Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPEECH and LANG. THER.in AUTISM and DEVE. DISA. | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | To learn language characteristics and language development of autistic children and individuals, to evaluate language acquisition, to learn alternative language evaluation methods and behavioral language evaluation methods; to have information as to communication initiation, programming, different therapy methods, receptive and expressive language activities, advanced therapy practice. |
| Course Content | This course contains; Developmental Disorders and Causes,Sensory Problems Impacting Development- 1,Sensory Problems Impacting Development- 2,Down Syndrome and Communication Features,Down Syndrome and Intervention,Autism: Diagnostic Criteria,Autism: Communication Features,Intervention In Autism: Opportunity Teaching,Intervention In Autism: Teaching Social Scripts and Lines,Intervention In Autism: Common Attention Routines,Intervention In Autism: Teaching Social Skills and Planning Peer Social Interaction,Intervention In Autism: Video Model and Video Cued Practices,Intervention In Autism: Interaction Based Intervention Approaches,Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines developmental disorders. | 10, 9 | A |
| Lists features of the communication profile in Down syndrome | 9 | A |
| Describes autism spectrum disorders and summarizes the diagnostic criteria | 6, 9 | A |
| Describe the characteristics of language development of abused and neglected children, including fetal alcohol syndrome. | 9 | A |
| Have knowledge about Interaction-based intervention approaches in autism | 9 | A |
| Summarizes the language and communication features seen in sensory disorders (hearing and vision). | 10, 9 | A |
| Illustrates the principles of language intervention for attention deficit hyperactivity disorder. | 10, 16, 9 | A |
| Describes language and communication features in selective mutism. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Developmental Disorders and Causes | Reading the subject before coming to class |
| 2 | Sensory Problems Impacting Development- 1 | Reading the subject before coming to class |
| 3 | Sensory Problems Impacting Development- 2 | Reviewing the previous lesson before coming to class |
| 4 | Down Syndrome and Communication Features | A literature review about the subject |
| 5 | Down Syndrome and Intervention | Reading the subject before coming to class |
| 6 | Autism: Diagnostic Criteria | Reading the subject before coming to class |
| 7 | Autism: Communication Features | A literature review about the subject |
| 8 | Intervention In Autism: Opportunity Teaching | Reading the subject before coming to class |
| 9 | Intervention In Autism: Teaching Social Scripts and Lines | Reading the subject before coming to class |
| 10 | Intervention In Autism: Common Attention Routines | Reading the subject before coming to class |
| 11 | Intervention In Autism: Teaching Social Skills and Planning Peer Social Interaction | Reading the subject before coming to class |
| 12 | Intervention In Autism: Video Model and Video Cued Practices | Reading the subject before coming to class |
| 13 | Intervention In Autism: Interaction Based Intervention Approaches | Reading the subject before coming to class |
| 14 | Evaluation | Doing general repetition before coming to class |
| Resources |
| PRO-ED Otizm Spektrum Bozukluğu Dizisi 1 Wing, L. (2005). Otizm El Rehberi, Doğan Kitap Cohen,D. & Folkmar, V. (1997) Handbook of Autism Spectrum Disorders. Greenspan, S. & Wieder, S. (2007) Engaging Autism. Todd, S. ( 2017) Otizm Spectrum El Kitabı, Palme Yayınevi |
| ppt presentations |
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 | 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) | 68 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(68/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| SPEECH and LANG. THER.in AUTISM and DEVE. DISA. | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | To learn language characteristics and language development of autistic children and individuals, to evaluate language acquisition, to learn alternative language evaluation methods and behavioral language evaluation methods; to have information as to communication initiation, programming, different therapy methods, receptive and expressive language activities, advanced therapy practice. |
| Course Content | This course contains; Developmental Disorders and Causes,Sensory Problems Impacting Development- 1,Sensory Problems Impacting Development- 2,Down Syndrome and Communication Features,Down Syndrome and Intervention,Autism: Diagnostic Criteria,Autism: Communication Features,Intervention In Autism: Opportunity Teaching,Intervention In Autism: Teaching Social Scripts and Lines,Intervention In Autism: Common Attention Routines,Intervention In Autism: Teaching Social Skills and Planning Peer Social Interaction,Intervention In Autism: Video Model and Video Cued Practices,Intervention In Autism: Interaction Based Intervention Approaches,Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines developmental disorders. | 10, 9 | A |
| Lists features of the communication profile in Down syndrome | 9 | A |
| Describes autism spectrum disorders and summarizes the diagnostic criteria | 6, 9 | A |
| Describe the characteristics of language development of abused and neglected children, including fetal alcohol syndrome. | 9 | A |
| Have knowledge about Interaction-based intervention approaches in autism | 9 | A |
| Summarizes the language and communication features seen in sensory disorders (hearing and vision). | 10, 9 | A |
| Illustrates the principles of language intervention for attention deficit hyperactivity disorder. | 10, 16, 9 | A |
| Describes language and communication features in selective mutism. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Developmental Disorders and Causes | Reading the subject before coming to class |
| 2 | Sensory Problems Impacting Development- 1 | Reading the subject before coming to class |
| 3 | Sensory Problems Impacting Development- 2 | Reviewing the previous lesson before coming to class |
| 4 | Down Syndrome and Communication Features | A literature review about the subject |
| 5 | Down Syndrome and Intervention | Reading the subject before coming to class |
| 6 | Autism: Diagnostic Criteria | Reading the subject before coming to class |
| 7 | Autism: Communication Features | A literature review about the subject |
| 8 | Intervention In Autism: Opportunity Teaching | Reading the subject before coming to class |
| 9 | Intervention In Autism: Teaching Social Scripts and Lines | Reading the subject before coming to class |
| 10 | Intervention In Autism: Common Attention Routines | Reading the subject before coming to class |
| 11 | Intervention In Autism: Teaching Social Skills and Planning Peer Social Interaction | Reading the subject before coming to class |
| 12 | Intervention In Autism: Video Model and Video Cued Practices | Reading the subject before coming to class |
| 13 | Intervention In Autism: Interaction Based Intervention Approaches | Reading the subject before coming to class |
| 14 | Evaluation | Doing general repetition before coming to class |
| Resources |
| PRO-ED Otizm Spektrum Bozukluğu Dizisi 1 Wing, L. (2005). Otizm El Rehberi, Doğan Kitap Cohen,D. & Folkmar, V. (1997) Handbook of Autism Spectrum Disorders. Greenspan, S. & Wieder, S. (2007) Engaging Autism. Todd, S. ( 2017) Otizm Spectrum El Kitabı, Palme Yayınevi |
| ppt presentations |
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 | |