Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| NEUR.C LANG. and COGN.-COMM. DIS. : APH., RIGHT HEMIS. and TRAV. BRAIN INJURIES | - | Fall Semester | 3+0 | 3 | 3 |
| 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 | Upon completeion of this course, the students will be able to identify enuroanatomical structures that are impacted by acquired neurogenic disorders, the etiologies and signs and symptoms of these disorders and their effect on patients' quality of life. They also will develop an understanding of the basic assesment principles of such disorders. |
| Course Content | This course contains; Neuroanatomy and neuropathology,Neurological assesment,Assesment of cognitive-communicative disorders,Cognitive assesment,Assesment of language in neurogenic disorders,Assesment of Communication and Quality of Life in Neurogenic Disorders,Aspects of Intervention in Neurogenic Cognitive-Communicative Disorders,Aphasia and aphasia types,Apraxia and agnosia,Right hemispher syndrome, TBI,Dementia,Neurogenic disorders and motor speech disorders, Overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Summarizes basic structures in the central nervous system. | 37, 9 | A |
| Defines the components of neurological assessment. | 16, 37, 9 | A |
| Lists the elements in the cognitive and language assessment for the neurogenic disorders. | 13, 9 | A |
| Defines different types of neurogenic cognitive-communicative disorders. | 16, 9 | A |
| Categorizes types of aphasia. | 16, 37, 9 | |
| Summarizes the symptoms and language disorders seen in right brain injury syndrome. | 10, 37, 9 | A |
| Summarizes the symptoms and language disorders seen in traumatic brain injury. | 37, 9 | A |
| Summarizes the types, symptoms, and language disorders seen in dementia. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Neuroanatomy and neuropathology | Reading the related sections of the text |
| 2 | Neurological assesment | Reading the related text |
| 3 | Assesment of cognitive-communicative disorders | Reading the related texts |
| 4 | Cognitive assesment | Reading related texts |
| 5 | Assesment of language in neurogenic disorders | Reading the related text |
| 6 | Assesment of Communication and Quality of Life in Neurogenic Disorders | Reading related texts |
| 7 | Aspects of Intervention in Neurogenic Cognitive-Communicative Disorders | Reading the related text |
| 8 | Aphasia and aphasia types | Reading the related text |
| 9 | Apraxia and agnosia | Reading the related text |
| 10 | Right hemispher syndrome | Reading the related text |
| 11 | TBI | Reading the related text |
| 12 | Dementia | Reading the related text |
| 13 | Neurogenic disorders and motor speech disorders | Reading the related texts |
| 14 | Overview | No preparation |
| Resources |
| Brookshire, Robert H. (2015). Introduction to Neurogenic Communication Disorders. 8th Edition. Mosby, Inc. ISBN 978-0-323-07867-2 |
| Manasco; M.H. (2016). Introduction To Neurogenic Communication Disorders, Jones & Bartlett Publishers. |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 2 | 5 | 10 | |||
| 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 | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 25 | 25 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 92 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(92/30) | 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 |
|---|---|---|---|---|---|
| NEUR.C LANG. and COGN.-COMM. DIS. : APH., RIGHT HEMIS. and TRAV. BRAIN INJURIES | - | Fall Semester | 3+0 | 3 | 3 |
| 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 | Upon completeion of this course, the students will be able to identify enuroanatomical structures that are impacted by acquired neurogenic disorders, the etiologies and signs and symptoms of these disorders and their effect on patients' quality of life. They also will develop an understanding of the basic assesment principles of such disorders. |
| Course Content | This course contains; Neuroanatomy and neuropathology,Neurological assesment,Assesment of cognitive-communicative disorders,Cognitive assesment,Assesment of language in neurogenic disorders,Assesment of Communication and Quality of Life in Neurogenic Disorders,Aspects of Intervention in Neurogenic Cognitive-Communicative Disorders,Aphasia and aphasia types,Apraxia and agnosia,Right hemispher syndrome, TBI,Dementia,Neurogenic disorders and motor speech disorders, Overview. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Summarizes basic structures in the central nervous system. | 37, 9 | A |
| Defines the components of neurological assessment. | 16, 37, 9 | A |
| Lists the elements in the cognitive and language assessment for the neurogenic disorders. | 13, 9 | A |
| Defines different types of neurogenic cognitive-communicative disorders. | 16, 9 | A |
| Categorizes types of aphasia. | 16, 37, 9 | |
| Summarizes the symptoms and language disorders seen in right brain injury syndrome. | 10, 37, 9 | A |
| Summarizes the symptoms and language disorders seen in traumatic brain injury. | 37, 9 | A |
| Summarizes the types, symptoms, and language disorders seen in dementia. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Neuroanatomy and neuropathology | Reading the related sections of the text |
| 2 | Neurological assesment | Reading the related text |
| 3 | Assesment of cognitive-communicative disorders | Reading the related texts |
| 4 | Cognitive assesment | Reading related texts |
| 5 | Assesment of language in neurogenic disorders | Reading the related text |
| 6 | Assesment of Communication and Quality of Life in Neurogenic Disorders | Reading related texts |
| 7 | Aspects of Intervention in Neurogenic Cognitive-Communicative Disorders | Reading the related text |
| 8 | Aphasia and aphasia types | Reading the related text |
| 9 | Apraxia and agnosia | Reading the related text |
| 10 | Right hemispher syndrome | Reading the related text |
| 11 | TBI | Reading the related text |
| 12 | Dementia | Reading the related text |
| 13 | Neurogenic disorders and motor speech disorders | Reading the related texts |
| 14 | Overview | No preparation |
| Resources |
| Brookshire, Robert H. (2015). Introduction to Neurogenic Communication Disorders. 8th Edition. Mosby, Inc. ISBN 978-0-323-07867-2 |
| Manasco; M.H. (2016). Introduction To Neurogenic Communication Disorders, Jones & Bartlett Publishers. |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |