Base Knowledge
The student must know and understand the anatomy and physiology of the auditory system (peripheral and central);
The student must know audio-vestibular pathology.
The student must have the knowledge acquired in the Processamento Auditivo I course.
Teaching Methodologies
Lectures and practical classes, where students are expected to acquire knowledge of the techniques and training methodologies taught.
Resolution of practical exercises during T/P classes and discussion of clinical cases.
Possibility of online classes up to 20%.
Learning Results
This curricular unit aims to provide students with:
The ability to identify the processes involved in auditory processing, identifying the clinical needs, performing the auditory training, as well as determining which methods and models to adapt according to each clinical case.
Knowledge of cognitive models and theories related to the effects of training aims to provide students with tools that allow them to recognize all the instruments available to conduct the rehabilitation process.
Program
Diagnosis Vs Auditory Training. Neuroplasticity in auditory training. Formal vs Informal Training. Models and steps of auditory training:
Treatment approaches for individuals diagnosed with CAPD (ASHA, 2005):
10 hours:
1. Direct remediation of competences
2. Compensatory strategies
3. Environmental modifications
1. Remediation of Direct Competencies
-Remediation of direct competences
-Computer training
-Interhemispheric Transfer Training
2 hours:
2. Compensatory Strategies
-Compensatory strategies
-Language/curriculum-based treatment approaches
5 hours:
3. Environmental Modifications
-Auditory signal reinforcement and listening environment
-Auditory signal reinforcement
-Changes to the listening environment
-Management Approaches (Top-Down)
Evaluation of the evolution of treatment.
2 hours:
Protocols appropriate to the age and difficulties of individuals, interpretation of the results.
2 hours:
Effects of auditory training: behavioral and electrophysiological evidence.
6 hours:
Clinical Cases and preparation of the clinical report.
3 hours:
Reviews and written evaluation
Curricular Unit Teachers
Margarida Maria Fernandes SerranoInternship(s)
NAO
Bibliography
Primary:
ASHA. (2005). American Speech Language Hearing Association. (Central) Auditory Processing Disorders. Retrieved March 4, 2011, from www. URL:http://www.asha.org/members/deskref-journals/deskref/default.
Baran, J. A. (2014).Test battery principles and considerations. In G. D. Chermak & F. E. Musiek (Eds.), Handbook of (central) auditory processing disorder. Volume I: Auditory neuroscience and diagnosis (pp. 291–323). San Diego, CA: Plural.
Chermak, G. D., & Musiek, F. E. (2002). Auditory training: Principles and approaches for remediating and managing auditory processing disorders. Seminars in Hearing, 23, 297–308.
Musiek, F. E., Shinn, J., & Hare, C. (2002). Plasticity, auditory training, and auditory processing disorders. Seminars in Hearing, 23, 273–275
Schochat, E.; Carvalho, L.Z.; Megale, R.L. Treinamento auditivo: Avaliação da manutenção das habilidades. Pró-fono 2002, 14, 93–98.
Secondary:
Not applicable