Aphasia and dysarthria
During three weeks the students will brush up their knowledge of dysarthria in adults by following lectures on anatomy, neurology, neurophysiology and processes of normal and disabled speech. They will look up lectures on Blackboard on neurology, dysarthria and swallowing disorders. They will learn how to differentiate between the different kinds of dysarthria by studying various assessment methods and apply this knowledge in different cases. After this they will deepen their knowledge of dysarthria therapy by studying a variety of existing methods and therapies. They will learn to determine the methods or therapy to be used, applying them to various cases. Both assessments and therapies will be studied through
The neuropsychological part of this course consists of 3 ECs (84 hours). The goal of this segment is to learn more about the most important neuropsychological deficits that are correlated with speech- and language difficulties after brain damage. It will discuss the following subjects: (1) memory, (2) attention, (3) executive functions, and (4) emotions. The course discusses neurocognitive models for each of these concepts. Mostly, brain damage is associated with more than one neuropsychological problem, e.g. dementia, neglect, attention difficulties or depression). The goal of this segment is to clarify the etiology for these difficulties and to introduce treatment possibilities. The participant will learn how these difficulties respond to speech- and language therapy and how to incorporate these difficulties within the therapy.
Below, please find a list regarding the sequence, content and number of lectures/sessions for each. The section titled “course information” contains a timetable with actual dates.
You will study and practice assessment and intervention using a cognitive neuropsychological approach. You will also work on making speech samples of aphasic clients and analyzing these.
Some lectures bring you up-to-date in topics on aphasia and apraxia of speech.
This part consists of 6 ECs (168 hours).
Students can describe different kinds of therapies/ therapeutic methods
Students can formulate adequate short and long term therapy goals in terms of function, activity and participation
Students can choose an adequate therapy method for a specific case
Students can judge the effectiveness of various kinds of exercises for
Students can tell how to prepare a therapy plan: when to start, how often to
meet, during what time, possible other methods, and how to construct an
Students can tell when and how to involve other specialists, relations,
Students can describe which additional problems can occur, how they might
influence the therapy, and how to handle these problems
Students can prioritize problems and can tell which problem to deal with
during which phase of the therapy in each particular case.
Introduction to the neuropsychology of memory and dementia.
Introduction to the neuropsychology of attention.
Introduction to the neuropsychology of emotion.
Introduction to neuropsychological assessment and interpretation of neuropsychological test results.
You will have a good insight into the components of the language-processing model. This means: you will know how to assess, which remaining possibilities and which difficulties your client has on single word level. You can analyse aphasic symptoms and form a hypothesis concerning the underlying problems of understanding, reading, speaking and writing.
problem based learning in group sessions of 12 or 13 students and will be presented to your fellow group members. This part consists of 6 ECs (168 hours).
You know how to apply existing programs, methods and materials to aphasia therapy/ exercises.
After this assignment each one of you has a collection of exercises to practice the cognitive neuropsychological approach with aphasic clients.
Linguistics and aphasia: how to sample and analyse spontaneous speech
You can describe what future developments we can expect in aphasiology.
You can explain recent views on apraxia of speech and how to differentiate apraxia of speech from other neurological communication disorders. You can give an outline of possibities in therapy of apraxia of speech.
Spoken language is English; during practical sessions combined with German and Dutch
The examination of the first-year programme Speech language therapist has to be completed successfully.
Knowledge of aphasia, dsarthria and neuropsychology is necessery (year 1 and 2).
Oral examination 15 EC: case study with two teachers of the minor
Contact time generally on Tuesdays and Fridays