Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CLINICAL PHONOLOGY | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | To manifest the differences between phonetics and phonology based on the basic concepts in relation to phonology; to know the purposes and application area of clinical phonology; to transcribe the speech data phonologically and take phonetics and phonemics inventory of individuals from these data; to know phonological development of children who have typical development and evaluate individuals with speech sound disorders (SSD) according to these norms; to find phonological process from speech samples of individuals with SSD. |
| Course Content | This course contains; Definition, purpose, scope of Phonetics/Phonology – IPA (revision),Clinical Phology: Basic concepts – Phonetics and Phonetic Inventory,Distinctive Features Approach,Distinctive Features Approach(application),Phonological Development,Phonological Processes,Introduction to and Application of SST / Sampling Natural Language,Assessment/Diagnosis – Error Analysis,Error Analysis (Application),Analysis and Comparison of Phonological Systems,Analysis and Comparison of Phonological Systems (Application),Phonological analysis of speech sound disorder,Research Topics in Clinical Phonology,Research Topics in Clinical Phonology. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the basic terminology. | 19, 9 | |
| Define and classify speech sounds according to distinctive features | 12, 14, 16 | |
| Collect, record and transcribe speech sample | 14, 4 | |
| Identify phonetic and phonemic inventory from the data | 6 | |
| Explain phonological development | 9 | E |
| Identify phonological process | 4, 6 | E |
| Analysis and comparison of phonological system. | 16, 19, 6 | |
| Apply and interpret the SST (Pronunciation and Phonology Test). | 10, 6 |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition, purpose, scope of Phonetics/Phonology – IPA (revision) | Reviews that linguistics course notes which is related to phonogy. |
| 2 | Clinical Phology: Basic concepts – Phonetics and Phonetic Inventory | Reviews that the phonetic course notes and IPA chart. |
| 3 | Distinctive Features Approach | Reads the given book chapter. |
| 4 | Distinctive Features Approach(application) | Reads the given book chapter. |
| 5 | Phonological Development | Reads the given book chapter. |
| 6 | Phonological Processes | Reads the given book chapter. |
| 7 | Introduction to and Application of SST / Sampling Natural Language | Reviews the IPA chart. |
| 8 | Assessment/Diagnosis – Error Analysis | Repeats the previous course notes. |
| 9 | Error Analysis (Application) | Repeats the previous course notes. |
| 10 | Analysis and Comparison of Phonological Systems | Implements the given exercises |
| 11 | Analysis and Comparison of Phonological Systems (Application) | Implements the given exercises |
| 12 | Phonological analysis of speech sound disorder | Reads the related book chapter. |
| 13 | Research Topics in Clinical Phonology | Repeats the previous course notes. |
| 14 | Research Topics in Clinical Phonology | Repeats the previous course notes. |
| Resources |
| 1. Ball, M. (2010) Phonology for communication sciences. US: 2. Yavaş, M. (2000) Phonological development and disorders. US: Singular Pub. 3. Grunwell, P. (1982) Clinical Phonology. London:Croom Helm 4. McLeod, S., Verdon, S., Bowen, C., and Topbaş, S. as the International Expert Panel on Multilingual Children’s Speech (2013). International aspirations for speech-language pathologists’ practice with multilingual children with speech sound disorders: Development of a position paper. Journal of Communication Disorders, 46(4), 375–387. |
| 1. Ege, P. (2010) Türkçe’de fonemlerin edinimi. Türk Psikoloji Dergisi, 2. Topbaş, S. (2006). Türkçe Sesletim-Sesbilgisi Testi: Geçerlik-güvenirlik ve standardizasyon çalışması. Türk Psikoloji Dergisi, 21(58), 39-56. 3. Topbaş, S. (2004/2005). Türkçe Sesletim Sesbilgisi Testi. TC Milli Eğitim Bakanlığı. Ankara: 4. Akşam Sanat Okulu Matbaası. Test Bataryası 4. Ege, P., Acarlar, F. ve Turan, F. (2005) Ankara Artikülasyon Testi. Ankara: AÜ 5. Topbaş, S. (2005). Sesbilgisi Gelişimi. (Ed.) S. Topbaş. Dil ve Kavram Gelişimi. Ankara: KÖK Yayıncılık. 6. Topbaş, S. (2005). Sesbilgisi Gelişimi. (Ed.) S. Topbaş. Çocukta Dil ve Kavram Gelişimi. Eskişehir: AÖF Yayınları 7. Topbaş, S. (1999) Konuşma sorunlu çocukların sesbilgisel çözümleme yöntemi ile değerlendirilmesi. Yayınlanmış doktora tezi (1994). Eskişehir: Anadolu Üniv. |
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 | 1 | 5 | 5 | |||
| Quiz | 5 | 1 | 5 | |||
| Midterm Exam | 1 | 9 | 9 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 73 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(73/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| CLINICAL PHONOLOGY | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | To manifest the differences between phonetics and phonology based on the basic concepts in relation to phonology; to know the purposes and application area of clinical phonology; to transcribe the speech data phonologically and take phonetics and phonemics inventory of individuals from these data; to know phonological development of children who have typical development and evaluate individuals with speech sound disorders (SSD) according to these norms; to find phonological process from speech samples of individuals with SSD. |
| Course Content | This course contains; Definition, purpose, scope of Phonetics/Phonology – IPA (revision),Clinical Phology: Basic concepts – Phonetics and Phonetic Inventory,Distinctive Features Approach,Distinctive Features Approach(application),Phonological Development,Phonological Processes,Introduction to and Application of SST / Sampling Natural Language,Assessment/Diagnosis – Error Analysis,Error Analysis (Application),Analysis and Comparison of Phonological Systems,Analysis and Comparison of Phonological Systems (Application),Phonological analysis of speech sound disorder,Research Topics in Clinical Phonology,Research Topics in Clinical Phonology. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the basic terminology. | 19, 9 | |
| Define and classify speech sounds according to distinctive features | 12, 14, 16 | |
| Collect, record and transcribe speech sample | 14, 4 | |
| Identify phonetic and phonemic inventory from the data | 6 | |
| Explain phonological development | 9 | E |
| Identify phonological process | 4, 6 | E |
| Analysis and comparison of phonological system. | 16, 19, 6 | |
| Apply and interpret the SST (Pronunciation and Phonology Test). | 10, 6 |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition, purpose, scope of Phonetics/Phonology – IPA (revision) | Reviews that linguistics course notes which is related to phonogy. |
| 2 | Clinical Phology: Basic concepts – Phonetics and Phonetic Inventory | Reviews that the phonetic course notes and IPA chart. |
| 3 | Distinctive Features Approach | Reads the given book chapter. |
| 4 | Distinctive Features Approach(application) | Reads the given book chapter. |
| 5 | Phonological Development | Reads the given book chapter. |
| 6 | Phonological Processes | Reads the given book chapter. |
| 7 | Introduction to and Application of SST / Sampling Natural Language | Reviews the IPA chart. |
| 8 | Assessment/Diagnosis – Error Analysis | Repeats the previous course notes. |
| 9 | Error Analysis (Application) | Repeats the previous course notes. |
| 10 | Analysis and Comparison of Phonological Systems | Implements the given exercises |
| 11 | Analysis and Comparison of Phonological Systems (Application) | Implements the given exercises |
| 12 | Phonological analysis of speech sound disorder | Reads the related book chapter. |
| 13 | Research Topics in Clinical Phonology | Repeats the previous course notes. |
| 14 | Research Topics in Clinical Phonology | Repeats the previous course notes. |
| Resources |
| 1. Ball, M. (2010) Phonology for communication sciences. US: 2. Yavaş, M. (2000) Phonological development and disorders. US: Singular Pub. 3. Grunwell, P. (1982) Clinical Phonology. London:Croom Helm 4. McLeod, S., Verdon, S., Bowen, C., and Topbaş, S. as the International Expert Panel on Multilingual Children’s Speech (2013). International aspirations for speech-language pathologists’ practice with multilingual children with speech sound disorders: Development of a position paper. Journal of Communication Disorders, 46(4), 375–387. |
| 1. Ege, P. (2010) Türkçe’de fonemlerin edinimi. Türk Psikoloji Dergisi, 2. Topbaş, S. (2006). Türkçe Sesletim-Sesbilgisi Testi: Geçerlik-güvenirlik ve standardizasyon çalışması. Türk Psikoloji Dergisi, 21(58), 39-56. 3. Topbaş, S. (2004/2005). Türkçe Sesletim Sesbilgisi Testi. TC Milli Eğitim Bakanlığı. Ankara: 4. Akşam Sanat Okulu Matbaası. Test Bataryası 4. Ege, P., Acarlar, F. ve Turan, F. (2005) Ankara Artikülasyon Testi. Ankara: AÜ 5. Topbaş, S. (2005). Sesbilgisi Gelişimi. (Ed.) S. Topbaş. Dil ve Kavram Gelişimi. Ankara: KÖK Yayıncılık. 6. Topbaş, S. (2005). Sesbilgisi Gelişimi. (Ed.) S. Topbaş. Çocukta Dil ve Kavram Gelişimi. Eskişehir: AÖF Yayınları 7. Topbaş, S. (1999) Konuşma sorunlu çocukların sesbilgisel çözümleme yöntemi ile değerlendirilmesi. Yayınlanmış doktora tezi (1994). Eskişehir: Anadolu Üniv. |
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 | |