Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to VOICE 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) | Lect. Burak Eren ERARSLAN |
| Assistant(s) | |
| Aim | To examine normal anatomy and physiology of sound production mechanism; to learn of acoustic, perceptual and instrumental measurements which are used in the evaluation of sound disorders; to examine the causes of voice disorders and functional, neurological and organic voice disorders. |
| Course Content | This course contains; Anatomy of respiratory system,Physiology Of Respiratory System,Physiology of Phonation,Etiology Of Sound Disorders,Etiology Of Sound Disorders, Structural Changes in Vocal Folds,Neurogenic Sound Disorders,Systemic Disturbances Affecting Larynx and Sound,Sound-Related Disorders,Idiopathic Voice Disorders,Idiopathic Voice Disorders,Professional Sound,Pediatric Voise Disorders,Watching Vocal Fold Surveillance Videos,Watching Vocal Fold Surveillance Videos. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the anatomy and physiology of the respiratory system. | 16, 23, 9 | A |
| Explains the process of phonation. | 16, 21, 9 | A |
| Lists the etiology of voice disorders and describes structural changes in the vocal folds. | 16, 37, 4, 9 | A |
| Defines systemic and neurological diseases affecting the larynx and voice and establishes the cause and effect relationship. | 16, 37, 4, 9 | A |
| Categorizes voice disorders that occur due to voice use. | 16, 23, 37, 4, 9 | A |
| Explains idiopathic voice disorders. | 16, 37, 9 | A |
| Acquires information regarding professional voice. | 16, 9 | A |
| Defines pediatric voice disorders. | 16, 23, 9 | A |
| Evaluates voice disorder parameters through case videos. | 10, 16, 20, 37, 4 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 20: Reverse Brainstorming Technique, 21: Simulation Technique, 23: Concept Map Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Anatomy of respiratory system | Reading the subject before coming to class |
| 2 | Physiology Of Respiratory System | Reading the subject before coming to class |
| 3 | Physiology of Phonation | Reading the subject before coming to class |
| 4 | Etiology Of Sound Disorders | Reading the subject before coming to class |
| 4 | Etiology Of Sound Disorders | Reading the subject before coming to class |
| 5 | Structural Changes in Vocal Folds | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 6 | Neurogenic Sound Disorders | Reading the subject before coming to class |
| 7 | Systemic Disturbances Affecting Larynx and Sound | A literature review about the subject |
| 8 | Sound-Related Disorders | Preparation of the related subject from the recommended sources |
| 9 | Idiopathic Voice Disorders | Preparation of the related subject from the recommended sources |
| 9 | Idiopathic Voice Disorders | Preparation of the related subject from the recommended sources |
| 10 | Professional Sound | Preparation of the related subject from the recommended sources |
| 11 | Pediatric Voise Disorders | Preparation of the related subject from the recommended sources |
| 12 | Watching Vocal Fold Surveillance Videos | Doing general repetition before coming to class |
| 13 | Watching Vocal Fold Surveillance Videos | Doing general repetition before coming to class |
| Resources |
| Clinical Voice Pathology: Theory and Management, (2014). Stemple, J. C. Roy, N., Klaben, B. Plural Publishing, NY, USA. |
| Voice Therapy: Clinical Studies (2000). Stemple, C.J. Singular, Canada |
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 |
|---|---|---|---|---|---|
| INTRODUCTION to VOICE 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) | Lect. Burak Eren ERARSLAN |
| Assistant(s) | |
| Aim | To examine normal anatomy and physiology of sound production mechanism; to learn of acoustic, perceptual and instrumental measurements which are used in the evaluation of sound disorders; to examine the causes of voice disorders and functional, neurological and organic voice disorders. |
| Course Content | This course contains; Anatomy of respiratory system,Physiology Of Respiratory System,Physiology of Phonation,Etiology Of Sound Disorders,Etiology Of Sound Disorders, Structural Changes in Vocal Folds,Neurogenic Sound Disorders,Systemic Disturbances Affecting Larynx and Sound,Sound-Related Disorders,Idiopathic Voice Disorders,Idiopathic Voice Disorders,Professional Sound,Pediatric Voise Disorders,Watching Vocal Fold Surveillance Videos,Watching Vocal Fold Surveillance Videos. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the anatomy and physiology of the respiratory system. | 16, 23, 9 | A |
| Explains the process of phonation. | 16, 21, 9 | A |
| Lists the etiology of voice disorders and describes structural changes in the vocal folds. | 16, 37, 4, 9 | A |
| Defines systemic and neurological diseases affecting the larynx and voice and establishes the cause and effect relationship. | 16, 37, 4, 9 | A |
| Categorizes voice disorders that occur due to voice use. | 16, 23, 37, 4, 9 | A |
| Explains idiopathic voice disorders. | 16, 37, 9 | A |
| Acquires information regarding professional voice. | 16, 9 | A |
| Defines pediatric voice disorders. | 16, 23, 9 | A |
| Evaluates voice disorder parameters through case videos. | 10, 16, 20, 37, 4 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 20: Reverse Brainstorming Technique, 21: Simulation Technique, 23: Concept Map Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Anatomy of respiratory system | Reading the subject before coming to class |
| 2 | Physiology Of Respiratory System | Reading the subject before coming to class |
| 3 | Physiology of Phonation | Reading the subject before coming to class |
| 4 | Etiology Of Sound Disorders | Reading the subject before coming to class |
| 4 | Etiology Of Sound Disorders | Reading the subject before coming to class |
| 5 | Structural Changes in Vocal Folds | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 6 | Neurogenic Sound Disorders | Reading the subject before coming to class |
| 7 | Systemic Disturbances Affecting Larynx and Sound | A literature review about the subject |
| 8 | Sound-Related Disorders | Preparation of the related subject from the recommended sources |
| 9 | Idiopathic Voice Disorders | Preparation of the related subject from the recommended sources |
| 9 | Idiopathic Voice Disorders | Preparation of the related subject from the recommended sources |
| 10 | Professional Sound | Preparation of the related subject from the recommended sources |
| 11 | Pediatric Voise Disorders | Preparation of the related subject from the recommended sources |
| 12 | Watching Vocal Fold Surveillance Videos | Doing general repetition before coming to class |
| 13 | Watching Vocal Fold Surveillance Videos | Doing general repetition before coming to class |
| Resources |
| Clinical Voice Pathology: Theory and Management, (2014). Stemple, J. C. Roy, N., Klaben, B. Plural Publishing, NY, USA. |
| Voice Therapy: Clinical Studies (2000). Stemple, C.J. Singular, Canada |
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 | |