| CODE | CMT3042 | ||||||||
| TITLE | Prevention and Early Intervention of Communication Difficulties | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 2 | ||||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||||
| DESCRIPTION | This study-unit discusses the scope of practice of primary health care and responsibilities with infant, toddler, and preschool populations. The students acquire knowledge related to the role of speech-language pathologists (SLPs) in the prevention, early detection and treatment of communication and swallowing disorders. SLPs’ valuable role in working collaboratively with carers and allied professionals is highlighted, especially in relation to responding to young children with prelinguistic, speech, language, and swallowing needs. Study-unit Aims: The study-unit aims to help students: • Understand the scope of primary (inhibition of onset), secondary (early detection and intervention) and tertiary prevention (reduction of disability); • Appreciate current practice patterns for assessment and early identification and intervention in speech-language pathology and audiology; • Understand the roles of the SLP in service delivery to infants, toddlers, and their families who are at risk or have developmental disabilities; • Understand the SLP’s involvement in the interdisciplinary team serving families and their infants or toddlers; • Appreciate the outcomes of speech-language therapy in the pre-kindergarten population; • Understand the SLPs’ involvement in the prevention of written language difficulties; • Understand the SLPs’ involvement in the prevention of dysphagia. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to understand the unique role of the SLP in prevention and early intervention of communication disorders (including dysphagia). 2. Skills By the end of the study-unit the student will be able to promote investigation, prevention and early intervention of disorders of human communication. Main Text/s and any supplementary readings: Main Texts - Bunning, K. (2004). Speech and Language Therapy Intervention: Frameworks and Processes. UK: Wiley. - Justice, L. (2006). Evidence-Based Practice, Response to Intervention, and the Prevention of Reading Difficulties. Language, Speech & Hearing Services in Schools, 37(4), 284-297. - Koch, K. (2020). Family-Professional Relationship Experienced in Family-Centered Early-Intervention in Speech Language Pathology. - Paul, D., & Roth, F. (2011). Guiding Principles and Clinical Applications for Speech-language Pathology Practice in Early Intervention. Language, Speech & Hearing Services in Schools, 42(3), 320-330. - Rescorla, L., & Dale, P.J. (2013) Late talkers: Language Development, Interventions and Outcomes. Brookes. - Snow, P. (2021). Psychosocial Adversity in Early Childhood and Language and Literacy Skills in Adolescence: The Role of Speech-Language Pathology in Prevention, Policy, and Practice. Perspectives of the ASHA Special Interest Groups, 6(2), 253-261. Supplementary Readings - Anderson, c. & Van der Gaag, a.. (2005). Speech & Language Therapy: Issues in Professional Practice. UK: Wiley. - Bray, M., Ross, A. & Todd, C. (1998). Speech and Language Clinical Process and Practice. UK: Wiley. - Brumfitt, S. (2004). Innovations in Professional Education for Speech and Language Therapy. Whurr. - Cornett, B. (2006). Clinical documentation in speech-language pathology: Essential information for successful practice. ASHA Leader, 11(12), 8-25. - Enderby, P., & Emerson, J. (1995). Does Speech and Language Therapy Work ? Whurr. - Hinckley, J. (2008). Narrative-based Practice in Speech-language Pathology : Stories of a clinical life. Plural. - McAllister, L., & Lincoln, M. (2004). Clinical Education in Speech-language Pathology (Methods in Speech and Language Pathology series). Whurr. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Rachael Agius (Co-ord.) Jacqueline Busuttil Daniela R. Gatt Helen Grech |
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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 2024/5. It may be subject to change in subsequent years. |
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