Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPEECH SOUND DISORDERS | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | Aims to teach the assessment and therapy of speech sound disorders. |
| Course Content | This course contains; Speech sound system of Turkish and phonetic transcription,Speech sound disorders: Terminology and classification,Features of speech sound disorders and the link with the anatomical malformations,Assessment of speech sound disorders,Assessment of speech sound disorders,Instrumental assessment of speech sound disorders,Differential diagnosis of childhood apraxia of speech,Phonological awareness,Treatment of speech sound disorders: Traditional and behavioural approaches,Treatment of speech sound disorders: Minimal pair approaches,Therapy approaches of childhood apraxia of speech,Planing an assessment and the therapy, Planing an assessment and the therapy. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Can explain the terminology of speech sound disorders. | 14, 9 | A |
| Can classify the speech sound disorders. | 37, 6, 9 | A |
| Describe the characteristic features and etiology of speech sound disorders. | 10, 13, 16, 9 | A |
| List the effects of speech sound disorders on academic and social life. | 13, 37, 4 | A |
| Explains the evaluation process of speech sound disorders (case history, oral-peripheral examination, related standardized tests and non-standardized assessment tools) | 12, 13, 4, 5 | A |
| Defines assessment and therapy approaches for speech sound disorders. | 10, 14, 4 | A |
| Can plan an assessment and therapy of hypothetical client. | 13, 2 | A, E |
| Explain the speech of childhood apraxia. | 10, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Speech sound system of Turkish and phonetic transcription | Revisiting IPA symbols and describing speech sounds according to their place, manner and voicing features |
| 2 | Speech sound disorders: Terminology and classification | Reading a chapter about the difference of articulation and phonology |
| 3 | Features of speech sound disorders and the link with the anatomical malformations | Revisiting orofacial anatomy |
| 4 | Assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 5 | Assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 6 | Instrumental assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 7 | Differential diagnosis of childhood apraxia of speech | Reading article |
| 8 | Phonological awareness | Revisiting the phonological development |
| 9 | Treatment of speech sound disorders: Traditional and behavioural approaches | Reading the related book chapter |
| 10 | Treatment of speech sound disorders: Minimal pair approaches | Reading the related book chapter |
| 11 | Therapy approaches of childhood apraxia of speech | Reading the related book chapter |
| 12 | Planing an assessment and the therapy | Internet and book searching |
| 13 | Planing an assessment and the therapy | Internet and book searching |
| Resources |
| Williams, A. L., McLeod, S., McCauley, R. J. Fey, M. E., Intervention For Speech Sound Disorders in Children. Baltimore, MD: Paul H. Brookes, (2010). |
| Kamhi, A. G., Treatment decisions for children witg speech-sound disorders. Language, Speech, and Hearing Services in Schools, 37, 271-279, (2006). |
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 | 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) | 82 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(82/30) | 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 |
|---|---|---|---|---|---|
| SPEECH SOUND DISORDERS | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | Aims to teach the assessment and therapy of speech sound disorders. |
| Course Content | This course contains; Speech sound system of Turkish and phonetic transcription,Speech sound disorders: Terminology and classification,Features of speech sound disorders and the link with the anatomical malformations,Assessment of speech sound disorders,Assessment of speech sound disorders,Instrumental assessment of speech sound disorders,Differential diagnosis of childhood apraxia of speech,Phonological awareness,Treatment of speech sound disorders: Traditional and behavioural approaches,Treatment of speech sound disorders: Minimal pair approaches,Therapy approaches of childhood apraxia of speech,Planing an assessment and the therapy, Planing an assessment and the therapy. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Can explain the terminology of speech sound disorders. | 14, 9 | A |
| Can classify the speech sound disorders. | 37, 6, 9 | A |
| Describe the characteristic features and etiology of speech sound disorders. | 10, 13, 16, 9 | A |
| List the effects of speech sound disorders on academic and social life. | 13, 37, 4 | A |
| Explains the evaluation process of speech sound disorders (case history, oral-peripheral examination, related standardized tests and non-standardized assessment tools) | 12, 13, 4, 5 | A |
| Defines assessment and therapy approaches for speech sound disorders. | 10, 14, 4 | A |
| Can plan an assessment and therapy of hypothetical client. | 13, 2 | A, E |
| Explain the speech of childhood apraxia. | 10, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Speech sound system of Turkish and phonetic transcription | Revisiting IPA symbols and describing speech sounds according to their place, manner and voicing features |
| 2 | Speech sound disorders: Terminology and classification | Reading a chapter about the difference of articulation and phonology |
| 3 | Features of speech sound disorders and the link with the anatomical malformations | Revisiting orofacial anatomy |
| 4 | Assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 5 | Assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 6 | Instrumental assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 7 | Differential diagnosis of childhood apraxia of speech | Reading article |
| 8 | Phonological awareness | Revisiting the phonological development |
| 9 | Treatment of speech sound disorders: Traditional and behavioural approaches | Reading the related book chapter |
| 10 | Treatment of speech sound disorders: Minimal pair approaches | Reading the related book chapter |
| 11 | Therapy approaches of childhood apraxia of speech | Reading the related book chapter |
| 12 | Planing an assessment and the therapy | Internet and book searching |
| 13 | Planing an assessment and the therapy | Internet and book searching |
| Resources |
| Williams, A. L., McLeod, S., McCauley, R. J. Fey, M. E., Intervention For Speech Sound Disorders in Children. Baltimore, MD: Paul H. Brookes, (2010). |
| Kamhi, A. G., Treatment decisions for children witg speech-sound disorders. Language, Speech, and Hearing Services in Schools, 37, 271-279, (2006). |
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 | |