Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROFES. PRACTICUM in CHILDHOOD LANGU. DISOR. | - | Fall Semester | 0+4 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | Students will gain experience in evaluating and treating children with language disroders |
| Course Content | This course contains; Evaluation: Client history,Evaluation: Formel language tests,Evaluation: Evaluating the language skills of child client's through informal tools,Reporting and informing family regarding childhood disorders,Therapy practice: Clinical etiquette, general guidelines, occupational responsibilities and limits,Therapy Application 1: Evaluation,Therapy practice: Preparing individualized therapy plan,Therapy practice: Applying an approach fitting client's needs in therapy,THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS,THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS,THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS,THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS: What works/what doesn't work,Evaluation of the client at the end of the therapy,Reporting the therapy process. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Follows a case of childhood language disorder from assessment to the end of the therapy process. | 3, 37, 4 | E |
| Selects the appropriate method in the evaluation of childhood language disorders. | 3, 37, 4 | E |
| Applies the appropriate therapy method to the evaluated case of childhood language disorder. | 3, 37, 4 | E |
| Reports the evaluation and therapy process. | 3, 37, 4 | E |
| Collaborates and works with different experts in the field of childhood language disorders. | 3, 37, 4 | E |
| Prepares an individualized childhood language disorders therapy plan. | 3, 37, 4 | E |
| Student conducts preventive studies and consultancy in the field of childhood language disorders. | 3, 37, 4 | E |
| Prepares the therapy termination report. | 3, 37, 4 | E |
| Teaching Methods: | 3: Problem Baded Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Evaluation: Client history | Students will observe two evaluation sessions where the cliniciana collect client history |
| 2 | Evaluation: Formel language tests | Overview of tests such as TEDIL, TODİL and TİGE |
| 3 | Evaluation: Evaluating the language skills of child client's through informal tools | Review of notes on informal testing and observation of two evaluation sessions focusing on the informal evaluation methods used by the clinician |
| 4 | Reporting and informing family regarding childhood disorders | Reviewing client files and making observations |
| 5 | Therapy practice: Clinical etiquette, general guidelines, occupational responsibilities and limits | Reviewing MEDKOM guidelines |
| 6 | Therapy Application 1: Evaluation | Review lecture notes on evaluation |
| 7 | Therapy practice: Preparing individualized therapy plan | Reviewing notes on individualized therapy plan |
| 8 | Therapy practice: Applying an approach fitting client's needs in therapy | Reviewing therapy notes |
| 9 | THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS | Reviewing therapy notes |
| 10 | THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS | Reviewing therapy notes |
| 11 | THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS | Reviewing therapy notes |
| 12 | THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS: What works/what doesn't work | Reviewing therapy notes |
| 13 | Evaluation of the client at the end of the therapy | Reviewing therapy notes |
| 14 | Reporting the therapy process | Reviewing patient history and therapy notes |
| Resources |
| Clinical evaluation forms, lecture notes, videos |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 14 | 4 | 56 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 10 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 1 | 10 | 10 | |||
| Total Workload(Hour) | 76 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(76/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROFES. PRACTICUM in CHILDHOOD LANGU. DISOR. | - | Fall Semester | 0+4 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | Students will gain experience in evaluating and treating children with language disroders |
| Course Content | This course contains; Evaluation: Client history,Evaluation: Formel language tests,Evaluation: Evaluating the language skills of child client's through informal tools,Reporting and informing family regarding childhood disorders,Therapy practice: Clinical etiquette, general guidelines, occupational responsibilities and limits,Therapy Application 1: Evaluation,Therapy practice: Preparing individualized therapy plan,Therapy practice: Applying an approach fitting client's needs in therapy,THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS,THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS,THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS,THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS: What works/what doesn't work,Evaluation of the client at the end of the therapy,Reporting the therapy process. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Follows a case of childhood language disorder from assessment to the end of the therapy process. | 3, 37, 4 | E |
| Selects the appropriate method in the evaluation of childhood language disorders. | 3, 37, 4 | E |
| Applies the appropriate therapy method to the evaluated case of childhood language disorder. | 3, 37, 4 | E |
| Reports the evaluation and therapy process. | 3, 37, 4 | E |
| Collaborates and works with different experts in the field of childhood language disorders. | 3, 37, 4 | E |
| Prepares an individualized childhood language disorders therapy plan. | 3, 37, 4 | E |
| Student conducts preventive studies and consultancy in the field of childhood language disorders. | 3, 37, 4 | E |
| Prepares the therapy termination report. | 3, 37, 4 | E |
| Teaching Methods: | 3: Problem Baded Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Evaluation: Client history | Students will observe two evaluation sessions where the cliniciana collect client history |
| 2 | Evaluation: Formel language tests | Overview of tests such as TEDIL, TODİL and TİGE |
| 3 | Evaluation: Evaluating the language skills of child client's through informal tools | Review of notes on informal testing and observation of two evaluation sessions focusing on the informal evaluation methods used by the clinician |
| 4 | Reporting and informing family regarding childhood disorders | Reviewing client files and making observations |
| 5 | Therapy practice: Clinical etiquette, general guidelines, occupational responsibilities and limits | Reviewing MEDKOM guidelines |
| 6 | Therapy Application 1: Evaluation | Review lecture notes on evaluation |
| 7 | Therapy practice: Preparing individualized therapy plan | Reviewing notes on individualized therapy plan |
| 8 | Therapy practice: Applying an approach fitting client's needs in therapy | Reviewing therapy notes |
| 9 | THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS | Reviewing therapy notes |
| 10 | THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS | Reviewing therapy notes |
| 11 | THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS | Reviewing therapy notes |
| 12 | THERAPY APPLICATION IN CHILDHOOD LANGUAGE DISORDERS: What works/what doesn't work | Reviewing therapy notes |
| 13 | Evaluation of the client at the end of the therapy | Reviewing therapy notes |
| 14 | Reporting the therapy process | Reviewing patient history and therapy notes |
| Resources |
| Clinical evaluation forms, lecture notes, videos |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |