Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROFESSIONAL PRACTICUM in SPEECH SOUND 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 | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | Being able to make differential diagnosis of speech sound disorders, modifying the assessments and therapy programs according to the diagnose. |
| Course Content | This course contains; Family interview of individuals with speech sound disorders (SSD),Oral-peripheral assessment of individuals with SSD.,Speech and language assessment of individuals with SSD.,Possible background problems of individuals with SDD.,Instrumental assessments of velopharyngeal dysfunction.,Differential diagnosis of SSD.,Writing reports for individuals with SDD and informing the family,Clinical etiquette, general guidelines, occupational responsibilities and limits.,A comprehensive assessment of SDD.,Planning therapy for an individual with SSD.,Speech therapy process of individual with SDD,Speech Therapy: What works what doesn’t?,Speech Therapy: What works what doesn’t work?,Speech Therapy: What works what doesn’t?. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Conducts a family interview independently. | 13, 4, 6, 9 | |
| Evaluates how to do oral- peripheral assessment. | 37, 4, 6, 8 | |
| Conducts a relationship between anatomy and speech feature while doing a speech assessment. | 16, 19, 4, 6 | |
| Plans therapy based on data obtained from speech evaluation. | 4, 5, 6 | F |
| Makes appropriate assessment of background problems that may cause CPSD. | 10, 13, 4, 6 | |
| Makes the differential diagnosis of speech sound disorders. | 10, 16, 4 | H |
| Plans the speech therapy process in cases with SSD. | 13, 14, 16, 4 | |
| Prepares an individualized therapy plan. | 12, 14, 4, 6 |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Family interview of individuals with speech sound disorders (SSD) | Observing two family interview session and reviewing the lecture notes related to KSB |
| 2 | Oral-peripheral assessment of individuals with SSD. | Observing an oral-peripheral assessment session in the therapy centre and reviewing the lecture notes related to SSD. |
| 3 | Speech and language assessment of individuals with SSD. | Observing the speech assessment of two individuals with SSD. |
| 4 | Possible background problems of individuals with SDD. | Presenting the reports on the observed individuals with cleft palate and deciding if further testing (e.g. developmental tests) is required and applying these test if necessary. |
| 5 | Instrumental assessments of velopharyngeal dysfunction. | Observing the application of ultrasound and interpreting their results. |
| 6 | Differential diagnosis of SSD. | Watching videos and instrumental assessments of individuals with SSD and making a differential diagnose. |
| 7 | Writing reports for individuals with SDD and informing the family | Writing a comprehensive report on the observed individuals. |
| 8 | Clinical etiquette, general guidelines, occupational responsibilities and limits. | A comprehensive assessment of an individual with SDD. |
| 9 | A comprehensive assessment of SDD. | A comprehensive assessment of an individual with SDD. |
| 10 | Planning therapy for an individual with SSD. | Finding out the phonetic and phonemic inventory of individual with SSD. |
| 11 | Speech therapy process of individual with SDD | Application of therapy plans and problems encountered during the provision of therapy |
| 12 | Speech Therapy: What works what doesn’t? | Discussing the effective and non-effective instructions or targets in the meeting concerning therapy process. |
| 13 | Speech Therapy: What works what doesn’t work? | Discussing the effective and non-effective instructions or targets in the meeting regarding therapy process. |
| 14 | Speech Therapy: What works what doesn’t? | Discussing the effective and non-effective instructions or targets in the meeting concerning therapy process. |
| Resources |
| Williams L, McLeod S, McCauley RJ (Eds), Interventions for speech sound disorders in children. Baltimore: MD: Brookes; 2010. 73-94. |
| Barlow, JA, Gierut, JA. Minimal pair approaches to phonological remediation. In: Seminars in speech and language. New York: Thieme Medical Publishers; 2002. 057-068. Gierut JA. Treatment efficacy: Functional phonological disorders in children. Journal of Speech, Language, and Hearing Research 1998, 41 (1): 85-100. |
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 |
|---|---|---|---|---|---|
| PROFESSIONAL PRACTICUM in SPEECH SOUND 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 | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | Being able to make differential diagnosis of speech sound disorders, modifying the assessments and therapy programs according to the diagnose. |
| Course Content | This course contains; Family interview of individuals with speech sound disorders (SSD),Oral-peripheral assessment of individuals with SSD.,Speech and language assessment of individuals with SSD.,Possible background problems of individuals with SDD.,Instrumental assessments of velopharyngeal dysfunction.,Differential diagnosis of SSD.,Writing reports for individuals with SDD and informing the family,Clinical etiquette, general guidelines, occupational responsibilities and limits.,A comprehensive assessment of SDD.,Planning therapy for an individual with SSD.,Speech therapy process of individual with SDD,Speech Therapy: What works what doesn’t?,Speech Therapy: What works what doesn’t work?,Speech Therapy: What works what doesn’t?. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Conducts a family interview independently. | 13, 4, 6, 9 | |
| Evaluates how to do oral- peripheral assessment. | 37, 4, 6, 8 | |
| Conducts a relationship between anatomy and speech feature while doing a speech assessment. | 16, 19, 4, 6 | |
| Plans therapy based on data obtained from speech evaluation. | 4, 5, 6 | F |
| Makes appropriate assessment of background problems that may cause CPSD. | 10, 13, 4, 6 | |
| Makes the differential diagnosis of speech sound disorders. | 10, 16, 4 | H |
| Plans the speech therapy process in cases with SSD. | 13, 14, 16, 4 | |
| Prepares an individualized therapy plan. | 12, 14, 4, 6 |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Family interview of individuals with speech sound disorders (SSD) | Observing two family interview session and reviewing the lecture notes related to KSB |
| 2 | Oral-peripheral assessment of individuals with SSD. | Observing an oral-peripheral assessment session in the therapy centre and reviewing the lecture notes related to SSD. |
| 3 | Speech and language assessment of individuals with SSD. | Observing the speech assessment of two individuals with SSD. |
| 4 | Possible background problems of individuals with SDD. | Presenting the reports on the observed individuals with cleft palate and deciding if further testing (e.g. developmental tests) is required and applying these test if necessary. |
| 5 | Instrumental assessments of velopharyngeal dysfunction. | Observing the application of ultrasound and interpreting their results. |
| 6 | Differential diagnosis of SSD. | Watching videos and instrumental assessments of individuals with SSD and making a differential diagnose. |
| 7 | Writing reports for individuals with SDD and informing the family | Writing a comprehensive report on the observed individuals. |
| 8 | Clinical etiquette, general guidelines, occupational responsibilities and limits. | A comprehensive assessment of an individual with SDD. |
| 9 | A comprehensive assessment of SDD. | A comprehensive assessment of an individual with SDD. |
| 10 | Planning therapy for an individual with SSD. | Finding out the phonetic and phonemic inventory of individual with SSD. |
| 11 | Speech therapy process of individual with SDD | Application of therapy plans and problems encountered during the provision of therapy |
| 12 | Speech Therapy: What works what doesn’t? | Discussing the effective and non-effective instructions or targets in the meeting concerning therapy process. |
| 13 | Speech Therapy: What works what doesn’t work? | Discussing the effective and non-effective instructions or targets in the meeting regarding therapy process. |
| 14 | Speech Therapy: What works what doesn’t? | Discussing the effective and non-effective instructions or targets in the meeting concerning therapy process. |
| Resources |
| Williams L, McLeod S, McCauley RJ (Eds), Interventions for speech sound disorders in children. Baltimore: MD: Brookes; 2010. 73-94. |
| Barlow, JA, Gierut, JA. Minimal pair approaches to phonological remediation. In: Seminars in speech and language. New York: Thieme Medical Publishers; 2002. 057-068. Gierut JA. Treatment efficacy: Functional phonological disorders in children. Journal of Speech, Language, and Hearing Research 1998, 41 (1): 85-100. |
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 | |