Teaching Methodologies
Continuous evaluation: PL assessment with weight of 30% in the final classification and the minimum score should be 9.5 values. The student’s performance throughout the classes and their assiduous presence will be evaluated by the teacher who accompanies him/ her, accounting for 20% for the evaluation score of the PL component. T/P assessment with a weight of 70% in the final classification, and the minimum score in each T/P assessment should be 9.5 values.
The T/P assessment consists of a work (30%) and a written test (70%).
Exam: The final score is the classification of the weighted average of the TP evaluation with a weight of 70%, and of the PL evaluation with a weight of 30%, and at least 9.5 values in each evaluation. PL Classes in laboratory and hospital environment, where students are intended to acquire knowledge of the techniques and methodologies of testing taught.
Resolution of exercises during T/P classes and discussion of clinical cases.
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):
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. Compensatory Strategies
-Compensatory strategies
-Language/curriculum-based treatment approaches
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. Protocols appropriate to the age and difficulties of individuals, interpretation of the results. Effects of auditory training: behavioral and electrophysiological evidence. Clinical Cases and preparation of the clinical report.
Internship(s)
NAO
Bibliography
ASHA. (2005). American Speech Language Hearing Association. (Central) Auditory Processing Disorders. Retrieved Março 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.