.
Language Disorders in Children
Study Course Description
Course Description Statuss:Approved
Course Description Version:12.00
Study Course Accepted:17.08.2023 08:52:53
| Study Course Information | |||||||||
| Course Code: | REK_180 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Clinical Medicine; Health Care | Target Audience: | Rehabilitation | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Ilze Blūmentāle | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Rehabilitation | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas boulevard, rk rsu[pnkts]lv, +371 20271291 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 3 | Lecture Length (academic hours) | 4 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 5 | Class Length (academic hours) | 4 | Total Contact Hours of Classes | 20 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Speech Sound Disorders, Course Paper. | ||||||||
| Objective: | Gain knowledge about language disorders in children. Language Development from 0 – 7 years. Will be able to assess language development in children and analyze language impairment. Integrates assessment results to set goals; Implements appropriate language therapy techniques using the necessary materials. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Knowledges about Language development: children 0-7 years. Language Disorders in Children: Classification. Language Disorder: Symptoms, Causes. Preventing Speech and Language Disorder. | Lectures | 1.00 | auditorium | |||||
| 2 | Primary language impairments. Receptive and expressive language disorders. Receptive and Expressive Language Disorder: Causes, Signs. Receptive and Expressive language assessments. Language therapy interventions for children with receptive and expressive language disorders. Speech, language and communication needs assessment reports. | Lectures | 1.00 | auditorium | |||||
| 3 | Secondary language impairment. secondary language impairments: cause. Genetic syndromes and language and communication difficulties. An inclusive learning environment for children with speech and language problems. | Lectures | 1.00 | auditorium | |||||
| 4 | Assessment and Evaluation of Speech-Language Disorders in child. Case history, Standardized and/or non-standardized measures of specific aspects of speech, spoken and non-spoken language, cognitive-communication. Assessing the Minimally Verbal child. Documentation for Speech / Language Impairment. Appropriate feedback on interpretation of assessment results. Language Sample Analysis in Clinical Practice | Classes | 1.00 | auditorium | |||||
| 5 | Language Therapy for Children. Planning and implementation of intervention. Using necessary materials for language therapy. Clinical Case Studies and Reports. | Classes | 1.00 | auditorium | |||||
| 6 | Languages disorders in children with autism spectrum. Language pragmatic skill. Autism spectrum disorder - Diagnosis and treatment Clinical case studies. Audio tape analysis. | Classes | 1.00 | auditorium | |||||
| 7 | Speech and language therapy. Intervention for children with language disorders . Use of necessary materials in the treatment process. Clinical case simulations (interactive case-based approach to clinical decision-making). | Classes | 1.00 | auditorium | |||||
| 8 | Group work: Evidence based speech and language therapy. Presentation. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Clinical case studies. Audio tape analysis. 2. Clinical case studies (2) and written reports. 3. Essay. 4. Analysis of a scientific article: intervene in language disorder. Pair work 5. Group work – describe and present evidence based language therapy. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | 1. Two written reports. 2. Three tests in the course. 3. Analysis of a scientific article. (pair work). 4. Presentation of group work. 5. Essay. At the end of the study course – Cumulative exam. Visit 10%, test 40%, case analysis, essay 30%, group work, pair work 20%. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students will be able to: • know about the language development; • describes preventive measures to reduce language disorders; • know about language disorders; causes, symptoms, assessment; • will describe speech and language therapy, and different work style. | ||||||||
| Skills: | Students will be able to: • to assess the language development; • to assess and diagnose language disorders; • analyse and integrates assessment results with other relevant information to set goals; • implements appropriate language therapy techniques using the necessary materials. Can planning different work style | ||||||||
| Competencies: | On successful acquisition of the course the students: • can assess, diagnose and intervene in language disorder; • integrates assessment results with other relevant information to set goals; | ||||||||
| Clinical Skills: | |||||||||
| No. | Skill | Level | |||||||
| 1 | Assessment children's receptive vocabulary | A - Beginner level | |||||||
| 2 | Assessment children's receptive vocabulary | B1 - Basic level | |||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Paul Rhea. 2012. Language disorders from infancy through adolescence: listening, speaking, reading, writing, and communicating. St. Louis, Mo.: Elsevier/Mosby | ||||||||
| 2 | Judīte Lūse, Irēna Miltiņa, Sarmīte Tūbele. 2020. Logopēdijas terminu skaidrojošā vārdnīca. Rīga: RaKa | ||||||||
| 3 | Suzanne M. Ducharme, 2016. Childhood Speech and Language Disorders : Supporting Children and Families on the Path to Communication. Blue Ridge Summit, PA Rowman & Littlefield Publishers | ||||||||
| 4 | Youth, and Families Institute of Medicine D Committee on the Evaluation of the Supplemental Security Income (SSI) Disability. Program for Children with Speech Disorders and Language Disorders. Board on the Health of Select Populations Board on Children. 2016. Speech and Language Disorders in Children | ||||||||
| Additional Reading | |||||||||
| 1 | Bar-On, Amalia ; Ravid, Dorit ; Dattner, Elitzur, 2018. Handbook of Communication Disorders: Theoretical, Empirical, and Applied Linguistic Perspectives. Boston: De Gruyter, Inc | ||||||||
| 2 | Daniel Franklin. 2018. Helping Your Child with Language-Based Learning Disabilities: Strategies to Succeed in School and Life with Dyscalculia, Dyslexia, ADHD, and Auditory Processing Disorder. New Harbinger Publications | ||||||||
| 3 | Hayoung A. Lim. 2011. Developmental Speech-Language Training Through Music for Children with Autism Spectrum Disorders: Theory and Clinical Application. London Jessica Kingsley Publishers | ||||||||
| 4 | Katharine Beals. 2015. Speech and Language Technology for Language Disorders. De Gruyter, Inc. | ||||||||
| 5 | Leonard, Laurence B, 2014. Children with Specific Language Impairment, Second Edition, Cambridge: MIT Press. | ||||||||
| 6 | Linda Escobar. 2017. Language processing and disorders. Cambridge Scholars Publisher | ||||||||
| Other Information Sources | |||||||||
| 1 | http://www.cplol.eu/ | ||||||||
| 2 | http://www.asha.org/ | ||||||||
| 3 | http://www.logopedi.lv/ | ||||||||
| 4 | http://www.audiologopedi.lv/ | ||||||||
| 5 | https://registri.visc.gov.lv/specizglitiba/metmat_esfpr.sht… | ||||||||
