Syllabus query



Academic Year/course: 2019/20

270 - Degree in Psychology

25948 - Early Intervention Programmes and Techniques


Syllabus Information

Academic Year:
2019/20
Subject:
25948 - Early Intervention Programmes and Techniques
Faculty / School:
301 - Facultad de Ciencias Sociales y Humanas
Degree:
270 - Degree in Psychology
ECTS:
6.0
Year:
2 and 4 and 3
Semester:
First Four-month period
Subject Type:
Optional
Module:
---

1. General information

2. Learning goals

3. Assessment (1st and 2nd call)

4. Methodology, learning tasks, syllabus and resources

4.1. Methodological overview

The methodology followed in this course is oriented towards achievement of the learning objectives. It is based on a combination of theory sessions and practical activities. Students are expected to participate actively in the class throughout the semester. 

 

LEARNING TASKS

Name of Activity: Theory

Credits: 4

Teaching methodology: lectures, Bibliographic research, readings, assessment.

 Skills acquired:

(2) Knowledge and understanding of the laws and principles of psychological processes.

(3) Knowledge of the processes and main stages of psychological development throughout the life cycle aspects of normality and abnormality.

 

Name of Activity: Practice

Credits: 2

Teaching  methodology: Individual work, group work, detection and analysis of specific school situations, Lab practices, Activities To develop skills, assessment

Skills acquired:

(26) ability to analyze the needs and demands of the addressees and recipients of a specific function depending on context.

(27) ability to analyze situations, define problems, basic research design, execute, analyze, establish goals of psychological performance in different contexts, proposing and negotiating goals with the target and affected.

 

4.2. Learning tasks

The program offered to the student try achieve the expected results including different thematic blocks related to early intervention (for more information consulted the “section program”). 
Each subject present in the program will be subject to different activities for promote the understanding of different concepts of the materia, optimal periods of learning, learning strategies at early ages ...

 

4.3. Syllabus

THEMATIC BLOCK I: Introduction to early intervention

Theme 1: Defining Early Care

            -What is it?

            -Main objective and specific objectives

            -The Child development

            -Principles of primary care

Topic 2: Levels of intervention

            -Primary prevention

            -Secondary Prevention

            -Tertiary prevention

Topic 3: Fields of action

            -Center for Child Development and Early Care 

            -Health Services

            -Social services

            -Educational services

 

Block II: Neurodevelopmental disorders (0-6 years).

Topic 4: Autism Spectrum Disorder (ASD)

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

            -RETT disorder and Childhood Disintegrative Disorder

Topic 5: Attention deficit hyperactivity disorder (ADHD)

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

Topic 6: Specific learning disorder. Difficulties in reading, writing and math

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

Topic 7: Intellectual disability

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

Topic 8: Communication disorders

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

Topic 9: Motor disorders

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

Block III: Other disorders at an early age

 

Topic 10: Behavior disorders in childhood

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

4.4. Course planning and calendar

The planning of the course will be announced the first week of class. The key dates of presentations of works will be announced in class and through the virtual platform Moodle.

The timetable and key dates of the subject can be consulted on the website of the Faculty of Social and Human Sciences (http://fcsh.unizar.es/).

Any work submitted after the deadline will not be evaluated.

 

4.5. Bibliography and recommended resources

  • Recomendaciones técnicas para el desarrollo de la atención temprana / [Autor: Federación Estatal de Asociaciones de Profesionales de Atención Temprana] Madrid : Real Patronato sobre Discapacidad, D.L. 2006
  • Libro blanco de la atención temprana . - 3ª ed. Madrid : Real Patronato sobre Discapacidad, D.L. 2005
  • Arco Tirado, José Luis . Necesidades educativas especiales. Manual de evaluación e intervención psicológica /José Luis Arco Tirado, Antonio Fernandez Castillo. McGrawHill, 2004. 
  • East, Viv. Guía práctica de necesidades educativas especiales / Viv East y Linda Evans ; traducido por Ma. Luz Agra Pardiñas Madrid : Morata, 2010
  • Ibáñez López, P. y Mudarra Sánchez, M.J. (2014). Atención Temprana: Diagnóstico e Intervención Psicopedagógica. Madrid: UNED
  • GAT (2004). Organización Diagnóstica para la Atención Temprana. Madrid: Real Patronato sobre Discapacidad. http://riberdis.cedd.net/handle/11181/2978
  • MARCHESI, A.; COLL, C. y PALACIOS, J. (2017).Desarrollo psicológico y educación. 3 Respuestas educativas a las dificultades de aprendizaje y del desarrollo.Madrid, Alianza Editorial.
  • Defior, S., Serrano, F. y Gutiérrez, N. (2015).Dificultades específicas de aprendizaje. Madrid: Síntesis.
  • Méndez, F.X., Espada, J.P., Orgilés, M. (2006).Intervención psicológica y educativa con niños y adolescentes. Estudio de casos escolares.Madrid: Pirámide.
  • Peñafiel, F.,de Dios Fernández, J., Domingo, J. y Navas, J.L. (2006).La intervención en Educación Especial. Propuestas desdela Práctica.Madrid: Editorial CCS.

