
The evaluation is individual and has a written component that allows the student to integrate the knowledge and reasoning underlying the evaluation and intervention and a practical component, in which the student demonstrates to have performed the learning procedures and techniques of assessment and intervention in fluency.
Assessment methodologies and evidences
CONTINUOUS EVALUATION - methods and criteria:
Individual component* [100%]
- Written work (45%)
- Practical test (55%)
* [the mean of the individual component must be higher than or equal to 9,5 values.]
FINAL EVALUATION - methods and criteria:
With exam [100%]
- Written exam (45%)
- Practical exam (55%)
Attendance system
The provided in the academic regulation.
Bibliografia
Fernández Zúñiga, A., & Caja del Castillo, R. (2008). Tratamiento de la tartamudez en niños. Barcelona, Espanha: Elsevier Masson.
Guitar, B., & McCauley, R. J. (2010). Treatment of Stuttering: Established and emerging interventions. New Jersey, NJ: Lippincott Williams & Wilkins.
Ramig, P. R., & Dodge, D. (2010) (2ª Ed.). The child and adolescent stuttering treatment and activity resource guide. Clifton Park, NY: Delmar Cengage Learning.
Reardon-Reeves, N., & Yaruss, J. S. (2013). School-Age Stuttering Therapy: A Practical Guide. McKinney: Stuttering Therapy Resources.
Zebrowski, P. M., & Kelly, E. M. (2002). Manual of stuttering intervention. Clifton Park, NY: Singular.
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