Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ADVANCED STUDIES in CHILD. LANGU.DISO. and AUTISM | - | Fall Semester | 2+2 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master'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 | The objective of this course is to equip students with the knowledge and skills in description, classification, screening and treatment of autism spectrum disorders and childhood language disorders. |
| Course Content | This course contains; 1st Week: Overview of course & Overview of childhood language disorders,2nd Week: Overview of ASD,3rd Week: Clinical diagnosis and screening of ASD,4th Week: Genetic and environmental factors in ASD,5th Week: Cognitive, sensory and linguistic profile of ASD,6th Week: Prelinguistic communication,7th Week: Early language,8th Week: Grammatical intervention,9th Week: Echolalia and its function,10th Week: Developmental, family centered interventions,11th Week: Traditional behavioral interventions,12th Week: Supporting literacy,13th Week: Autism and AAC,14th Week: Overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| - defines autism spectrum disorders | 13, 16, 9 | E |
| - evaluate childhood language disorders, | 14, 16, 9 | E |
| - express the process of diagnosing, screening and rehabilitating childhood language disorders. | 16, 9 | E |
| -Defines the concepts related to the clinical diagnosis and screening of ASD. | 16, 9 | E |
| -Defines the linguistic and social profiles of individuals with ASD. | 16, 9 | E |
| -explains different rehabilitation approaches for ASD. | 16, 9 | E |
| -analyzes different approaches in therapy for individuals with different skill levels | 16, 9 | E |
| Teaching Methods: | 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | 1st Week: Overview of course & Overview of childhood language disorders | |
| 2 | 2nd Week: Overview of ASD | |
| 3 | 3rd Week: Clinical diagnosis and screening of ASD | |
| 4 | 4th Week: Genetic and environmental factors in ASD | |
| 5 | 5th Week: Cognitive, sensory and linguistic profile of ASD | |
| 6 | 6th Week: Prelinguistic communication | |
| 7 | 7th Week: Early language | |
| 8 | 8th Week: Grammatical intervention | |
| 9 | 9th Week: Echolalia and its function | |
| 10 | 10th Week: Developmental, family centered interventions | |
| 11 | 11th Week: Traditional behavioral interventions | |
| 12 | 12th Week: Supporting literacy | |
| 13 | 13th Week: Autism and AAC | |
| 14 | 14th Week: Overview |
| Resources |
| PowerPoint slides, book chapters and articles |
| Schwartz, R. G. (Ed.). (2010). Handbook of child language disorders. Psychology press. Wetherby, Amy M. & Prizant, Barry M. (2000) Autism Spectrum Disorders: A Transactional Developmental Perspective (Communication and Language Intervention Series). Brookes Publishing |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Interdisciplinary collaboration skills. | X | |||||
| 2 | Knowledge on basic area of expertise. | X | |||||
| 3 | Ability to describe anatomy and physiology of language, speech, hearing and swallowing mechanisms. | X | |||||
| 4 | Ability to explain typical language and speech development. | X | |||||
| 5 | Ability to carry out evaluation and therapy processes on individuals with speech and language disorders. | X | |||||
| 6 | Ability to use formal and informal assessment tools. | X | |||||
| 7 | Ability to explain and apply learning theories related to cognitive, communicative, emotional, psycho-motor and social development. | X | |||||
| 8 | Ability to communicate with and provide counselling to families. | X | |||||
| 9 | Ability to plan, execute and report scientific research. | X | |||||
| 10 | Ability to comply with social, scientific and professional ethical principles. | X | |||||
| 11 | Ability to describe conditions/diseases that can cause language and speech disorders in children and adults. | X | |||||
| 12 | Ability to identify and analyze the grammatical features of language samples of individuals with language and speech problems. | X | |||||
| 13 | Ability to independently determine learning needs and objectives and continue professional development through out life | X | |||||
| 14 | To conduct research about language and speech therapy taking social, scientific, cultural and ethical values into account through stages of data collection, interpretation, application and disseminating research results. | X | |||||
| 15 | Ability to prepare and carry on individualized therapy plan for conditions requiring speech and language therapy (fluency disorders, acquired neurogenic disorders, developmental language and speech disorders, voice disorders, swallowing disorders, speech voice disorders, resonance disorders, etc.). | X | |||||
| 16 | Ability to follow the state-of-the-art technology and scientific developments in the field of speech and language therapy an uses this up-to-date information and technology in their clinical and academic endeavors. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 4 | 56 | |||
| Guided Problem Solving | 14 | 4 | 56 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 5 | 20 | |||
| Term Project | 1 | 5 | 5 | |||
| Presentation of Project / Seminar | 1 | 5 | 5 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 16 | 16 | |||
