Universität Wien

200151 SE Advanced Seminar: Clinical Psychology and Health Psychology (2025W)

Speech and Language pathology

4.00 ECTS (2.00 SWS), SPL 20 - Psychologie
Continuous assessment of course work

Vertiefungsseminare können nur für das Pflichtmodul B verwendet werden! Eine Verwendung für das Modul A4 Freie Fächer ist nicht möglich.

Dieses Vertiefungsseminar kann für alle Schwerpunkte absolviert werden.
Moodle
We 03.12. 13:15-16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 20 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

This blocked seminar will take place from 13:15-16:30 on the dates listed above.

  • Wednesday 01.10. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
  • Wednesday 15.10. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
  • Wednesday 12.11. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
  • Wednesday 19.11. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
  • Wednesday 17.12. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
  • Wednesday 14.01. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02
  • Wednesday 28.01. 13:15 - 16:30 PC-Seminarraum 3, Kolingasse 14-16, OG02

Information

Aims, contents and method of the course

Learning objectives:
In this seminar, students will gain knowledge on the behavioural and neurobiological characteristics underlying speech and language impairments. Although both acquired and developmental disorders are dealt with, special emphasis shall be put on the development of these impairments in children. After this class, students will be capable of distinguishing the most common speech and language disorders since they will have sufficient knowledge to (theoretically) diagnose and assess them. Additionally, they will be able to classify speech and language disorders based on their major neurobiological characteristics.

Course description:
The seminar, which will take place entirely in English. It provides an introduction to speech-language-pathology and in-depth lectures to all frequently encountered speech and language disorders in children and adults. There are no prerequisites for taking this seminar. Solid knowledge of spoken and written English is, however, required.
Please note that this is a provisional plan – the concrete plan for all sessions will be provided in the first class:

Session 1:
• Organizational matters

Session 2:
• The study of language: an introduction
• Acquired speech and language disorders in children and adults
o Aphasia
o Dysarthria
o Apraxia of speech

Sessions 3:
• Developmental language disorders in children
o Developmental language disorder / specific language impairment
o Developmental dyslexia (Lese-Rechtschreibschwäche/Legasthenie)

Session 4:
• Speech and language impairments in other disorders
o Autism spectrum disorders
o Down Syndrome & Williams Syndrome

Session 5:
• Speech and language impairments in other disorders
o Dementia
o Parkinson’s disease

Session 6:
• Stuttering
• Non-invasive brain stimulation as a tool for targeted pre- and intervention of speech and language disorders

Session 7:
• The genetic culprits of speech and language disorders
• Revision and preparation for written exam

Session 8: Written exams

Assessment and permitted materials

The grade will be based on 1) the oral presentation of a scientific article (40% of grade), 2) a written exam designed to assess integration and understanding of the material presented in the course and of mandatory readings (40% of grade) and 3) class participation (20% of grade).

Minimum requirements and assessment criteria

To pass this seminar, students will be required to present a scientific paper (40%), pass a written exam (40%) and participate actively in the seminar, asking questions and contributing to discussions (20%). Also, to receive credit for the seminar, students cannot miss more than one session and can only deregister within the first 2 days after the first session. After that, deregistrations will result in an insufficient grade. Moreover, should students miss a session, they will be asked to complete an extra assignment on the topic of the missed lecture.
Based on the achieved points for their presentation, active participation and the written exam (total: 100 points / 100%), students will be graded after the following scheme:
• 100 – 88% = 1 (Sehr gut)
• 87 – 75% = 2 (Gut)
• 74 – 62% = 3 (Befriedigend)
• 62 – 50%= 4 (Genügend)
• 49 – 0% = 5 (Nicht Genügend)

Examination topics

The content of the lectures, the readings and the discussions that take place during the seminar will be relevant for the written exam.

Reading list

Examples of mandatory readings (scientific articles – full list will be distributed in the first class):
Dyslexia:
Lohvansuu, K., Torppa, M., Ahonen, T., Eklund, K., Hämäläinen, J. A., Leppänen, P. H., & Lyytinen, H. (2021). Unveiling the mysteries of dyslexia—Lessons learned from the prospective Jyväskylä longitudinal study of dyslexia. Brain sciences, 11(4), 427. https://doi.org/10.3390/brainsci11040427
Developmental Language Disorder:
Ullman, M. T., Earle, F. S., Walenski, M., & Janacsek, K. (2020). The neurocognition of developmental disorders of language. Annual review of psychology, 71(1), 389-417. https://doi.org/10.1146/annurev-psych-122216-011555
Dementia:
Kempler, D., & Goral, M. (2008). Language and dementia: Neuropsychological aspects. Annual review of applied linguistics, 28, 73-90. https://doi.org/10.1017/S0267190508080045
Non-invasive brain stimulation:
Turker, S., & Hartwigsen, G. (2022). The use of noninvasive brain stimulation techniques to improve reading difficulties in dyslexia: A systematic review. Human Brain Mapping, 43(3), 1157-1173. https://doi.org/10.1002/hbm.25700

Examples of recommended readings:
Martin, K. C., Ketchabaw, W. T., & Turkeltaub, P. E. (2022). Plasticity of the language system in children and adults. Handbook of clinical neurology, 184, 397-414. https://doi.org/10.1016/B978-0-12-819410-2.00021-7
Paul, R., Norbury, C. & C. Gosse (2018). Language disorders from infancy through adolescence: assessment and intervention: Listening, Speaking, Reading, Writing, and Communicating. 5th edition. St. Louis: Mosby/Elsevier.
Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past, present and future. Oxford review of education, 46(4), 501-513. https://doi.org/10.1080/03054985.2020.1765756

Association in the course directory

Last modified: Tu 30.09.2025 15:06