| CODE | CMT3040 | ||||||||
| TITLE | Language and Psychiatry | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Communication Therapy | ||||||||
| DESCRIPTION | Content Covered: - Emotional / behavioural problems and speech & language impairments: terminology, incidence, possible relationship/s, role of Speech-Language Pathologist in assessment and management; - Autism, Asperger’s Syndrome and Semantic Pragmatic Disorder: definitions, similarities and differences, language disturbance in Autism, language disturbance in Asperger’s syndrome, assessment and treatment approaches. Theories of Autism; - Selective Mutism: definition, aetiology, key features, incidence, gender issues, the role of the Speech-Language Pathologist; - Attention Deficit Disorder: definition, key features, relationship between attentional deficits and language disorders in aetiology and assessment, treatment approaches, the role of the Speech-Language Pathologist; - Child abuse and neglect : definitions, effects of abuse and neglect on different aspects of communication and communication development, the role of the Speech-Language Pathologist; - Approaches to intervention: continuum – open play to highly structured drill, augmentative systems, contextualised intervention; - The use of approaches such as SPELL, TEACCH, PECS; - Establishing Visual Support Systems to facilitate communication; - The use of Social Stories; - Empowerment of parents through training. Study-unit Aims: To develop knowledge and skills related to assessment, differential diagnosis and intervention with clients who exhibit communication difficulties associated with (I) Autism and Asperger’s Syndrome, (ii) Selective Mutism, (iii) Attention Deficit Disorder and (iv) Child abuse and neglect. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Show an understanding of the rationale for, and benefits of, early detection;To develop an understanding of the relationship/s between emotional/ behavioural problems and speech & language difficulties; - Develop an understanding of the similarities and differences across Semantic Pragmatic Disorder, Asperger’s Syndrome and Autism; - Develop knowledge of the diagnostic criteria for diagnosis of autism; knowledge of the associated characteristics of autism, including sensory and information processing differences and emotional regulation; - Develop thorough knowledge of the range of atypical communication skills displayed; - Develop knowledge on how to empower parents and carers; - Develop a knowledge of the role of the Speech-Language Pathologist in the assessment and treatment of clients with emotional/behavioural difficulties and language impairment; - Develop an appreciation of various possible treatment approaches. 2. Skills: By the end of the study-unit the student will be able to: - Identify autistic traits and co-occurring conditions; - Plan intervention that is focussed adn specific to the needs of the individual with autism; - Judge the relevance of existing tools and material and how they can be applied in intervention; - Flexible to balance between support and challenge, new and familiar activites during intervention; - Work collaboratively with others who are involved with the child. Main Text/s and any supplementary readings: - Bloomberg, K., West, D., Johnson, H. & Iacono, T. (2009). The Triple C: Checklist of Communication Competencies (Revised Edition). Box Hill: Scope Victoria - Bogdashina, O. (2005). Communication Issues in Autism and Asperger Syndrome. London: Jessica Kingsley Publishers - Bondy, A., & Frost., L. (2002). A Picture’s Worth: PECS and other visual communication strategies in autism. Bethsesda: Woodbine House - Bopp, K.D., Brown, K.E., & Mirenda, P. (2004). Speech-Language Pathologists' roles in the delivery of positive behavior support for individuals with developmental disabilities. American Journal of Speech - Language Pathology, 13(1), 5-19 - Brian Reichow, P. D. (2011). Evidence-Based Practices and Treatments for Children with Autism. London: Springer - Dion E. Betts, N. J. (2009). Hints and Tips for Helping Children with Autism Spectrum Disorders. Philadelphia: Jessica Kingsley Publishers - Frith, U. (1992). Autism: Explaining the Enigma. Cambridge: Blackwell Publishers - Gutstein, S., Burgess, A., & Montfort, K. (2007). Evaluation of the relationship development intervention program. Autism, 11(5), 397-411 - Iacono, T., West, D., Bloomberg, K., & Johnson, H. (2009). Reliability and validity of the revised Triple C: Checklist of communicative competencies for adults with severe and multiple disabilities. Journal of Intellectual Disability Research, 53(1), 44-53 - Maureen Aarons, T. G. (1992). The handbook of Autism: A Guide for Parents and Professionals. London: Routledge. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
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| LECTURER/S | Joseph G. 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 2023/4. It may be subject to change in subsequent years. |
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