Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROFES. PRACT. in CLEFT PALATE and CRANIOF.L ANOM. | - | Spring 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) | Prof.Dr. Saime Seyhun TOPBAŞ |
| Assistant(s) | |
| Aim | Being able to assess, diagnose, refer and do therapies of the individuals with cleft and lip palate as well as related craniofacial anomalies. |
| Course Content | This course contains; Family interview of individuals with cleft lip/palate (CLP) and craniofacial anomalies,Oral-peripheral assessment of individuals with CLP and craniofacial anomalies.,Speech and language assessment of individuals with CLP and craniofacial anomalies.,Possible additional problems of individuals with CLP and craniofacial anomalies.,Instrumental assessments of velopharyngeal dysfunction,Differential diagnosis of resonance disorders.,Writing reports for individuals with CLP and craniofacial anomalies and informing the family,Clinical etiquette, general guidelines, occupational responsibilities and limits,Application of low and high tecq instruments in resonance disorders: To whom, when, why.,Planning therapy for an individual with CLP or a craniofacial anomaly, Speech therapy process of individual with CLP or a craniofacial anomaly,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 family interviews independently. | 15, 16, 4, 8 | H |
| Student exemplifies language and speech problems that may develop due to DDY. | 13, 16, 4, 5 | H |
| Student makes oral-peripheral evaluation independently. | 3, 37, 4, 8 | H |
| Student evaluates the individual's speech by establishing a connection between anatomical structures and speech characteristics. | 19, 37, 4 | D, H |
| Plans therapy based on data obtained from speech evaluation. | 13, 4, 8 | H |
| Student defines the characteristics of syndromic and non-syndromic DDY cases and evaluates them as a differential in the relevant case. | 10, 4, 9 | H |
| Explains device applications such as nasometer and nasoendoscopy used in the evaluation of resonance disorders and interprets the data obtained therefrom. | 17, 4, 8 | H |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 17: Experimental Technique, 19: Brainstorming Technique, 3: Problem Baded Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | D: Oral Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Family interview of individuals with cleft lip/palate (CLP) and craniofacial anomalies | Observing two family interview session and revisiting the handouts of CLP lecture |
| 2 | Oral-peripheral assessment of individuals with CLP and craniofacial anomalies. | Observing an oral-peripheral assessment session in the therapy centre and revisiting the handouts of CLP lecture |
| 3 | Speech and language assessment of individuals with CLP and craniofacial anomalies. | Observing the speech assessment of two individuals with and without hypernasality and reviewing the lecture notes related to CLP& CA |
| 4 | Possible additional problems of individuals with CLP and craniofacial anomalies. | 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 nasometer and nasoendoscopy evaluations and interpreting their results. |
| 6 | Differential diagnosis of resonance disorders. | Watching videos and instrumental assessments of individuals with CLP and craniofacial anomalies and diagnose the resonance disorders. |
| 7 | Writing reports for individuals with CLP and craniofacial anomalies and informing the family | Writing a comprehensive report on the observed individuals with CLP and craniofacial anomalies |
| 8 | Clinical etiquette, general guidelines, occupational responsibilities and limits | A comprehensive assessment of an individual with CLP or a craniofacial anomaly |
| 9 | Application of low and high tecq instruments in resonance disorders: To whom, when, why. | Conducting hands on instrumental evaluation for the client. |
| 10 | Planning therapy for an individual with CLP or a craniofacial anomaly | Finding out the compensatory and obligatory articulation errors of assessed individual with CLP or a craniofacial anomaly |
| 11 | Speech therapy process of individual with CLP or a craniofacial anomaly | 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 |
| Golding-Kushner, K.J. Therapy Techniques For Cleft Palate Speech And Related Disorders, CA: Singular, San Diego, 2001. Howard, S., Lohmander, A., Cleft Palate Speech: Assessment and Intervention, Wiley-Backwell, Oxford&West Sussex, 2011. Kummer, A. Cleft Palate and Craniofacial Anomalies: Effects on Speech and Resonance., Delmar, NewYork, 39-69, 2013. |
| Pannbacker, M., Velopharnyngeal Incompetence: The need for speech standarts, Am J Speech Lang Pathol, 13, 195-201 (2004). Kuehn, D.P., Henne, L. J., Speech evaluation and treatment for patients with cleft palate, Am J Speech Lang Pathol, 12, 103-109 (2003). Kuehn, D. P., Moller, K. T., Speech and language issues in the cleft palate population: the state of art, Cleft Palate Craniofac. J., 37(4), 348-1-26 (2000). |
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 |
