| CODE | CMT2056 | ||||||||||||
| TITLE | Communication Disorders in Childhood 2 | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 6 | ||||||||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||||||||
| DESCRIPTION | This study-unit will provide a comprehensive exploration of various communication disorders that affect children, including written language disorders, communication disorders related to Autism Spectrum Disorder, and communication disorders that may arise from intellectual impairment. This study unit offers a multifaceted approach to understanding the complexities of communication difficulties in children and equips learners with the knowledge and skills needed to effectively identify and support children facing these challenges. It includes information related to legislation which governs service provision for these individuals, the role of the speech-language pathologist in supporting these children, and an evaluation of assessment and intervention strategies available to this population. Study-unit Aims: - Introduce students to the diverse spectrum of communication disorders in childhood, encompassing written language disorders, communication issues within the context of autism, and disorders linked to intellectual impairment; - Develop an understanding of the key theories, concepts, and diagnostic criteria associated with these communication disorders, and their impact on a child's overall development; - Explore various methods used to identify and diagnose communication disorders in this population; - Equip students with evidence-based strategies and interventions for helping children with communication disorders achieve improved communication skills, literacy, and social interactions; - Explore the ethical and cultural considerations in addressing communication disorders in diverse populations of children; - Encourage collaborative learning and critical thinking through discussions that emphasize the importance of interdisciplinary approaches to address communication disorders in childhood. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Define and differentiate between the various communication disorders in childhood, including written language disorders, communication issues within autism spectrum disorders, and communication disorders associated with intellectual impairment; - Discuss the theoretical foundations and etiological factors contributing to communication disorders in children, with a focus on relevant developmental, psychological, and neurological perspectives; - Develop a comprehensive understanding of communication disorders in childhood, including the various types and their prevalence; - Gain knowledge of the possible causes and contributing factors to communication disorders, including genetic, neurological, and environmental influences; - Explore the characteristics and diagnostic criteria for written language disorders such as dyslexia and related conditions; - Understand the specific communication challenges and characteristics of individuals with autism spectrum disorders and how they differ from other communication disorders; - Gain insights into communication disorders as they relate to intellectual disabilities, including the impact on language development and communication skills; - Learn about typical communication and language development milestones in childhood, which can be used as a basis for assessment and intervention; - Explore evidence-based intervention strategies for addressing communication disorders including speech and language therapy, and assistive communication devices; - Understand the legal and ethical responsibilities, related to diagnosing and treating communication disorders in children, including issues of confidentiality and informed consent; - Evaluate the cultural implications involved in addressing communication disorders in diverse populations of children, demonstrating sensitivity to the unique needs of each child and their families; - Recognize the importance of collaborating with families and other professionals, such as speech-language pathologists, psychologists, and educators, in the assessment and treatment of communication disorders 2. Skills By the end of the study-unit the student will be able to: - Develop the ability to administer and interpret assessments for communication disorders; - Design and implement individualized intervention plans tailored to the specific needs of children with communication disorders, considering their age, severity, and etiology; - Acquire skills in using communication support strategies and augmentative and alternative communication (AAC) methods, to enhance communication for individuals with disorders; - Develop the skills to work effectively with children and families from diverse cultural backgrounds, recognizing the impact of culture on communication and treatment choices; - Learn how to collect data on a child's communication progress and adjust intervention plans based on data analysis; - Collaborate with other professionals, such as speech and language pathologists, occupational therapists, and educators, to provide comprehensive care for children with communication disorders; - Develop effective communication skills for working with parents and caregivers to explain assessment results, treatment options, and progress updates; - Advocate for the rights and support services of children with communication disorders within educational and healthcare settings. Main Text/s and any supplementary readings: Main Texts - Alves, Limpo, Joshi, Limpo, Teresa, & Joshi, R. Malatesha. (2020). Reading-Writing Connections Towards Integrative Literacy Science (1st ed. 2020.. ed., Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education, 19). - Goldbart, J., Chadwick, D., & Buell, S. (2014). Speech and language therapists' approaches to communication intervention with children and adults with profound and multiple learning disability. International Journal of Language & Communication Disorders, 49(6), 687-701. - Hulme, C., & Snowling, M. (2014). The interface between spoken and written language: Developmental disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634), 20120395. - Saulnier, C., & Ventola, P. (2012). Essentials of autism spectrum disorders evaluation and assessment (Essentials of psychological assessment series). Hoboken, N.J.: John Wiley and Sons. - Volkmar, F.R, Paul, R., Rogers, S.J., & Pelphrey, K.A. (2014) Handbook of Autism and Pervasive Developmental Disorders, Volume 1 and Volume 2 (4th Edition), Hoboken, New Jersey: Wiley. Supplementary Readings - Clark, Griffiths, Clark, Louise L, & Griffiths, Peter. (2008). Learning disability and other intellectual impairments meeting needs throughout health services. Chichester ; Hoboken, N.J.: John Wiley & Sons. - Ferrario, I. (2020). Do parent-mediated interventions improve communication and language development in children with Down syndrome? - A Cochrane Review summary with commentary. Developmental Neurorehabilitation, 23(7), 482-484. - Frith, U. (1989). Autism : Explaining the enigma. (Cognitive development). Blackwell. - Hegde, M., & Salvatore, A. (2021). Clinical Research in Communication Disorders : Principles and Strategies (4th ed.). Plural Publishing. - Kaczmarek, L. (1986). Teaching Functional Language: Generalization and Maintenance of Language Skills. Education and Treatment of Children, 9(3), 264-266. - Koopmans, C., Sakash, A., Soriano, J., Long, H., & Hustad, K. (2022). Functional Communication Abilities in Youth With Cerebral Palsy: Association With Impairment Profiles and School-Based Therapy Goals. Language, Speech & Hearing 福利在线免费 in Schools, 53(1), 88-103. - Maul, C., Findley, B., & Adams, A. (2016). Behavioral Principles in Communicative Disorders (1st ed.). San Diego: Plural Publishing. - Stein Julian U. (2004). Downing, J.E. (2002). Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers (2nd ed). Palaestra, 20(4), 50. Further supplementary readings will be provided throughout the course. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Rachael Agius Rita Micallef Kirsten - Marie Pulis |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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