 


Academic Year/course: 2019/20

270 - Degree in Psychology

25948 - Early Intervention Programmes and Techniques


Syllabus Information

Academic Year:
2019/20
Subject:
25948 - Early Intervention Programmes and Techniques
Faculty / School:
301 - Facultad de Ciencias Sociales y Humanas
Degree:
270 - Degree in Psychology
ECTS:
6.0
Year:
2 and 4 and 3
Semester:
First Four-month period
Subject Type:
Optional
Module:
---

1. General information

2. Learning goals

3. Assessment (1st and 2nd call)

4. Methodology, learning tasks, syllabus and resources

4.1. Methodological overview

The methodology followed in this course is oriented towards achievement of the learning objectives. It is based on a combination of theory sessions and practical activities. Students are expected to participate actively in the class throughout the semester. 

 

LEARNING TASKS

Name of Activity: Theory

Credits: 4

Teaching methodology: lectures, Bibliographic research, readings, assessment.

 Skills acquired:

(2) Knowledge and understanding of the laws and principles of psychological processes.

(3) Knowledge of the processes and main stages of psychological development throughout the life cycle aspects of normality and abnormality.

 

Name of Activity: Practice

Credits: 2

Teaching  methodology: Individual work, group work, detection and analysis of specific school situations, Lab practices, Activities To develop skills, assessment

Skills acquired:

(26) ability to analyze the needs and demands of the addressees and recipients of a specific function depending on context.

(27) ability to analyze situations, define problems, basic research design, execute, analyze, establish goals of psychological performance in different contexts, proposing and negotiating goals with the target and affected.

 

4.2. Learning tasks

The program offered to the student try achieve the expected results including different thematic blocks related to early intervention (for more information consulted the “section program”). 
Each subject present in the program will be subject to different activities for promote the understanding of different concepts of the materia, optimal periods of learning, learning strategies at early ages ...

 

4.3. Syllabus

THEMATIC BLOCK I: Introduction to early intervention

Theme 1: Defining Early Care

            -What is it?

            -Main objective and specific objectives

            -The Child development

            -Principles of primary care

Topic 2: Levels of intervention

            -Primary prevention

            -Secondary Prevention

            -Tertiary prevention

Topic 3: Fields of action

            -Center for Child Development and Early Care 

            -Health Services

            -Social services

            -Educational services

 

Block II: Neurodevelopmental disorders (0-6 years).

Topic 4: Autism Spectrum Disorder (ASD)

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

            -RETT disorder and Childhood Disintegrative Disorder

Topic 5: Attention deficit hyperactivity disorder (ADHD)

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

Topic 6: Specific learning disorder. Difficulties in reading, writing and math

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

Topic 7: Intellectual disability

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

Topic 8: Communication disorders

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

Topic 9: Motor disorders

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

Block III: Other disorders at an early age

 

Topic 10: Behavior disorders in childhood

            -Main features

            -Diagnostic criteria

            -Signals for alarm and early detection

            -Evaluation: areas and instruments

            -Intervention

4.4. Course planning and calendar

The planning of the course will be announced the first week of class. The key dates of presentations of works will be announced in class and through the virtual platform Moodle.

The timetable and key dates of the subject can be consulted on the website of the Faculty of Social and Human Sciences (http://fcsh.unizar.es/).

Any work submitted after the deadline will not be evaluated.

 

4.5. Bibliography and recommended resources

  • Recomendaciones técnicas para el desarrollo de la atención temprana / [Autor: Federación Estatal de Asociaciones de Profesionales de Atención Temprana] Madrid : Real Patronato sobre Discapacidad, D.L. 2006
  • Libro blanco de la atención temprana . - 3ª ed. Madrid : Real Patronato sobre Discapacidad, D.L. 2005
  • Arco Tirado, José Luis . Necesidades educativas especiales. Manual de evaluación e intervención psicológica /José Luis Arco Tirado, Antonio Fernandez Castillo. McGrawHill, 2004. 
  • East, Viv. Guía práctica de necesidades educativas especiales / Viv East y Linda Evans ; traducido por Ma. Luz Agra Pardiñas Madrid : Morata, 2010
  • Ibáñez López, P. y Mudarra Sánchez, M.J. (2014). Atención Temprana: Diagnóstico e Intervención Psicopedagógica. Madrid: UNED
  • GAT (2004). Organización Diagnóstica para la Atención Temprana. Madrid: Real Patronato sobre Discapacidad. http://riberdis.cedd.net/handle/11181/2978
  • MARCHESI, A.; COLL, C. y PALACIOS, J. (2017).Desarrollo psicológico y educación. 3 Respuestas educativas a las dificultades de aprendizaje y del desarrollo.Madrid, Alianza Editorial.
  • Defior, S., Serrano, F. y Gutiérrez, N. (2015).Dificultades específicas de aprendizaje. Madrid: Síntesis.
  • Méndez, F.X., Espada, J.P., Orgilés, M. (2006).Intervención psicológica y educativa con niños y adolescentes. Estudio de casos escolares.Madrid: Pirámide.
  • Peñafiel, F.,de Dios Fernández, J., Domingo, J. y Navas, J.L. (2006).La intervención en Educación Especial. Propuestas desdela Práctica.Madrid: Editorial CCS.