Duration
20h Th, 10h Pr
Number of credits
| Bachelor in psychology and education : speech and language therapy | 3 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This course presents the etiology and the theories concerning stammering and cluttering, as well as the main assessment tools and methods of therapy.
A practical part will be dedicated to the transcription of speech disfluencies.
This course presents the etiology and the theories concerning stammering and cluttering, as well as the main assessment tools and methods of therapy.
A practical part will be dedicated to the transcription of speech disfluencies.
Learning outcomes of the learning unit
By the end of the course, students will be able to
-describe the theories and etiologies relating to stammering and cluttering
-describe and identify the major characteristics of stammering and cluttering
-assess them
-describe ans choose the treatment methods
Within the scope of the competency framework, this course chiefly targets:
-prevention competence
* by passing on clear and complete information on the risk factors linked to certain disorders
* by detecting disorders as early as possible, by identifying the warning signs of speech and language disorders
* by anticipating and preventing the risk of a speech and language disorder appearing and getting worse
* by the early detection of speech and language disorders and by offering an appropriate plan
-assessment competence
* assessing a patient from a holistic point of view
* compiling a speech & language therapy medical history leading to a diagnosis
* gathering information and results relating to speech & language therapy
* correcting and interpreting information and results relating to an assessment
-treatment competence
* treating a patient with a disorder that falls within the scope of the speech & language therapist, taking into account personal factors and environmental aspects that could influence the treatment
* establishing treatment objectives
* taking well-supported and justified decisions regarding the treatment
-expertise competence
* apply an evidence-based approach.
By the end of the course, students will be able to
-describe the theories and etiologies relating to stammering and cluttering
-describe and identify the major characteristics of stammering and cluttering
-assess them and identify risk factors and protective factors
-describe ans choose the treatment methods
In terms of professional profile, this course focuses in particular on:
Promotion and prevention skills:
- Understand the risk factors, protective factors, and positive behaviors associated with stuttering and stammering.
- Understand the conditions under which various communication disorders may develop in at-risk individuals.
- Provide information and services to at-risk individuals, families, and communities.
- Disseminating essential prevention information related to disorders, risk factors, protective factors, and positive behaviors, to make it accessible to the relevant public.
- Identifying and attempting to prevent the causal factors of disorders.
Screening and Diagnosis Competency:
- Critically master specialized, scientific, and clinical knowledge regarding the normal and pathological functioning of communication, as well as the methodological principles of needs assessment and evaluation.
- Integrate relevant knowledge from psychology, linguistics, medicine, and recent research in neuroscience.
- Analyze the patient's needs and conduct a medical history while maintaining a critical perspective on the situation.
- Develop a precise, well-reasoned assessment plan tailored to each patient and each situation.
- Conduct descriptive, cognitive, functional, and quality-of-life impact assessments, utilizing the latest and most relevant methods and tools in the field (taking into account their psychometric qualities, scientific recommendations, and applicable legislation).
- Interpret the data from the medical history and the various assessments in a well-reasoned manner.
- Formulate and prioritize treatment recommendations.
- Critically master specialized, scientific, and clinical knowledge regarding the normal and pathological functioning of communication, as well as the main intervention techniques.
- Develop an intervention plan based on the identified deficits;
- Define specific, measurable, and realistic short- and long-term goals;
- Determine the most appropriate rehabilitation strategies and techniques, as well as learning procedures, based on the scientific literature and the characteristics of patients and their families;
- Monitor the medium- and long-term effects of the intervention, as well as its impact on patients' daily lives.
- Inform and empower patients and their families to enable them to make informed decisions.
- Foster motivation, encourage patients, and provide realistic information about the progress expected during the intervention.
- Support family members in adapting the patient's living environment to enhance the development of the patient's skills and/or reduce the negative impact of the patient's conditions.
- Inform professionals in the patient's living environment about the patient's conditions.
Prerequisite knowledge and skills
Planned learning activities and teaching methods
The course will be composed of a theoretical part and practical exercises.
The course consists of theoretical presentations and practical exercises. In particular, an exercise in analysing disfluencies and writing a report will be proposed in order to practise evaluating stuttering on the basis of videos.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Additional information:
The course will be composed of face-to-face sessions and exercises.
Face-to-face course
Further information:
Face-to-face course
Further information:
The course consists primarily of in-person learning activities. A supplementary exercise on analyzing disfluencies and writing a report is available on eCampus.
Recommended or required readings
Recommended reading :
Bloodstein, O., Ratner, N. B., & Brundage, S. B. (2021). A handbook on stuttering. Plural Publishing.
Guitar, B. (2014). Stuttering: An integrated approach to its nature and treatment - Fourth edition. Baltimore, MD: Wolters Kluwer.
Ramig, P. & Dodge, D. (2010). The child and adolescent stuttering treatment and activity resource guide - Second edition. Clifton Park, NY: Delmar.
Ward, D. & Scaler Scott, K. (2011). Cluttering: A Handbook of research, intervention, and education. New York, NY: Psychology Press.
Platform(s) used for course materials:
- eCampus
Further information:
Recommended reading :
Bloodstein, O., Ratner, N. B., & Brundage, S. B. (2021). A handbook on stuttering. Plural Publishing.
Assessment methods and criteria
Exam(s) in session
Any session
- In-person
written exam ( open-ended questions )
Additional information:
A written exam will be held in January and September.
Exam(s) in session
Any session
- In-person
written exam AND oral exam
Further information:
Exam(s) in session
Oral OR written exam
Further information:
If the assessment is based on a written exam: Proficiency in the French language is one of the basic skills required for professional practice in speech therapy. As such, if the exam paper contains more than 10 spelling mistakes (in usage and/or syntax), the student will have 2 points deducted from their final mark (out of 20).
Work placement(s)
Organizational remarks
Shared teaching by Mrs. Leclercq and Tossut.
The course takes place face-to-face. Course materials are available on eCampus.
Contacts
Anne-Lise Leclercq : al.leclercq@uliege.be
Aline Tossut : aline.tossut@hel.be
Anne-Lise Leclercq : al.leclercq@uliege.be
Association of one or more MOOCs
Items online
Items online
Available on eCampus