Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ASSESSMENT and THERAPY in FLUENCY DISORDERS | - | Spring Semester | 2+1 | 2,5 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Assistant(s) | |
| Aim | To know and apply assessment methods, therapy approaches and techniques in stuttering for childhood, adolescence and adulthood; To know and apply assessment methods, therapy approaches and techniques for cluttering. |
| Course Content | This course contains; Definition- Stuttering, fluent speech impairment/ Relate to Other Factors,Pre-School Evaluation and Case Presentations,School Age Evaluation and Case Presentations,Reporting Presentations,Pre-School Term Therapy Case Presentations,School Age Therapy Case Presentations,Therapy Case Presentations in Adolescents and Adults,Cluttering Case Presentations,Cluttering/ Therapy Techniques,Reporting And Preparation For Therapy,Reporting And Preparation For Therapy,Therapy/ Practice, Therapy/ Practice,Therapy/ Practice. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Applies the method of shaping fluency. | 9 | A |
| Evaluates and treats of cluttering. | 10, 9 | A |
| Explains the steps of therapy for stuttering in adolescence. | 9 | A |
| Defines therapy techniques used in preschool children with stuttering. | 16, 9 | A |
| Makes evaluation in school age children with stuttering. | 13, 9 | A |
| Explains the steps regarding stuttering therapy techniques for school-age children. | 6, 9 | A |
| Lists the steps of stuttering therapy in adults. | 6, 9 | A |
| Explains the Reporting and Preparation for Therapy phase. | 11, 13, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition- Stuttering, fluent speech impairment/ Relate to Other Factors | Reading the subject before coming to class |
| 2 | Pre-School Evaluation and Case Presentations | Preparing for presentations |
| 3 | School Age Evaluation and Case Presentations | Preparing for presentations |
| 4 | Reporting Presentations | Preparing for presentations |
| 5 | Pre-School Term Therapy Case Presentations | Preparing for presentations |
| 6 | School Age Therapy Case Presentations | Preparing for presentations |
| 7 | Therapy Case Presentations in Adolescents and Adults | Preparing for presentations |
| 8 | Cluttering Case Presentations | Preparing for presentations |
| 9 | Cluttering/ Therapy Techniques | Reviewing the subject before coming to class |
| 10 | Reporting And Preparation For Therapy | Reviewing the subject before coming to class |
| 11 | Reporting And Preparation For Therapy | Reviewing the subject before coming to class |
| 12 | Therapy/ Practice | Doing general repetition before coming to class |
| 13 | Therapy/ Practice | Doing general repetition before coming to class |
| 14 | Therapy/ Practice | Doing general repetition before coming to class |
| Resources |
| Clinical Decision Making in Fluency Disorders (2010). W.H. Manning, Delmar Publishing, NY, USA. |
| Stuttering: Foundations and Clinical Applications (2014), Ehud H. Yairi (Author), Carol H. Seery. Pearson. |
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 | 5 | 2 | 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 |
|---|---|---|---|---|---|
| ASSESSMENT and THERAPY in FLUENCY DISORDERS | - | Spring Semester | 2+1 | 2,5 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Assistant(s) | |
| Aim | To know and apply assessment methods, therapy approaches and techniques in stuttering for childhood, adolescence and adulthood; To know and apply assessment methods, therapy approaches and techniques for cluttering. |
| Course Content | This course contains; Definition- Stuttering, fluent speech impairment/ Relate to Other Factors,Pre-School Evaluation and Case Presentations,School Age Evaluation and Case Presentations,Reporting Presentations,Pre-School Term Therapy Case Presentations,School Age Therapy Case Presentations,Therapy Case Presentations in Adolescents and Adults,Cluttering Case Presentations,Cluttering/ Therapy Techniques,Reporting And Preparation For Therapy,Reporting And Preparation For Therapy,Therapy/ Practice, Therapy/ Practice,Therapy/ Practice. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Applies the method of shaping fluency. | 9 | A |
| Evaluates and treats of cluttering. | 10, 9 | A |
| Explains the steps of therapy for stuttering in adolescence. | 9 | A |
| Defines therapy techniques used in preschool children with stuttering. | 16, 9 | A |
| Makes evaluation in school age children with stuttering. | 13, 9 | A |
| Explains the steps regarding stuttering therapy techniques for school-age children. | 6, 9 | A |
| Lists the steps of stuttering therapy in adults. | 6, 9 | A |
| Explains the Reporting and Preparation for Therapy phase. | 11, 13, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition- Stuttering, fluent speech impairment/ Relate to Other Factors | Reading the subject before coming to class |
| 2 | Pre-School Evaluation and Case Presentations | Preparing for presentations |
| 3 | School Age Evaluation and Case Presentations | Preparing for presentations |
| 4 | Reporting Presentations | Preparing for presentations |
| 5 | Pre-School Term Therapy Case Presentations | Preparing for presentations |
| 6 | School Age Therapy Case Presentations | Preparing for presentations |
| 7 | Therapy Case Presentations in Adolescents and Adults | Preparing for presentations |
| 8 | Cluttering Case Presentations | Preparing for presentations |
| 9 | Cluttering/ Therapy Techniques | Reviewing the subject before coming to class |
| 10 | Reporting And Preparation For Therapy | Reviewing the subject before coming to class |
| 11 | Reporting And Preparation For Therapy | Reviewing the subject before coming to class |
| 12 | Therapy/ Practice | Doing general repetition before coming to class |
| 13 | Therapy/ Practice | Doing general repetition before coming to class |
| 14 | Therapy/ Practice | Doing general repetition before coming to class |
| Resources |
| Clinical Decision Making in Fluency Disorders (2010). W.H. Manning, Delmar Publishing, NY, USA. |
| Stuttering: Foundations and Clinical Applications (2014), Ehud H. Yairi (Author), Carol H. Seery. Pearson. |
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 | |