| General Exam | 1 | 21 | 21 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 179 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(179/30) | 6 | |||||
| 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 |
|---|---|---|---|---|---|
| ADVANCED STUDIES in CHILD. LANGU.DISO. and AUTISM | - | Fall Semester | 2+2 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master'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 | The objective of this course is to equip students with the knowledge and skills in description, classification, screening and treatment of autism spectrum disorders and childhood language disorders. |
| Course Content | This course contains; 1st Week: Overview of course & Overview of childhood language disorders,2nd Week: Overview of ASD,3rd Week: Clinical diagnosis and screening of ASD,4th Week: Genetic and environmental factors in ASD,5th Week: Cognitive, sensory and linguistic profile of ASD,6th Week: Prelinguistic communication,7th Week: Early language,8th Week: Grammatical intervention,9th Week: Echolalia and its function,10th Week: Developmental, family centered interventions,11th Week: Traditional behavioral interventions,12th Week: Supporting literacy,13th Week: Autism and AAC,14th Week: Overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| - defines autism spectrum disorders | 13, 16, 9 | E |
| - evaluate childhood language disorders, | 14, 16, 9 | E |
| - express the process of diagnosing, screening and rehabilitating childhood language disorders. | 16, 9 | E |
| -Defines the concepts related to the clinical diagnosis and screening of ASD. | 16, 9 | E |
| -Defines the linguistic and social profiles of individuals with ASD. | 16, 9 | E |
| -explains different rehabilitation approaches for ASD. | 16, 9 | E |
| -analyzes different approaches in therapy for individuals with different skill levels | 16, 9 | E |
| Teaching Methods: | 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | 1st Week: Overview of course & Overview of childhood language disorders | |
| 2 | 2nd Week: Overview of ASD | |
| 3 | 3rd Week: Clinical diagnosis and screening of ASD | |
| 4 | 4th Week: Genetic and environmental factors in ASD | |
| 5 | 5th Week: Cognitive, sensory and linguistic profile of ASD | |
| 6 | 6th Week: Prelinguistic communication | |
| 7 | 7th Week: Early language | |
| 8 | 8th Week: Grammatical intervention | |
| 9 | 9th Week: Echolalia and its function | |
| 10 | 10th Week: Developmental, family centered interventions | |
| 11 | 11th Week: Traditional behavioral interventions | |
| 12 | 12th Week: Supporting literacy | |
| 13 | 13th Week: Autism and AAC | |
| 14 | 14th Week: Overview |
| Resources |
| PowerPoint slides, book chapters and articles |
| Schwartz, R. G. (Ed.). (2010). Handbook of child language disorders. Psychology press. Wetherby, Amy M. & Prizant, Barry M. (2000) Autism Spectrum Disorders: A Transactional Developmental Perspective (Communication and Language Intervention Series). Brookes Publishing |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Interdisciplinary collaboration skills. | X | |||||
| 2 | Knowledge on basic area of expertise. | X | |||||
| 3 | Ability to describe anatomy and physiology of language, speech, hearing and swallowing mechanisms. | X | |||||
| 4 | Ability to explain typical language and speech development. | X | |||||
| 5 | Ability to carry out evaluation and therapy processes on individuals with speech and language disorders. | X | |||||
| 6 | Ability to use formal and informal assessment tools. | X | |||||
| 7 | Ability to explain and apply learning theories related to cognitive, communicative, emotional, psycho-motor and social development. | X | |||||
| 8 | Ability to communicate with and provide counselling to families. | X | |||||
| 9 | Ability to plan, execute and report scientific research. | X | |||||
| 10 | Ability to comply with social, scientific and professional ethical principles. | X | |||||
| 11 | Ability to describe conditions/diseases that can cause language and speech disorders in children and adults. | X | |||||
| 12 | Ability to identify and analyze the grammatical features of language samples of individuals with language and speech problems. | X | |||||
| 13 | Ability to independently determine learning needs and objectives and continue professional development through out life | X | |||||
| 14 | To conduct research about language and speech therapy taking social, scientific, cultural and ethical values into account through stages of data collection, interpretation, application and disseminating research results. | X | |||||
| 15 | Ability to prepare and carry on individualized therapy plan for conditions requiring speech and language therapy (fluency disorders, acquired neurogenic disorders, developmental language and speech disorders, voice disorders, swallowing disorders, speech voice disorders, resonance disorders, etc.). | X | |||||
| 16 | Ability to follow the state-of-the-art technology and scientific developments in the field of speech and language therapy an uses this up-to-date information and technology in their clinical and academic endeavors. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |