Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD. LANGU. DISORDERS and EARLY INTERVENTION | - | Spring Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of this course is to provide students with information on language disorders in children at the emerging language level (birth to three). Students will review various issues regarding identification, assessment and intervention of language disorders for this population as well as principles of early intervention. |
| Course Content | This course contains; Models and definitions on language disorders,Typical language development stages,Early intervention: Definition and early intervention for language,Evaluation in language disorder: Basic principles,Evaluation in language disorder: Basic principles,Evaluation in language disorders: Evaluation tools and methods,Intervention in Language Disorders: Intervention Plan,Intervention in Language Disorder: Elements/Method of intervention,Language disorders: Delayed speech and language,Language disorders: Developmental language disorder (Specific Language Impairment),Language disorders: Autism,Early intervention models,Case examples and discussions,Overview of the semester. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1) Recognize childhood language disorders; | 16, 9 | A |
| 2) Know the importance of early intervention in childhood language disorders and how to implement it; | 16, 9 | A |
| 3) Define basic concepts concerning childhood language disorders; recognize different methods and approaches used in this field. | 16, 4, 9 | A |
| 4) Define the principles and methods for screening and evalution. | 10, 16, 9 | A |
| 5) Collect data for language evalutation. | 16, 9 | A |
| 6) Understand different approaches towards intervention. | 16, 4, 9 | A |
| 7) Analyze case examples and drive conclusions regarding early intervention options. | 16, 9 | A |
| 8) Able and willing to work as a member of early intevention team. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Models and definitions on language disorders | |
| 2 | Typical language development stages | Overview of notes |
| 3 | Early intervention: Definition and early intervention for language | Reviewing notes for the class |
| 4 | Evaluation in language disorder: Basic principles | Reviewing class notes |
| 5 | Evaluation in language disorder: Basic principles | Reviewing class notes |
| 6 | Evaluation in language disorders: Evaluation tools and methods | Reviewing class notes |
| 7 | Intervention in Language Disorders: Intervention Plan | Reviewing class notes |
| 8 | Intervention in Language Disorder: Elements/Method of intervention | Reviewing class notes |
| 9 | Language disorders: Delayed speech and language | Ders notlarını gözden geçirme |
| 10 | Language disorders: Developmental language disorder (Specific Language Impairment) | Reviewing class notes |
| 11 | Language disorders: Autism | Reviewing class notes |
| 12 | Early intervention models | Reviewing class notes |
| 13 | Case examples and discussions | Reviewing class notes |
| 14 | Overview of the semester | Reviewing class notes |
| Resources |
| Paul, R., & Norbury, C. F. (2012). Language disorders from infancy through adolescence: Listening, Speaking. Reading, Writing, and Communicating, 4, 756. |
| McCauley, R. J., Fey, M. E., & Gillam, R. B. (Eds.). (2006). Treatment of language disorders in children. Paul H. Brookes Pub.. Nelson, N. (2010). Language and Literacy Disorders Infancy through Adolescence, Boston, MA: Allyn & Bacon. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Knows how to access current basic, theoretical and applied scientific knowledge in the field of speech and language therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | 2. Uses the knowledge and skills acquired in education in an evidence-based manner and effectively for the improvement of quality of life for communication, speech, language, voice and swallowing health at individual and social level and for the prevention, diagnosis and therapy of disorders in this field. | X | |||||
| 3 | 3. Establishes interdisciplinary collaborations with the health professionals and other professionals with a sense of social responsibility and becomes a reliable member of the team of health professionals. | X | |||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | X | |||||
| 5 | 5. Undertakes prevention, functional assessment, differential diagnosis, therapy, rehabilitation practices with a holistic approach based on bio-psycho-social and cultural norms, utilizing knowledge and skills gained in the professional field along with the appropriate technology, | X | |||||
| 6 | 6. Has the ability to conduct professional and academic studies independently, effectively and ethically; has the ability to take responsibility as a team member and to find solutions to expected or unforeseen problems. | X | |||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | X | |||||
| 8 | 8. Identifies personal and professional learning needs with a self-critical approach, learns at least one foreign language, develops a positive attitude towards lifelong-learning, and demonstrates what he/she has learned. | X | |||||
| 9 | 9. As an individual, he/she sets an example to the society with his/her positive attitudes, behaviors and communication open to continuous change; acts respectful and sensitive to democracy and human rights, social, cultural, linguistic and individual differences at the universal level. | X | |||||
| 10 | 10. As an individual, he/she acts in accordance with the legislations and regulations, scientific and professional ethical values related to his/her field; fulfills all the duties and responsibilities required by his/her profession while observing the rights of the clients and protects and defends his/her professional rights. | X | |||||
| 11 | 11. Has the necessary skills to take part in national and international policy development efforts related to personal and public health, family counseling, social awareness, health and education policies related to the field of speech-language pathology, and conveys clear and accurate information. | X | |||||
| 12 | 12. Participates in the planning and execution of projects and research, utilizing his/her knowledge on research methods, teaching-learning, assessment and evaluation and management. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 14 | 1 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 4 | 5 | 20 | |||
| Midterm Exam | 1 | 21 | 21 | |||
| General Exam | 1 | 26 | 26 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 109 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(109/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| CHILD. LANGU. DISORDERS and EARLY INTERVENTION | - | Spring Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of this course is to provide students with information on language disorders in children at the emerging language level (birth to three). Students will review various issues regarding identification, assessment and intervention of language disorders for this population as well as principles of early intervention. |
| Course Content | This course contains; Models and definitions on language disorders,Typical language development stages,Early intervention: Definition and early intervention for language,Evaluation in language disorder: Basic principles,Evaluation in language disorder: Basic principles,Evaluation in language disorders: Evaluation tools and methods,Intervention in Language Disorders: Intervention Plan,Intervention in Language Disorder: Elements/Method of intervention,Language disorders: Delayed speech and language,Language disorders: Developmental language disorder (Specific Language Impairment),Language disorders: Autism,Early intervention models,Case examples and discussions,Overview of the semester. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1) Recognize childhood language disorders; | 16, 9 | A |
| 2) Know the importance of early intervention in childhood language disorders and how to implement it; | 16, 9 | A |
| 3) Define basic concepts concerning childhood language disorders; recognize different methods and approaches used in this field. | 16, 4, 9 | A |
| 4) Define the principles and methods for screening and evalution. | 10, 16, 9 | A |
| 5) Collect data for language evalutation. | 16, 9 | A |
| 6) Understand different approaches towards intervention. | 16, 4, 9 | A |
| 7) Analyze case examples and drive conclusions regarding early intervention options. | 16, 9 | A |
| 8) Able and willing to work as a member of early intevention team. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Models and definitions on language disorders | |
| 2 | Typical language development stages | Overview of notes |
| 3 | Early intervention: Definition and early intervention for language | Reviewing notes for the class |
| 4 | Evaluation in language disorder: Basic principles | Reviewing class notes |
| 5 | Evaluation in language disorder: Basic principles | Reviewing class notes |
| 6 | Evaluation in language disorders: Evaluation tools and methods | Reviewing class notes |
| 7 | Intervention in Language Disorders: Intervention Plan | Reviewing class notes |
| 8 | Intervention in Language Disorder: Elements/Method of intervention | Reviewing class notes |
| 9 | Language disorders: Delayed speech and language | Ders notlarını gözden geçirme |
| 10 | Language disorders: Developmental language disorder (Specific Language Impairment) | Reviewing class notes |
| 11 | Language disorders: Autism | Reviewing class notes |
| 12 | Early intervention models | Reviewing class notes |
| 13 | Case examples and discussions | Reviewing class notes |
| 14 | Overview of the semester | Reviewing class notes |
| Resources |
| Paul, R., & Norbury, C. F. (2012). Language disorders from infancy through adolescence: Listening, Speaking. Reading, Writing, and Communicating, 4, 756. |
| McCauley, R. J., Fey, M. E., & Gillam, R. B. (Eds.). (2006). Treatment of language disorders in children. Paul H. Brookes Pub.. Nelson, N. (2010). Language and Literacy Disorders Infancy through Adolescence, Boston, MA: Allyn & Bacon. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Knows how to access current basic, theoretical and applied scientific knowledge in the field of speech and language therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | 2. Uses the knowledge and skills acquired in education in an evidence-based manner and effectively for the improvement of quality of life for communication, speech, language, voice and swallowing health at individual and social level and for the prevention, diagnosis and therapy of disorders in this field. | X | |||||
| 3 | 3. Establishes interdisciplinary collaborations with the health professionals and other professionals with a sense of social responsibility and becomes a reliable member of the team of health professionals. | X | |||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | X | |||||
| 5 | 5. Undertakes prevention, functional assessment, differential diagnosis, therapy, rehabilitation practices with a holistic approach based on bio-psycho-social and cultural norms, utilizing knowledge and skills gained in the professional field along with the appropriate technology, | X | |||||
| 6 | 6. Has the ability to conduct professional and academic studies independently, effectively and ethically; has the ability to take responsibility as a team member and to find solutions to expected or unforeseen problems. | X | |||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | X | |||||
| 8 | 8. Identifies personal and professional learning needs with a self-critical approach, learns at least one foreign language, develops a positive attitude towards lifelong-learning, and demonstrates what he/she has learned. | X | |||||
| 9 | 9. As an individual, he/she sets an example to the society with his/her positive attitudes, behaviors and communication open to continuous change; acts respectful and sensitive to democracy and human rights, social, cultural, linguistic and individual differences at the universal level. | X | |||||
| 10 | 10. As an individual, he/she acts in accordance with the legislations and regulations, scientific and professional ethical values related to his/her field; fulfills all the duties and responsibilities required by his/her profession while observing the rights of the clients and protects and defends his/her professional rights. | X | |||||
| 11 | 11. Has the necessary skills to take part in national and international policy development efforts related to personal and public health, family counseling, social awareness, health and education policies related to the field of speech-language pathology, and conveys clear and accurate information. | X | |||||
| 12 | 12. Participates in the planning and execution of projects and research, utilizing his/her knowledge on research methods, teaching-learning, assessment and evaluation and management. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |