Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PRACTICUM in FLUENCY DISORDERS | - | Fall Semester | 0+4 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Assistant(s) | |
| Aim | To define of fluency or not in speech; causes of fluency problems in speech; types of fluency problems in speech, to evaluate fluency problems in speech during early childhood, childhood and adulthood; to learn bases of biological and physiological process and stuttering theories; to classify such as stuttering, cluttering, developmental stuttering, acquired stuttering, and early stuttering. |
| Course Content | This course contains; Definition- Stuttering, fluent speech impairment,Stuttering Theories,Stuttering; age, gender, speech, cultural factors, socioeconomic factors,Assessment- Preschool Period,Assessment- School Age,Reporting And Evaluation ,Case Study,Therapy- Preschool Age,Therapy- School Age,Therapy- Adolescent/ Adult,Differential Diagnosis in Cluttering And Stuttering,Reporting - Therapy ,Student Presentations,Student Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains terminology and basics about the fluency disorders, and types of fluency disorders. | 16, 4, 9 | E |
| Defines regarding causality theories of stuttering. | 16, 4, 9 | E |
| Explains information regarding the nature of stuttering and cluttering and their development and prevalence. | 16, 4, 9 | E |
| Defines regarding causality theories of cluttering. | 16, 4, 9 | E |
| Explains the differential diagnosis in between stuttering and cluttering. | 4, 6, 9 | E |
| Defines regarding the early stuttering and the risk factors. | 4, 6, 9 | E |
| Explains about therapy in children with preschool stuttering. | 16, 4, 9 | E |
| Explains about therapy in children with school stuttering. | 16, 4, 9 | E |
| Teaching Methods: | 16: Question - Answer Technique, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition- Stuttering, fluent speech impairment | Reading the subject before coming to class |
| 2 | Stuttering Theories | Preparation of the related subject from the recommended sources |
| 3 | Stuttering; age, gender, speech, cultural factors, socioeconomic factors | Preparation of the related subject from the recommended sources |
| 4 | Assessment- Preschool Period | Preparation of the related subject from the recommended sources |
| 5 | Assessment- School Age | Preparation of the related subject from the recommended sources |
| 6 | Reporting And Evaluation | Preparation of the related subject from the recommended sources |
| 7 | Case Study | Preparation of the related subject from the recommended sources |
| 8 | Therapy- Preschool Age | Preparation of the related subject from the recommended sources |
| 9 | Therapy- School Age | Preparation of the related subject from the recommended sources |
| 10 | Therapy- Adolescent/ Adult | Preparation of the related subject from the recommended sources |
| 11 | Differential Diagnosis in Cluttering And Stuttering | Preparation of the related subject from the recommended sources |
| 12 | Reporting - Therapy | Preparation of the related subject from the recommended sources |
| 13 | Student Presentations | Preparing for presentations |
| 14 | Student Presentations | Preparing for presentations |
| Resources |
| Stuttering: Foundations and Clinical Applications (2014), Ehud H. Yairi (Author), Carol H. Seery. Pearson |
| 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. | 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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 14 | 4 | 56 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 10 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 1 | 10 | 10 | |||
| Total Workload(Hour) | 76 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(76/30) | 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 |
|---|---|---|---|---|---|
| PRACTICUM in FLUENCY DISORDERS | - | Fall Semester | 0+4 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Assistant(s) | |
| Aim | To define of fluency or not in speech; causes of fluency problems in speech; types of fluency problems in speech, to evaluate fluency problems in speech during early childhood, childhood and adulthood; to learn bases of biological and physiological process and stuttering theories; to classify such as stuttering, cluttering, developmental stuttering, acquired stuttering, and early stuttering. |
| Course Content | This course contains; Definition- Stuttering, fluent speech impairment,Stuttering Theories,Stuttering; age, gender, speech, cultural factors, socioeconomic factors,Assessment- Preschool Period,Assessment- School Age,Reporting And Evaluation ,Case Study,Therapy- Preschool Age,Therapy- School Age,Therapy- Adolescent/ Adult,Differential Diagnosis in Cluttering And Stuttering,Reporting - Therapy ,Student Presentations,Student Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains terminology and basics about the fluency disorders, and types of fluency disorders. | 16, 4, 9 | E |
| Defines regarding causality theories of stuttering. | 16, 4, 9 | E |
| Explains information regarding the nature of stuttering and cluttering and their development and prevalence. | 16, 4, 9 | E |
| Defines regarding causality theories of cluttering. | 16, 4, 9 | E |
| Explains the differential diagnosis in between stuttering and cluttering. | 4, 6, 9 | E |
| Defines regarding the early stuttering and the risk factors. | 4, 6, 9 | E |
| Explains about therapy in children with preschool stuttering. | 16, 4, 9 | E |
| Explains about therapy in children with school stuttering. | 16, 4, 9 | E |
| Teaching Methods: | 16: Question - Answer Technique, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition- Stuttering, fluent speech impairment | Reading the subject before coming to class |
| 2 | Stuttering Theories | Preparation of the related subject from the recommended sources |
| 3 | Stuttering; age, gender, speech, cultural factors, socioeconomic factors | Preparation of the related subject from the recommended sources |
| 4 | Assessment- Preschool Period | Preparation of the related subject from the recommended sources |
| 5 | Assessment- School Age | Preparation of the related subject from the recommended sources |
| 6 | Reporting And Evaluation | Preparation of the related subject from the recommended sources |
| 7 | Case Study | Preparation of the related subject from the recommended sources |
| 8 | Therapy- Preschool Age | Preparation of the related subject from the recommended sources |
| 9 | Therapy- School Age | Preparation of the related subject from the recommended sources |
| 10 | Therapy- Adolescent/ Adult | Preparation of the related subject from the recommended sources |
| 11 | Differential Diagnosis in Cluttering And Stuttering | Preparation of the related subject from the recommended sources |
| 12 | Reporting - Therapy | Preparation of the related subject from the recommended sources |
| 13 | Student Presentations | Preparing for presentations |
| 14 | Student Presentations | Preparing for presentations |
| Resources |
| Stuttering: Foundations and Clinical Applications (2014), Ehud H. Yairi (Author), Carol H. Seery. Pearson |
| 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. | 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 | |