Corso di laurea in Logopedia

It is intended to provide the student with a basic knowledge on the skills of the of speech and language therapists (SLT), in specifically to provide information about the main cognitive functions or cortical functions related to communication and language: consciousness and awareness, attention, agnosia, memory, cognitive functions, executive functions and apraxia.

Briefly mentioning:

• the main documents, recommendations concerning the topics above,

• physiology and pathology (the main deficits),

• the evaluation and the main tests used, including the ICF, FIM-FAM, LCF and LCF-R scales

• the main speech-based rehabilitative goals taken by the ICF

• the main tools, strategies and methods of treatment.v

At the end of the course, students must demonstrate that they have achieved the professional goals necessary to take charge of the patient affected by the pathologies or disorders of the nosological logopedic catalog dealt with within the Teaching. In particular concerning:

KNOWLEDGE AND UNDERSTANDING AND APPLYING KNOWLEDGE AND UNDERSTANDING

on the basis of the technical-professional knowledge learned, both from an anatomo-physio-pathological and evaluative and rehabilitative point of view, the student must acquire the ability to apply in clinical practice and autonomously manage logopedical interventions for the assessment and treatment of pathological diseases that are the subject of teaching. In particular, he/she must be able to identify concrete, realistic and measurable logopedical rehabilitative goals according to the context in which he/she is located, monitoring and evaluating the result. The student should also be able to identify and guarantee an adequate rehabilitative setting (including space, time, objects and people) to promote the maximum degree of patient and family compliance.

INDEPENDENT JUDGEMENT

The student must achieve a good degree of autonomy in the organization of work and in the problem solving of the topics dealt with during the course, putting at the center of each choice the dignity of the person and respect of the rights. He/she should also have acquired the ability to make appropriate decisions to provide patients of different ages and pathologies treated in teaching, interventions with evidence of effectiveness and safety, with the right indication, at the right time and in the right amount, while keeping in mind the deontological, legal and ethical dimensions, and adequately assessing the risks of its work.

COMMUNICATION SKILLS

As a result of the course, the student must have achieved adequate communication-relational skills to better manage the relationship with the patient (from the first approach, preparing for the communicative exchange), with family members or care-givers (developing skills for logopedic counseling ) and with all the professional figures with which it interfaces, with a view to collaboration and mutual growth, respecting each one's skills.

He will also have acquired good skills to communicate, as well as orally in writing, knowing how to use a technical and specific language (for example for the final reports on the patient affected by the diseases treated in teaching or for congress communications or other scientific fields) but also understandable by family members (for example to provide written information about the patient) or other non-speech therapists.

LEARNING SKILLS

The student must have the autonomous ability to search and use the information necessary to solve problems or questions of daily professional practice and the necessary organizational skills to have an effective methodological approach both in the self-study and in a group, compared to the topics covered in the course.

It should also be able to master the use of computer resources for bibliographic research (both specific logopedic and general in the medical field) in the context of Evidence Based Medicine, in order to correctly deal with decision-making concerning the pathologies faced in teaching.

It will also be essential for the student to maintain over time the ability to deepen the topics learned and update continuously, based on his training needs.

Frontal lectures with slideshow and Exercises about treated topics

Evaluation of learning with written exam with 15 questions, some closed and some semi-open to complete

They are not provided

Introduction to Skills and Functions of the speech therapist, to the principal documents about cognitive functions (Guidelines , Consensus Conference ... . ), and to skills overlap

The cortical functions related to communication and language:

• Consciousness

• Attention

• Memory

• Posterior cognitive functions (agnosia)

• Praxic, executive ed emotional functions

Logopedic assessment of cognitive functions related to communication and language

• methodological criteria

• main Tests

Logopedic rehabilitation of cognitive functions related to communication and language

• methodological criteria
• Main logopedic goals, from ICF
• Principal methods
• Some specific tools, like: quality of presence, rehabilitative setting, logopedic session

TOPICS OF PRACTICAL TUTORIALS:

Through observational papers, different tools and video, the teacher will help students to learn and live specific skills and practical examples of physiology and pathology, as an individual and as a SLT who enters the sanitary working world.

