Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MOTOR SPEECH DISORDERS: DYSARTRIA and APRAXIA | - | 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 | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Lect. Arusyak SAFA JAMILABADI |
| Assistant(s) | |
| Aim | To have knowledge as to definition and classification of motor speech disorders, types and causes motor speech disorders, acquired dysarthria and apraxia, developmental dyspraxia, lower and upper motor neuron disorders, pyramidal, extrapramidal and cerebellar system disorders, motor programming problems of speech; to know and implement assessment and methods of therapy, assessment of cerebral palsy, differential diagnosis and therapy techniques. |
| Course Content | This course contains; Definition And Classification Of Motor Speech Disorders,Neurological Considerations in Motor Speech Disorders,Classification Of Dysarthria,Flask, spastic and ataxic dysarthria,Type Of Dysarthria; Hypokinetic, hyperkinetic and mixed,Evaluation Principles in Dysarthria,Speech Therapy Approaches In Dysarthria,Speech apraxia in adults and childhood,Evaluating in Speech Dysarthria,Basic Therapy Approaches In Speech Apraxia For Adult,Differential Diagnosis In Motor Speech Disorders,Basic Therapy Approaches in Childhood Speech Apraxia,Discussion and Sample Review,Student Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Flask has information about spastic and ataxic dysarthria. | 9 | A |
| Have knowledge about neurological basis of motor speech disorders. | 9 | A |
| Evaluate and classify motor speech disorders (dysarthria and apraxia). | 9 | A |
| The student can develop therapy plan and material appropriate to the needs of people with speech disorders. | 9 | A |
| Will be able to interpret differential diagnosis of motor speech disorders. | 9 | A |
| Have knowledge about anatomy and physiology of normal speech production. | 9 | A |
| Has knowledge about hypokinetic, hyperkinetic and mixed type dysarthria. | 9 | A |
| Has information about Basic Therapy Approaches in Childhood Speech Apraxia. | 9 | A |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition And Classification Of Motor Speech Disorders | Reading the subject before coming to class |
| 2 | Neurological Considerations in Motor Speech Disorders | Reading the subject before coming to class |
| 3 | Classification Of Dysarthria | Reading the subject before coming to class |
| 4 | Flask, spastic and ataxic dysarthria | Reading the subject before coming to class |
| 5 | Type Of Dysarthria; Hypokinetic, hyperkinetic and mixed | Reading the subject before coming to class |
| 6 | Evaluation Principles in Dysarthria | Reading the subject before coming to class |
| 7 | Speech Therapy Approaches In Dysarthria | A literature review about the subject |
| 8 | Speech apraxia in adults and childhood | Reading the subject before coming to class |
| 9 | Evaluating in Speech Dysarthria | Reading the subject before coming to class |
| 10 | Basic Therapy Approaches In Speech Apraxia For Adult | A literature review about the subject |
| 11 | Differential Diagnosis In Motor Speech Disorders | Reading the subject before coming to class |
| 12 | Basic Therapy Approaches in Childhood Speech Apraxia | A literature review about the subject |
| 13 | Discussion and Sample Review | Doing general repetition before coming to class |
| 14 | Student Presentations | Preparing for presentations |
| Resources |
| Lecture Notes |
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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | ||||||
| 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, | ||||||
| 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. | ||||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| 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 | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| MOTOR SPEECH DISORDERS: DYSARTRIA and APRAXIA | - | 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 | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Lect. Arusyak SAFA JAMILABADI |
| Assistant(s) | |
| Aim | To have knowledge as to definition and classification of motor speech disorders, types and causes motor speech disorders, acquired dysarthria and apraxia, developmental dyspraxia, lower and upper motor neuron disorders, pyramidal, extrapramidal and cerebellar system disorders, motor programming problems of speech; to know and implement assessment and methods of therapy, assessment of cerebral palsy, differential diagnosis and therapy techniques. |
| Course Content | This course contains; Definition And Classification Of Motor Speech Disorders,Neurological Considerations in Motor Speech Disorders,Classification Of Dysarthria,Flask, spastic and ataxic dysarthria,Type Of Dysarthria; Hypokinetic, hyperkinetic and mixed,Evaluation Principles in Dysarthria,Speech Therapy Approaches In Dysarthria,Speech apraxia in adults and childhood,Evaluating in Speech Dysarthria,Basic Therapy Approaches In Speech Apraxia For Adult,Differential Diagnosis In Motor Speech Disorders,Basic Therapy Approaches in Childhood Speech Apraxia,Discussion and Sample Review,Student Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Flask has information about spastic and ataxic dysarthria. | 9 | A |
| Have knowledge about neurological basis of motor speech disorders. | 9 | A |
| Evaluate and classify motor speech disorders (dysarthria and apraxia). | 9 | A |
| The student can develop therapy plan and material appropriate to the needs of people with speech disorders. | 9 | A |
| Will be able to interpret differential diagnosis of motor speech disorders. | 9 | A |
| Have knowledge about anatomy and physiology of normal speech production. | 9 | A |
| Has knowledge about hypokinetic, hyperkinetic and mixed type dysarthria. | 9 | A |
| Has information about Basic Therapy Approaches in Childhood Speech Apraxia. | 9 | A |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition And Classification Of Motor Speech Disorders | Reading the subject before coming to class |
| 2 | Neurological Considerations in Motor Speech Disorders | Reading the subject before coming to class |
| 3 | Classification Of Dysarthria | Reading the subject before coming to class |
| 4 | Flask, spastic and ataxic dysarthria | Reading the subject before coming to class |
| 5 | Type Of Dysarthria; Hypokinetic, hyperkinetic and mixed | Reading the subject before coming to class |
| 6 | Evaluation Principles in Dysarthria | Reading the subject before coming to class |
| 7 | Speech Therapy Approaches In Dysarthria | A literature review about the subject |
| 8 | Speech apraxia in adults and childhood | Reading the subject before coming to class |
| 9 | Evaluating in Speech Dysarthria | Reading the subject before coming to class |
| 10 | Basic Therapy Approaches In Speech Apraxia For Adult | A literature review about the subject |
| 11 | Differential Diagnosis In Motor Speech Disorders | Reading the subject before coming to class |
| 12 | Basic Therapy Approaches in Childhood Speech Apraxia | A literature review about the subject |
| 13 | Discussion and Sample Review | Doing general repetition before coming to class |
| 14 | Student Presentations | Preparing for presentations |
| Resources |
| Lecture Notes |
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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | ||||||
| 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, | ||||||
| 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. | ||||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |