Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ASSESSMENT and THERAPY in CHILDHOOD LANGUAGE DISORDERS | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Lect. Arusyak SAFA JAMILABADI |
| Assistant(s) | |
| Aim | The objective of the course is to introduce childhood language disorders, to equip them with knowledge and skills in early diagnosis and intervention methods and techniques in this area. The focus of the course is on the language disorders in preschool and school-aged children. |
| Course Content | This course contains; 1. Developmental inadequacies; communication and language disorders,2. Principles and methods of scanning and assessment; data collection techniques: interview, observation; diagnosis tests; team work,3. Intervention approaches in language disorders: Clinician directed approaches,4.Language intervention approaches: Child centered approaches,5.Developmental and acquired language disorders (i.e. TBI); language characteristics and diagnostics,6. Bilingualism and language disorders,4. Delayed language and speech; differential diagnosis,8. Properties of communication/language impairment in autistics and differential diagnosis,9. Language properties and differential diagnosis in learning disorder,10. Differential diagnosis in cases of specific language impairment and comorbidity,11. Early intervention methods and settings; activities in family,12. Preparing an early intervention program,13. Clinical samples and observation,14. Clinical samples and observation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1) Defines childhood language disorders of pre-school, school age and later | 16, 9 | A |
| 2) Summarizes the steps of intervention for childhood language disorders. | 16, 37, 9 | A |
| 3) Define basic concepts concerning childhood language disorders; recognize different methods and approaches used in this field. | 16, 37, 4, 9 | A |
| 4) Define the principles and methods for screening and evalution. | 16, 6, 9 | A |
| 5) Collect data for language evalutation. | 16, 9 | A |
| 6) Understand different approaches towards intervention. | 16, 9 | A |
| 7) Analyze case examples and drive conclusions regarding intervention options in school aged children. | 13, 16, 9 | A |
| 8) Able and willing to work as a member of an intevention team for the school-aged children. | 9 | A |
| Teaching Methods: | 13: Case Study Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | 1. Developmental inadequacies; communication and language disorders | No preparation |
| 2 | 2. Principles and methods of scanning and assessment; data collection techniques: interview, observation; diagnosis tests; team work | Reading the subject before coming to class |
| 3 | 3. Intervention approaches in language disorders: Clinician directed approaches | Reading the subject before coming to class |
| 4 | 4.Language intervention approaches: Child centered approaches | Reading the subject before coming to class |
| 5 | 5.Developmental and acquired language disorders (i.e. TBI); language characteristics and diagnostics | Preparation of the related subject from the recommended sources |
| 6 | 6. Bilingualism and language disorders | Reading the subject before coming to class |
| 7 | 4. Delayed language and speech; differential diagnosis | Preparation of the related subject from the recommended sources |
| 8 | 8. Properties of communication/language impairment in autistics and differential diagnosis | Preparation of the related subject from the recommended sources |
| 9 | 9. Language properties and differential diagnosis in learning disorder | Preparation of the related subject from the recommended sources |
| 10 | 10. Differential diagnosis in cases of specific language impairment and comorbidity | Preparation of the related subject from the recommended sources |
| 11 | 11. Early intervention methods and settings; activities in family | Preparation of the related subject from the recommended sources |
| 12 | 12. Preparing an early intervention program | Repeating the previous course notes |
| 13 | 13. Clinical samples and observation | Doing general repetition before coming to class |
| 14 | 14. Clinical samples and observation | Doing general repetition before coming to class |
| Resources |
| Powerpoint presentations. Topbaş, S. Yavaş, M. (2010) Communication Disorders in Turkish. |
| Nelson, N. W. (1998). Childhood language disorders in context. Needham Hill, MA: Allyn & Bacon. Korkmaz, B. Beyin ve Dil: Çocuklarda dil ve konuşma bozuklukları McCauley, R. Assessment of language Disorders. Rhea, P. (2017) Language Disorders from Infancy through Adoloscence. |
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 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 10 | 20 | |||
| 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 | 2 | 5 | 10 | |||
| Total Workload(Hour) | 98 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(98/30) | 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 CHILDHOOD LANGUAGE DISORDERS | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Lect. Arusyak SAFA JAMILABADI |
| Assistant(s) | |
| Aim | The objective of the course is to introduce childhood language disorders, to equip them with knowledge and skills in early diagnosis and intervention methods and techniques in this area. The focus of the course is on the language disorders in preschool and school-aged children. |
| Course Content | This course contains; 1. Developmental inadequacies; communication and language disorders,2. Principles and methods of scanning and assessment; data collection techniques: interview, observation; diagnosis tests; team work,3. Intervention approaches in language disorders: Clinician directed approaches,4.Language intervention approaches: Child centered approaches,5.Developmental and acquired language disorders (i.e. TBI); language characteristics and diagnostics,6. Bilingualism and language disorders,4. Delayed language and speech; differential diagnosis,8. Properties of communication/language impairment in autistics and differential diagnosis,9. Language properties and differential diagnosis in learning disorder,10. Differential diagnosis in cases of specific language impairment and comorbidity,11. Early intervention methods and settings; activities in family,12. Preparing an early intervention program,13. Clinical samples and observation,14. Clinical samples and observation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1) Defines childhood language disorders of pre-school, school age and later | 16, 9 | A |
| 2) Summarizes the steps of intervention for childhood language disorders. | 16, 37, 9 | A |
| 3) Define basic concepts concerning childhood language disorders; recognize different methods and approaches used in this field. | 16, 37, 4, 9 | A |
| 4) Define the principles and methods for screening and evalution. | 16, 6, 9 | A |
| 5) Collect data for language evalutation. | 16, 9 | A |
| 6) Understand different approaches towards intervention. | 16, 9 | A |
| 7) Analyze case examples and drive conclusions regarding intervention options in school aged children. | 13, 16, 9 | A |
| 8) Able and willing to work as a member of an intevention team for the school-aged children. | 9 | A |
| Teaching Methods: | 13: Case Study Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | 1. Developmental inadequacies; communication and language disorders | No preparation |
| 2 | 2. Principles and methods of scanning and assessment; data collection techniques: interview, observation; diagnosis tests; team work | Reading the subject before coming to class |
| 3 | 3. Intervention approaches in language disorders: Clinician directed approaches | Reading the subject before coming to class |
| 4 | 4.Language intervention approaches: Child centered approaches | Reading the subject before coming to class |
| 5 | 5.Developmental and acquired language disorders (i.e. TBI); language characteristics and diagnostics | Preparation of the related subject from the recommended sources |
| 6 | 6. Bilingualism and language disorders | Reading the subject before coming to class |
| 7 | 4. Delayed language and speech; differential diagnosis | Preparation of the related subject from the recommended sources |
| 8 | 8. Properties of communication/language impairment in autistics and differential diagnosis | Preparation of the related subject from the recommended sources |
| 9 | 9. Language properties and differential diagnosis in learning disorder | Preparation of the related subject from the recommended sources |
| 10 | 10. Differential diagnosis in cases of specific language impairment and comorbidity | Preparation of the related subject from the recommended sources |
| 11 | 11. Early intervention methods and settings; activities in family | Preparation of the related subject from the recommended sources |
| 12 | 12. Preparing an early intervention program | Repeating the previous course notes |
| 13 | 13. Clinical samples and observation | Doing general repetition before coming to class |
| 14 | 14. Clinical samples and observation | Doing general repetition before coming to class |
| Resources |
| Powerpoint presentations. Topbaş, S. Yavaş, M. (2010) Communication Disorders in Turkish. |
| Nelson, N. W. (1998). Childhood language disorders in context. Needham Hill, MA: Allyn & Bacon. Korkmaz, B. Beyin ve Dil: Çocuklarda dil ve konuşma bozuklukları McCauley, R. Assessment of language Disorders. Rhea, P. (2017) Language Disorders from Infancy through Adoloscence. |
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 | |