Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| NEURO. LANG. and COGNI.-COMMU. DISOR.: EVAL. and THER. | - | Spring Semester | 2+1 | 2,5 | 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) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | The aim of the course is to teach the student the main evaluation and intervention methods for neurogenic disorders. They will learn evaluation of the language production and comprehension difficulties in aphasia, as well as classification aphasias and therapy methods appropriate for different types of aphasia. The course will also focus on evaluation and treatment of other neurogenic and cognitive disorders such as right brain damage, TBI, dementia. |
| Course Content | This course contains; Evaluation and decision making process, evaluation tools, types of tests.,Evaluating aims, understanding language content, form and usage.,Evaluating production of linguistic content, form and use.,The use, scoring and interpretation of aphasia language evaluation tests.,The use, scoring and interpretation of aphasia language evaluation tests.,Therapeutic approaches in neurogenic acquired language disorders.,The stimulation approach.,Preparing stimulus for the stimulation approach.,Analysis of thematic language stimulation and semantic features.,Analysis of thematic language stimulation and semantic features., HELPSS and RET, HELPSS and RET,Visual Action Therapy.,Therapy approaches for Global Aphasia.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines different frameworks in rehabilitation of aphasia. | 15, 9 | A |
| Defines the evaluation and decision-making process, the evaluation tools, and tests for neurogenic disorders. | 6, 8, 9 | A |
| Learns about the use and application of Turkish Aphasia Evaluation tests. | 10, 6, 9 | A |
| Learns and applies various therapy methods used in aphasia and neurogenic disorders intervention. | 37, 9 | A |
| Has knowledge about evaluating the content, form and use of language. | 9 | A |
| Has information about the stimulus approach. | 9 | A |
| Has knowledge about thematic language stimulation and semantic properties analysis. | 9 | A |
| Knowledgeable about HELPSS and RET. | 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Evaluation and decision making process, evaluation tools, types of tests. | Reading the subject before coming to class. |
| 2 | Evaluating aims, understanding language content, form and usage. | Reading the subject before coming to class. |
| 3 | Evaluating production of linguistic content, form and use. | Reviewing the previous lesson before coming to class. |
| 4 | The use, scoring and interpretation of aphasia language evaluation tests. | Reading the subject before coming to class. |
| 5 | The use, scoring and interpretation of aphasia language evaluation tests. | Reviewing the previous lesson before coming to class. |
| 6 | Therapeutic approaches in neurogenic acquired language disorders. | Reading the subject before coming to class. |
| 7 | The stimulation approach. | Reading the subject before coming to class |
| 8 | Preparing stimulus for the stimulation approach. | Reviewing the previous lesson before coming to class. |
| 9 | Analysis of thematic language stimulation and semantic features. | Reading the subject before coming to class. |
| 10 | Analysis of thematic language stimulation and semantic features. | Reading the subject before coming to class. |
| 11 | HELPSS and RET | Reading the subject before coming to class. |
| 12 | HELPSS and RET | Reading the subject before coming to class. |
| 13 | Visual Action Therapy. | Reading the subject before coming to class. |
| 14 | Therapy approaches for Global Aphasia. | Reading the subject before coming to class. |
| Resources |
| Brookshire, R.H (2007) Introduction to neurogenic communication disorders. Chapey, R. (2008) Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders. |
| Manasco, M. H. (2016). Introduction to neurogenic communication disorders. 2nd Edition Jones & Bartlett Learning. |
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 | 3 | 42 | |||
| Guided Problem Solving | 5 | 2 | 10 | |||
| 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) | 92 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(92/30) | 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 |
|---|---|---|---|---|---|
| NEURO. LANG. and COGNI.-COMMU. DISOR.: EVAL. and THER. | - | Spring Semester | 2+1 | 2,5 | 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) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | The aim of the course is to teach the student the main evaluation and intervention methods for neurogenic disorders. They will learn evaluation of the language production and comprehension difficulties in aphasia, as well as classification aphasias and therapy methods appropriate for different types of aphasia. The course will also focus on evaluation and treatment of other neurogenic and cognitive disorders such as right brain damage, TBI, dementia. |
| Course Content | This course contains; Evaluation and decision making process, evaluation tools, types of tests.,Evaluating aims, understanding language content, form and usage.,Evaluating production of linguistic content, form and use.,The use, scoring and interpretation of aphasia language evaluation tests.,The use, scoring and interpretation of aphasia language evaluation tests.,Therapeutic approaches in neurogenic acquired language disorders.,The stimulation approach.,Preparing stimulus for the stimulation approach.,Analysis of thematic language stimulation and semantic features.,Analysis of thematic language stimulation and semantic features., HELPSS and RET, HELPSS and RET,Visual Action Therapy.,Therapy approaches for Global Aphasia.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines different frameworks in rehabilitation of aphasia. | 15, 9 | A |
| Defines the evaluation and decision-making process, the evaluation tools, and tests for neurogenic disorders. | 6, 8, 9 | A |
| Learns about the use and application of Turkish Aphasia Evaluation tests. | 10, 6, 9 | A |
| Learns and applies various therapy methods used in aphasia and neurogenic disorders intervention. | 37, 9 | A |
| Has knowledge about evaluating the content, form and use of language. | 9 | A |
| Has information about the stimulus approach. | 9 | A |
| Has knowledge about thematic language stimulation and semantic properties analysis. | 9 | A |
| Knowledgeable about HELPSS and RET. | 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Evaluation and decision making process, evaluation tools, types of tests. | Reading the subject before coming to class. |
| 2 | Evaluating aims, understanding language content, form and usage. | Reading the subject before coming to class. |
| 3 | Evaluating production of linguistic content, form and use. | Reviewing the previous lesson before coming to class. |
| 4 | The use, scoring and interpretation of aphasia language evaluation tests. | Reading the subject before coming to class. |
| 5 | The use, scoring and interpretation of aphasia language evaluation tests. | Reviewing the previous lesson before coming to class. |
| 6 | Therapeutic approaches in neurogenic acquired language disorders. | Reading the subject before coming to class. |
| 7 | The stimulation approach. | Reading the subject before coming to class |
| 8 | Preparing stimulus for the stimulation approach. | Reviewing the previous lesson before coming to class. |
| 9 | Analysis of thematic language stimulation and semantic features. | Reading the subject before coming to class. |
| 10 | Analysis of thematic language stimulation and semantic features. | Reading the subject before coming to class. |
| 11 | HELPSS and RET | Reading the subject before coming to class. |
| 12 | HELPSS and RET | Reading the subject before coming to class. |
| 13 | Visual Action Therapy. | Reading the subject before coming to class. |
| 14 | Therapy approaches for Global Aphasia. | Reading the subject before coming to class. |
| Resources |
| Brookshire, R.H (2007) Introduction to neurogenic communication disorders. Chapey, R. (2008) Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders. |
| Manasco, M. H. (2016). Introduction to neurogenic communication disorders. 2nd Edition Jones & Bartlett Learning. |
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 | |