| CODE | CMT5036 | |||||||||
| TITLE | Communication Impairment Secondary to Autism Spectrum Disorders | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 10 | |||||||||
| DEPARTMENT | Communication Therapy | |||||||||
| DESCRIPTION | This unit addresses speech-language pathologists' assessment and intervention practices with individuals of all ages who present with communication disorders secondary to Autism Spectrum Disorders (ASD). It consolidates the application of the principles of speech language pathology to the areas of education as well as early, pre-vocational and vocational intervention. Content areas include:Theoretical perspectives and their application to Communication and ASD, How ASD changes the Why and How of Communication and how it effects the prevocational and vocational dimension together with independent living, Persons with ASD and management of their Habilitation process and contexts, Human Rights, Social Policies and Law, Family Centred Interventions with Families of Children and Adults with ASD, Team work and Collaborative practices in educational, pre-vocational and vocational contexts for persons with ASD. The study-unit adopts a lifespan development approach and draws on the fields of psychology, sociology and management, applying behavior analysis and modification, cognition, socialization, cooperation and collaboration. The study-unit equips students with the knowledge and skills to pursue research, evaluation and applied practice in the field of communication disorders secondary to ASD. The programme includes a seminar on Issues related to Field Practice. Study-unit Aims: a) enrich the student's appreciation of the various perspectives in understanding communication impairment secondary to ASD; b) endow the student with a deeper understanding of persons with ASD and their families/carers within their varied environments and contexts; c) apprehend, critique and analyze the complexities of the social realities and the range of related issues in their systematic and structural contexts; d) learn to innovate and to develop an empowerment based micro and macro partnership practice with, through and for people with communication impairment and ASD and various stakeholders; e) familiarise students with the latest techniques used in assessment and intervention with regard to individuals with communication impairment and ASD and the goals of intervention; f) communicate with significant others a range of techniques used in ASD management; g) evaluate self and methods used, thus identifying own learning needs. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: a) gain a thorough understanding of how ASD effects communication and is a determining factor in prevailing communication impairments and social limitations; b) appreciate fully the nature of ASD as well as the possible effects of the condition, the development, functioning, and participation in mainstream activities; c) gain a thorough understanding of various factors that have been identified or are hypothesized to be involved in the etiology and development of the condition; d) demonstrate an understanding of the impact of this disorder on academic performance; e) fully comprehend the principles/techniques of assessment, intervention, language for learning and adolescent language; f) acquire the tools and research strategies necessary for continued professional and scientific development in the field; g) gain knowledge and develop a critical attitude towards different aspects and elements of treatment from a broad perspective i.e. the treatment process and outcomes, therapeutic relationship, one's own attitudes and therapeutic skills, and scientific perspectives as informed by the existing theories; h) demonstrate and understanding of the importance of evaluation of the service provided. 2. Skills: By the end of the study-unit the student will be able to a) design and analyze the process of intervention with the service user with an emphasis on evidence-based practice; b) apply results of research-based intervention in practice of speech-language pathology with these service users; c) assess impact of the disorder on academic performance; d) refine available skills to establish prevention, screening, assessment, identification, and treatment techniques; e) facilitate a collaborative approach to intervention, involving all stakeholders and ensuring a holistic approach. Main Text/s and any supplementary readings: Main Texts: Attwood T (2007) The Complete Guide to Asperger Syndrome. London: Jessica Kingsley Publishers. Baron-Cohen S (2008) Autism and Asperger Syndrome: The facts. Oxford: Oxford University Press. Jordan, R. (2005) “Managing autism and Asperger’s syndrome in current educational provision, ”Paediatric Rehabilitation, 8: pp 104-12. Kashinath, S., Woods, J. and Goldstein, H. (2006) “Enhancing generalized teaching strategy use in daily routines by parents of children with autism,” Journal of Speech, Language, and Hearing Research, 49: pp 466-485. Mesibov, G. and Howley, M. (2003) Assessing the Curriculum for Pupils with Autistic Spectrum Disorder. London: David Fulton Publishers. Volkmar, F., Klin, A., Paul, R. and Cohen, D. (eds.) Handbook of Autism and Pervasive Developmental Disorders, Volume 2, Assessment, Interventions, and Policy. New York: Wiley. Background Reading: Diggle, T., McConachie, H. and Randle, V. (2003) “Parent-mediated early intervention for young children with autism spectrum disorder (Cochrane Review),” in: The Cochrane Library, Issue 1, Oxford: Update Software. Jordan, R. (2001) Autism with Severe Learning Difficulties. London: Souvenir Press. Mesibov, G., Shea, V. and Schopler, E. (2005) The TEACCH Approach to Autism Spectrum Disorders. New York: Kluwer Academic/Plenum. Shore S (2003) Beyond the Walls: Personal experiences with autism and Asperger syndrome. Overland Park: Autism Asperger Publishing Company. Wing L (1996) The Autistic Spectrum: A guide for parents and professionals (2nd revised edition). London: Robinson Publishing. |
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| STUDY-UNIT TYPE | Lecture | |||||||||
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| LECTURER/S | Kristina Agius Rita Micallef |
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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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