Learning objectives
At the end of the course the student is expected to be able to:
- know the definition of Autism Spectrum Disorders (ASD) and the diagnostic criteria;
- be able to describe the characteristics of verbal and non-verbal communication of Autism Spectrum Disorders;
- know the diagnostic and functional evaluation tools;
- know and be able to describe the speech therapy evaluation process and the direct and indirect evaluation tools of communication and linguistic skills;
- know the main models and strategies of enabling intervention;
- understand the role of the speech therapist in the evaluation and treatment process and know the speech therapy intervention strategies in subjects with autism spectrum disorder depending on the type of communication/linguistic deficit.
Course unit content
This teaching module will be organized according to the following program and with the following contents:
- presentation of the teacher and classroom contract with sharing of learning objectives;
- classification and diagnostic criteria of Autism Spectrum Disorders; presentation of diagnostic and functional evaluation tools;
- speech therapy evaluation of communication and language;
- intervention strategies and approaches in Autism Spectrum Disorders, according to the guidelines;
- speech therapy intervention in the field of verbal and non-verbal communication.
Bibliography
- American Psychiatric Association (2013). Manuale diagnostico e statistico dei disturbi mentali – Quinta edizione. DSM-5. Tr.it. Raffaello Cortina, Milano, 2014;
- Beukelman D.R. e Mirenda P. (2014). Manuale di comunicazione aumentativa e alternativa. Interventi per bambini e adulti con complessi bisogni comunicativi, Trento, Erickson;
- Chenausky K., Brignell A., Morgan A., Tager-Flusberg H. (2019). Motor speech impairment predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder, Autism & Developmental Language Impairments, vol. 4: 1-12;
- Dyrbjerg P. e Vedel M. (2008). L’apprendimento visivo nell’autismo. Come utilizzare facilitazioni e aiuti tramite immagini, Trento, Erickson;
- Freeman S. e Dake L. (2007), Il linguaggio verbale nell’autismo. Strategie di insegnamento per bambini con disturbi dello spettro autistico, Trento, Erickson;
- Istituto Superiore di Sanità (2023). Raccomandazioni della linea guida sulla diagnosi e sul trattamento del disturbo dello spettro autistico in bambini e adolescenti, Sistema Nazionale delle Linee Guida, Roma;
- Istituto Superiore di Sanità (2011). Il trattamento dei disturbi dello spettro autistico nei bambini e negli adolescenti, Linea guida 21, Sistema Nazionale delle Linee Guida, Roma;
- Pfanner L., Tancredi R., Marcheschi M. (2008). Comunicazione e linguaggio nei disturbi pervasivi dello sviluppo, Gior Neuropsich Età Evol, vol. 28, pp. 59-74;
- Riva V., Caruso A., Apicella F., Valeri G., Vicari S., Molteni M., Scattoni ML. (2021). Early developmental trajectories of expressive vocabulary and gesture production in a longitudinal cohort of Italian infants at high-risk for Autism Spectrum Disorder, Autism Res. Jul;14(7):1421-1433;
- Società Italiana di Neuropsichiatria Infantile (2005). Linee guida per l’autismo: Raccomandazioni tecniche-operative per i servizi di neuropsichiatria dell’età evolutiva;
- Saul J. and Norbury C. (2020). Does phonetic repertoire in minimally verbal autistic preschoolers predict the severity of later expressive language impairment?, Autism 2020 Jul;24(5):1217-1231;
- Valle CL., Chenausky K., Tager-Flusberg H. (2021). How do minimally verbal children and adolescents with autism spectrum disorder use communicative gestures to complement their spoken language abilities?, Autism & Developmental Language Impairments;
- Xaiz C. e Michel E. (2001). Gioco e interazione sociale nell’autismo. Cento idee per favorire lo sviluppo dell’intersoggettività, Trento, Erickson.
Teaching methods
The learning objectives will be pursued through the teaching methodology of deductive lessons, integrated by the use of tools aimed at actively involving students (brainstorming, viewing videos of clinical cases with questions/discussion). The lessons will therefore be integrated with visual and audiovisual supports.
Assessment methods and criteria
The learning assessment will take place with a written test which will consist of a test with multiple choice questions (MCQ).
