Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ASSESSMENT and THERAPY in VOICE DISORDERS | - | Spring Semester | 2+2 | 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 | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Prof.Dr. Saime Seyhun TOPBAŞ |
| Assistant(s) | |
| Aim | To evaluate sound disorders which are seen early stage childhood and adulthood, to take patient's story, to use perceptual assessment, analysis and instrumental measurements, to comment and reporting, working together with different disciplines like otolaryngologist; to prevent voice disorders, to know therapy approaches in voice disorders, to know and transfer sound hygiene and protection techniques, to use various techniques such as vocal function exercises and accent therapy, to do practical work with cases. |
| Course Content | This course contains; Vocal Hygiene Therapy, Physiological Voice Therapy,Laryngeal Massage ,Vocal Hygiene Therapy, Physiological Voice Therapy: Laryngeal Massage ,Physiological Voice Therapy: Vocal Function Exercises,Physiological Voice Therapy: Vocal Function Exercises.,Physiological Voice Therapy: Resonant Voice Therapy ,Physiological Voice Therapy: Resonant Voice Therapy ,Physiological Voice Therapy: Lax Vox – Cup Bubble,Physiological Voice Therapy: LSVT, PhoRTE, EMST,Symptomatic Voice Therapy, Semi-Occluded Vocal Tract Exercises (SOVTE) ,SOVTE, Facilitation Techniques,Psychogenic Voice Therapy, Therapy of Neurogenic Voice Disorders,Voice Therapy in the Pediatric and Geriatric Population,Professional Voice and Transgender Voice Therapy ,Voice Rehabilitation in Laryngeal Cancer. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the outlines of vocal hygiene, physiological voice, symptomatic voice therapy and laryngeal massage methods. | 15, 16, 23, 9 | A |
| Student maps out the cases in which Vocal Function Exercises, Resonant Voice Therapy, Lax Vox – Cup Bubble, LSVT, PhoRTE, EMST, Semi-Occluded Vocal Tract Exercises (SOVTE) and facilitation techniques should be applied. | 10, 16, 4, 6, 9 | A |
| Student explains the differences in voice disorders observed in psychogenic, neurogenic, pediatric and gediatric populations, the therapy methods used, and the points to be considered. | 16, 18, 4, 9 | A |
| Student decides which method is most useful for which patient to use Voice Rehabilitation methods in Laryngeal Cancer. | 16, 4, 9 | A |
| Prepares the therapy protocol for individuals with voice disorders in the pediatric group. | 16, 19, 4, 9 | A |
| Prepares the therapy protocol for individuals with voice disorders in adult and geriatric groups. | 14, 23, 4, 9 | A, H |
| Student exemplifies the difficulties that may be encountered during therapy and facilitating techniques that will ensure that the patient receives maximum benefit from therapy methods. | 14, 6, 8, 9 | A |
| Summarizes voice therapy practices for professional voice users and Transgender individuals. | 16, 4, 9 | A |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 4: Inquiry-Based Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Vocal Hygiene Therapy, Physiological Voice Therapy,Laryngeal Massage | Reviewing previous semester's topics before coming to class |
| 2 | Vocal Hygiene Therapy, Physiological Voice Therapy: Laryngeal Massage | Repeating the previous lecture slide. |
| 3 | Physiological Voice Therapy: Vocal Function Exercises | Repeating the previous lecture slide. |
| 4 | Physiological Voice Therapy: Vocal Function Exercises. | Reading the relevant article. |
| 5 | Physiological Voice Therapy: Resonant Voice Therapy | Repeating the previous lecture slide. |
| 6 | Physiological Voice Therapy: Resonant Voice Therapy | Repeating the previous lecture slide. |
| 7 | Physiological Voice Therapy: Lax Vox – Cup Bubble | Repeating the previous lecture slide. |
| 8 | Physiological Voice Therapy: LSVT, PhoRTE, EMST | Reading the relevant article. |
| 9 | Symptomatic Voice Therapy, Semi-Occluded Vocal Tract Exercises (SOVTE) | Watching the transmitted video and reading the article. |
| 10 | SOVTE, Facilitation Techniques | Watching the transmitted video and reading the article. |
| 11 | Psychogenic Voice Therapy, Therapy of Neurogenic Voice Disorders | Repeating the previous lecture slide. |
| 12 | Voice Therapy in the Pediatric and Geriatric Population | Repeating the previous lecture slide. |
| 13 | Professional Voice and Transgender Voice Therapy | Watching the transmitted video and reading the article. |
| 14 | Voice Rehabilitation in Laryngeal Cancer | Watching the transmitted video and reading the article. |
| Resources |
| Lecture Notes |
| Voice Therapy: Clinical Studies (2000). Stemple, C.J. Singular, Canada |
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 | 4 | 56 | |||
| 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) | 106 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(106/30) | 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 |
|---|---|---|---|---|---|
| ASSESSMENT and THERAPY in VOICE DISORDERS | - | Spring Semester | 2+2 | 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 | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Prof.Dr. Saime Seyhun TOPBAŞ |
| Assistant(s) | |
| Aim | To evaluate sound disorders which are seen early stage childhood and adulthood, to take patient's story, to use perceptual assessment, analysis and instrumental measurements, to comment and reporting, working together with different disciplines like otolaryngologist; to prevent voice disorders, to know therapy approaches in voice disorders, to know and transfer sound hygiene and protection techniques, to use various techniques such as vocal function exercises and accent therapy, to do practical work with cases. |
| Course Content | This course contains; Vocal Hygiene Therapy, Physiological Voice Therapy,Laryngeal Massage ,Vocal Hygiene Therapy, Physiological Voice Therapy: Laryngeal Massage ,Physiological Voice Therapy: Vocal Function Exercises,Physiological Voice Therapy: Vocal Function Exercises.,Physiological Voice Therapy: Resonant Voice Therapy ,Physiological Voice Therapy: Resonant Voice Therapy ,Physiological Voice Therapy: Lax Vox – Cup Bubble,Physiological Voice Therapy: LSVT, PhoRTE, EMST,Symptomatic Voice Therapy, Semi-Occluded Vocal Tract Exercises (SOVTE) ,SOVTE, Facilitation Techniques,Psychogenic Voice Therapy, Therapy of Neurogenic Voice Disorders,Voice Therapy in the Pediatric and Geriatric Population,Professional Voice and Transgender Voice Therapy ,Voice Rehabilitation in Laryngeal Cancer. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the outlines of vocal hygiene, physiological voice, symptomatic voice therapy and laryngeal massage methods. | 15, 16, 23, 9 | A |
| Student maps out the cases in which Vocal Function Exercises, Resonant Voice Therapy, Lax Vox – Cup Bubble, LSVT, PhoRTE, EMST, Semi-Occluded Vocal Tract Exercises (SOVTE) and facilitation techniques should be applied. | 10, 16, 4, 6, 9 | A |
| Student explains the differences in voice disorders observed in psychogenic, neurogenic, pediatric and gediatric populations, the therapy methods used, and the points to be considered. | 16, 18, 4, 9 | A |
| Student decides which method is most useful for which patient to use Voice Rehabilitation methods in Laryngeal Cancer. | 16, 4, 9 | A |
| Prepares the therapy protocol for individuals with voice disorders in the pediatric group. | 16, 19, 4, 9 | A |
| Prepares the therapy protocol for individuals with voice disorders in adult and geriatric groups. | 14, 23, 4, 9 | A, H |
| Student exemplifies the difficulties that may be encountered during therapy and facilitating techniques that will ensure that the patient receives maximum benefit from therapy methods. | 14, 6, 8, 9 | A |
| Summarizes voice therapy practices for professional voice users and Transgender individuals. | 16, 4, 9 | A |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 4: Inquiry-Based Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Vocal Hygiene Therapy, Physiological Voice Therapy,Laryngeal Massage | Reviewing previous semester's topics before coming to class |
| 2 | Vocal Hygiene Therapy, Physiological Voice Therapy: Laryngeal Massage | Repeating the previous lecture slide. |
| 3 | Physiological Voice Therapy: Vocal Function Exercises | Repeating the previous lecture slide. |
| 4 | Physiological Voice Therapy: Vocal Function Exercises. | Reading the relevant article. |
| 5 | Physiological Voice Therapy: Resonant Voice Therapy | Repeating the previous lecture slide. |
| 6 | Physiological Voice Therapy: Resonant Voice Therapy | Repeating the previous lecture slide. |
| 7 | Physiological Voice Therapy: Lax Vox – Cup Bubble | Repeating the previous lecture slide. |
| 8 | Physiological Voice Therapy: LSVT, PhoRTE, EMST | Reading the relevant article. |
| 9 | Symptomatic Voice Therapy, Semi-Occluded Vocal Tract Exercises (SOVTE) | Watching the transmitted video and reading the article. |
| 10 | SOVTE, Facilitation Techniques | Watching the transmitted video and reading the article. |
| 11 | Psychogenic Voice Therapy, Therapy of Neurogenic Voice Disorders | Repeating the previous lecture slide. |
| 12 | Voice Therapy in the Pediatric and Geriatric Population | Repeating the previous lecture slide. |
| 13 | Professional Voice and Transgender Voice Therapy | Watching the transmitted video and reading the article. |
| 14 | Voice Rehabilitation in Laryngeal Cancer | Watching the transmitted video and reading the article. |
| Resources |
| Lecture Notes |
| Voice Therapy: Clinical Studies (2000). Stemple, C.J. Singular, Canada |
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 | |