|---|---|---|---|---|---|
| PROFES. PRACT. in CLEFT PALATE and CRANIOF.L ANOM. | - | Spring 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) | Prof.Dr. Saime Seyhun TOPBAŞ |
| Assistant(s) | |
| Aim | Being able to assess, diagnose, refer and do therapies of the individuals with cleft and lip palate as well as related craniofacial anomalies. |
| Course Content | This course contains; Family interview of individuals with cleft lip/palate (CLP) and craniofacial anomalies,Oral-peripheral assessment of individuals with CLP and craniofacial anomalies.,Speech and language assessment of individuals with CLP and craniofacial anomalies.,Possible additional problems of individuals with CLP and craniofacial anomalies.,Instrumental assessments of velopharyngeal dysfunction,Differential diagnosis of resonance disorders.,Writing reports for individuals with CLP and craniofacial anomalies and informing the family,Clinical etiquette, general guidelines, occupational responsibilities and limits,Application of low and high tecq instruments in resonance disorders: To whom, when, why.,Planning therapy for an individual with CLP or a craniofacial anomaly, Speech therapy process of individual with CLP or a craniofacial anomaly,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 family interviews independently. | 15, 16, 4, 8 | H |
| Student exemplifies language and speech problems that may develop due to DDY. | 13, 16, 4, 5 | H |
| Student makes oral-peripheral evaluation independently. | 3, 37, 4, 8 | H |
| Student evaluates the individual's speech by establishing a connection between anatomical structures and speech characteristics. | 19, 37, 4 | D, H |
| Plans therapy based on data obtained from speech evaluation. | 13, 4, 8 | H |
| Student defines the characteristics of syndromic and non-syndromic DDY cases and evaluates them as a differential in the relevant case. | 10, 4, 9 | H |
| Explains device applications such as nasometer and nasoendoscopy used in the evaluation of resonance disorders and interprets the data obtained therefrom. | 17, 4, 8 | H |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 17: Experimental Technique, 19: Brainstorming Technique, 3: Problem Baded Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | D: Oral Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Family interview of individuals with cleft lip/palate (CLP) and craniofacial anomalies | Observing two family interview session and revisiting the handouts of CLP lecture |
| 2 | Oral-peripheral assessment of individuals with CLP and craniofacial anomalies. | Observing an oral-peripheral assessment session in the therapy centre and revisiting the handouts of CLP lecture |
| 3 | Speech and language assessment of individuals with CLP and craniofacial anomalies. | Observing the speech assessment of two individuals with and without hypernasality and reviewing the lecture notes related to CLP& CA |
| 4 | Possible additional problems of individuals with CLP and craniofacial anomalies. | 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 nasometer and nasoendoscopy evaluations and interpreting their results. |
| 6 | Differential diagnosis of resonance disorders. | Watching videos and instrumental assessments of individuals with CLP and craniofacial anomalies and diagnose the resonance disorders. |
| 7 | Writing reports for individuals with CLP and craniofacial anomalies and informing the family | Writing a comprehensive report on the observed individuals with CLP and craniofacial anomalies |
| 8 | Clinical etiquette, general guidelines, occupational responsibilities and limits | A comprehensive assessment of an individual with CLP or a craniofacial anomaly |
| 9 | Application of low and high tecq instruments in resonance disorders: To whom, when, why. | Conducting hands on instrumental evaluation for the client. |
| 10 | Planning therapy for an individual with CLP or a craniofacial anomaly | Finding out the compensatory and obligatory articulation errors of assessed individual with CLP or a craniofacial anomaly |
| 11 | Speech therapy process of individual with CLP or a craniofacial anomaly | 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 |
| Golding-Kushner, K.J. Therapy Techniques For Cleft Palate Speech And Related Disorders, CA: Singular, San Diego, 2001. Howard, S., Lohmander, A., Cleft Palate Speech: Assessment and Intervention, Wiley-Backwell, Oxford&West Sussex, 2011. Kummer, A. Cleft Palate and Craniofacial Anomalies: Effects on Speech and Resonance., Delmar, NewYork, 39-69, 2013. |
| Pannbacker, M., Velopharnyngeal Incompetence: The need for speech standarts, Am J Speech Lang Pathol, 13, 195-201 (2004). Kuehn, D.P., Henne, L. J., Speech evaluation and treatment for patients with cleft palate, Am J Speech Lang Pathol, 12, 103-109 (2003). Kuehn, D. P., Moller, K. T., Speech and language issues in the cleft palate population: the state of art, Cleft Palate Craniofac. J., 37(4), 348-1-26 (2000). |
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 | |