The quality of presence of the practitioner:

• Learn how to introduce himslef/herself, to greet with voice and shaking hand
• Learn how to communicate with body language (aptic perception)
• Learn how to prepare for the meeting: "Four moments"

Coscienza: Mazzucchi A., (a cura di) (2011) "LaRiabilitazione Delle Gravi Cerebrolesioni Acquisite: i percorsi sanitario-assistenziali, la complessità gestionale, l'evidenza dei risultati"Collana FDG della Giunti OS. Cap. 3: Rossini R., Noro F., "Fisiopatologia delle gravi cerebrolesioni", da p. 47 a 56: 9 pp.

Attenzione: Ladavas E., Berti A. (2009), Neuropsicologia, Il Mulino, Bologna; cap. 3, "L'Attenzione", da p. 91 a 112: 21 pp.

Memoria: Grossi D., Trojano L. (2013), Lineamenti di Neuropsicologia clinica, Carocci, Roma  Cap. 4: "I disturbi della memoria: le amnesie", da p. 29 a 42: 13 pp.

Funzioni esecutive: Grossi D., Trojano L. (2013), Lineamenti di Neuropsicologia clinica, Carocci, Roma Cap. 5, "Le sindromi frontali", da p. 43 a 55: 12 pp.

        Per approfondimento: Ladavas E., Berti A. (2009), Neuropsicologia, Il Mulino, Bologna; cap. 9, "I sistemi di controllo e il lobo frontale", da p. 303 a 317: 14 pp. E cap. 4, "Le emozioni", da p. 113 a 127: 14 pp.

Agnosie: Grossi D., Trojano L. (2013), Lineamenti di Neuropsicologia clinica, Carocci, Roma Cap. 12, "I disturbi del riconoscimento: le agnosie", da p. 147 a 159: 12 pp.

         Per approfondimento: Ladavas E., Berti A. (2009), Neuropsicologia, Il Mulino, Bologna; Cap. 6, "La Percezione", 2.2 da p. 205 a 215: 10 pp.

Aprassie: Grossi D., Trojano L. (2013), Lineamenti di Neuropsicologia clinica, Carocci, Roma Cap. 11, "I disturbi della programmazione dei gesti: le aprassie", da p. 137 a 145: 8 pp.; Cap. 8, "I disturbi visuo-spaziali: aprassia costruttiva e disorientamento topografico", da p. 83 a 92: 9 pp.

         Per approfondimento: Ladavas E., Berti A. (2009), Neuropsicologia, Il Mulino, Bologna; cap. 2, "Il Movimento", da p. 74 a 89: 15 pp e cap. 6" "La Percezione",5.2, da p. 229 a 230: 2 pp.

Testi per approfondimento:

ZOCCOLOTTI P.(2011), Consensus Conference su "La riabilitazione neuropsicologica della persona adulta". Giornale Italiano di Psicologia 38:257-261.

Per gli Obiettivi Logopedici (non della disfagia): Cancialosi P. "Riabilitazione del cerebroleso disfagico".Quaderni di logopedia collana diretta da O. Schindler. Edizioni Minerva Medica, Torino, 2007. Da pag. 37 a pag. 44

Della Sala S., Beschin N. (2006), Il cervello ferito, Firenze, Giunti OS (un testo con un taglio non da manuale, più piacevole)

Testi per ulteriore approfondimento:

Stegagno L., "Psicofisiologia. Dalla genetica comportamentale alle attività cognitive", 2009

A. Poli e Mark Breedlove, "Il cervello e la mente. Le basi biologiche del comportamento", 2014

D. Purves, R. Cabeza et all. "Neuroscienze cognitive" Ed. Zanichelli, 2° ed., 2015

Michael S. Gazzaniga, Richard B. Ivry, George R. Mangun & altri, "Neuroscienze cognitive", 2015

Siti proposti in itinere per approfondire ulteriormente:

http://sv.units.it/ppb/CPN/Scienza%20del%20Cervello-web.pdf: dispense di Neuroscienze, 2 ed italiana 2010

App com.unico

App Brain Tutor

Office hours: at the end of the two hours of lessons, by telephone appointment (phone CTO 011.6937865, from 8 to 15.30)