Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EVIDENCE-BASED PRACTICE in SPEECH and LANGUAGE THERAPY | - | Spring Semester | 2+0 | 2 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | Enable students to acquire necessary knowledge and skills in performing speech and language therapy in consideration of evidence-based practices. |
| Course Content | This course contains; 1st Week: Understanding EBP,2nd Week: Developing knowledge and skills for EBP,3rd Week: Clinician-researcher collaboration I,4th Week: Clinician-researcher collaboration II,5th Week: Developing evidence-based clinical resources,6th Week: Applying evidence to meet clinical challenges,7th Week: Evidence based diagnosis of speech and language,8th Week: Evidence based diagnosis of swallowing,9th Week: Case study on EBP in Autism,10th Week: Case study on EBP in dysfulency,11th Week Case study on EBP in prosody intervention,12th Week: Student presentations,13th Week: Student presentations,14th Week: Overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| - grasp the importance of EBP in SLT | 18, 19, 9 | E |
| - use EBP in SLT applications | 16, 18, 9 | E |
| - approach SLT issues on the basis of EBP | 16, 9 | E |
| -defines EBP | 16 | E |
| -learns about history of EBP and its relation to the field of SLT | 16, 9 | E |
| -understands the difference between theories, problems, hypothesis and questions. | 16, 9 | E |
| -knows about the elements of EBP and their relationship with each other | 16, 9 | E |
| -acknowledges the levels of evidence for intervention and diagnostic studies in SLT. | 16, 9 | E |
| Teaching Methods: | 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | 1st Week: Understanding EBP | |
| 2 | 2nd Week: Developing knowledge and skills for EBP | |
| 3 | 3rd Week: Clinician-researcher collaboration I | |
| 4 | 4th Week: Clinician-researcher collaboration II | |
| 5 | 5th Week: Developing evidence-based clinical resources | |
| 6 | 6th Week: Applying evidence to meet clinical challenges | |
| 7 | 7th Week: Evidence based diagnosis of speech and language | |
| 8 | 8th Week: Evidence based diagnosis of swallowing | |
| 9 | 9th Week: Case study on EBP in Autism | |
| 10 | 10th Week: Case study on EBP in dysfulency | |
| 11 | 11th Week Case study on EBP in prosody intervention | |
| 12 | 12th Week: Student presentations | |
| 13 | 13th Week: Student presentations | |
| 14 | 14th Week: Overview |
| Resources |
| Powerpoint slides and selected articles |
| Roddam, H., & Skeat, J. (Eds.). (2010). Embedding evidence-based practice in speech and language therapy: International examples. West Sussex: Wiley-Blackwell. |
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. | ||||||
| 4 | Ability to explain typical language and speech development. | ||||||
| 5 | Ability to carry out evaluation and therapy processes on individuals with speech and language disorders. | ||||||
| 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. | ||||||
| 8 | Ability to communicate with and provide counselling to families. | ||||||
| 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. | ||||||
| 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 | 2 | 28 | |||
| Guided Problem Solving | 14 | 4 | 56 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 10 | 40 | |||
| Term Project | 0 | 0 | 0 | |||
| 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) | 166 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(166/30) | 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 |
|---|---|---|---|---|---|
| EVIDENCE-BASED PRACTICE in SPEECH and LANGUAGE THERAPY | - | Spring Semester | 2+0 | 2 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | Enable students to acquire necessary knowledge and skills in performing speech and language therapy in consideration of evidence-based practices. |
| Course Content | This course contains; 1st Week: Understanding EBP,2nd Week: Developing knowledge and skills for EBP,3rd Week: Clinician-researcher collaboration I,4th Week: Clinician-researcher collaboration II,5th Week: Developing evidence-based clinical resources,6th Week: Applying evidence to meet clinical challenges,7th Week: Evidence based diagnosis of speech and language,8th Week: Evidence based diagnosis of swallowing,9th Week: Case study on EBP in Autism,10th Week: Case study on EBP in dysfulency,11th Week Case study on EBP in prosody intervention,12th Week: Student presentations,13th Week: Student presentations,14th Week: Overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| - grasp the importance of EBP in SLT | 18, 19, 9 | E |
| - use EBP in SLT applications | 16, 18, 9 | E |
| - approach SLT issues on the basis of EBP | 16, 9 | E |
| -defines EBP | 16 | E |
| -learns about history of EBP and its relation to the field of SLT | 16, 9 | E |
| -understands the difference between theories, problems, hypothesis and questions. | 16, 9 | E |
| -knows about the elements of EBP and their relationship with each other | 16, 9 | E |
| -acknowledges the levels of evidence for intervention and diagnostic studies in SLT. | 16, 9 | E |
| Teaching Methods: | 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | 1st Week: Understanding EBP | |
| 2 | 2nd Week: Developing knowledge and skills for EBP | |
| 3 | 3rd Week: Clinician-researcher collaboration I | |
| 4 | 4th Week: Clinician-researcher collaboration II | |
| 5 | 5th Week: Developing evidence-based clinical resources | |
| 6 | 6th Week: Applying evidence to meet clinical challenges | |
| 7 | 7th Week: Evidence based diagnosis of speech and language | |
| 8 | 8th Week: Evidence based diagnosis of swallowing | |
| 9 | 9th Week: Case study on EBP in Autism | |
| 10 | 10th Week: Case study on EBP in dysfulency | |
| 11 | 11th Week Case study on EBP in prosody intervention | |
| 12 | 12th Week: Student presentations | |
| 13 | 13th Week: Student presentations | |
| 14 | 14th Week: Overview |
| Resources |
| Powerpoint slides and selected articles |
| Roddam, H., & Skeat, J. (Eds.). (2010). Embedding evidence-based practice in speech and language therapy: International examples. West Sussex: Wiley-Blackwell. |
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. | ||||||
| 4 | Ability to explain typical language and speech development. | ||||||
| 5 | Ability to carry out evaluation and therapy processes on individuals with speech and language disorders. | ||||||
| 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. | ||||||
| 8 | Ability to communicate with and provide counselling to families. | ||||||
| 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. | ||||||
| 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 | |