Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROFESSIONAL PRACTICUM in VOICE DISORDERS | - | Fall 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 | To evaluate sound disorders which are seen early stage childhood and adulthood, to take patient's story, to use perceptual assessment, analysis and instrumental measurements, to comment and reporting, working together with different disciplines like otolaryngologist; to prevent voice disorders, to know therapy approaches in voice disorders, to know and transfer sound hygiene and protection techniques, to use various techniques such as vocal function exercises and accent therapy, to do practical work with cases. |
| Course Content | This course contains; Interviewing the case of voice disorders.,Auditory and perceptual evaluation in cases of voice disorders,Instrumental evaluation in cases with voice disorders.,Situations that may cause voice disorders (vocal abuse and missuse).,Acoustic aerodynamic evaluation in voice disorders,Etiology Of Sound Disorders,Differential diagnosis in voice disorders,Reporting and informing about voice disorders,General rules, professional responsibilities and limits to be followed in therapies,Detailed evaluation of voice disorders.,Preparing an individualized therapy plan,Voice therapy process in cases with pediatric voice disorders,The process of Voice Disorders in Adults,Difficulties encountered in therapy methods applied in voice therapy. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student independently evaluates the individual with voice disorders. | 4 | F |
| ndependently evaluates the client auditory-perceptually. | 4 | F |
| Student establishes a connection between anatomical structures and voice characteristics and evaluates the individual's voice while speaking. | 4 | F |
| Plans appropriate therapy based on the data obtained from the voice assessment. | 4 | F, H |
| Defines the background problems that may cause Voice Disorder and evaluates them accordingly. | 4 | F |
| Makes the differential diagnosis of voice disorders. | 4 | F |
| Plans the voice therapy process in cases with voice disorders. | 4 | F, H |
| Prepares an individualized therapy plan for individuals with voice disorders. | 38, 4 | F |
| Teaching Methods: | 38: Care Plan, 4: Inquiry-Based Learning |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Interviewing the case of voice disorders. | Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 2 | Auditory and perceptual evaluation in cases of voice disorders | Repeating auditory perceptual assessment tools such as GRBAS, CAPE-V |
| 3 | Instrumental evaluation in cases with voice disorders. | Repeating subjective evaluation tools such as VHI, SEYKM, Turkish Singing Voice Index, Pediatric Voice Handicap Index |
| 4 | Situations that may cause voice disorders (vocal abuse and missuse). | Voice hygiene, repetition of factors that negatively affect the voice |
| 5 | Acoustic aerodynamic evaluation in voice disorders | Praat, MDVP, Dr. Repeating the instructions for use of devices such as Speech and PAS |
| 6 | Etiology Of Sound Disorders | Videostroboscopic and endoscopic (Rigid-flexible) vocal cord imaging. |
| 7 | Differential diagnosis in voice disorders | Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 8 | Reporting and informing about voice disorders | Preparin Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file.g for presentations |
| 9 | General rules, professional responsibilities and limits to be followed in therapies | Preparin Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 10 | Detailed evaluation of voice disorders. | Review of evaluation and therapy lecture notes in Voice Disorders |
| 11 | Preparing an individualized therapy plan | Researching therapy methods appropriate to the sound quality and evaluation results of the evaluated case and adapting them to the case |
| 12 | Voice therapy process in cases with pediatric voice disorders | Review of evaluation and therapy lecture notes in Voice Disorders |
| 13 | The process of Voice Disorders in Adults | Review of evaluation and therapy lecture notes in Voice Disorders |
| 14 | Difficulties encountered in therapy methods applied in voice therapy | Discussing the effective and non-effective instructions or targets in the meeting regarding therapy process |
| Resources |
| Lecture Notes |
| 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 | 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 |
|---|---|---|---|---|---|
| PROFESSIONAL PRACTICUM in VOICE DISORDERS | - | Fall 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 | To evaluate sound disorders which are seen early stage childhood and adulthood, to take patient's story, to use perceptual assessment, analysis and instrumental measurements, to comment and reporting, working together with different disciplines like otolaryngologist; to prevent voice disorders, to know therapy approaches in voice disorders, to know and transfer sound hygiene and protection techniques, to use various techniques such as vocal function exercises and accent therapy, to do practical work with cases. |
| Course Content | This course contains; Interviewing the case of voice disorders.,Auditory and perceptual evaluation in cases of voice disorders,Instrumental evaluation in cases with voice disorders.,Situations that may cause voice disorders (vocal abuse and missuse).,Acoustic aerodynamic evaluation in voice disorders,Etiology Of Sound Disorders,Differential diagnosis in voice disorders,Reporting and informing about voice disorders,General rules, professional responsibilities and limits to be followed in therapies,Detailed evaluation of voice disorders.,Preparing an individualized therapy plan,Voice therapy process in cases with pediatric voice disorders,The process of Voice Disorders in Adults,Difficulties encountered in therapy methods applied in voice therapy. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student independently evaluates the individual with voice disorders. | 4 | F |
| ndependently evaluates the client auditory-perceptually. | 4 | F |
| Student establishes a connection between anatomical structures and voice characteristics and evaluates the individual's voice while speaking. | 4 | F |
| Plans appropriate therapy based on the data obtained from the voice assessment. | 4 | F, H |
| Defines the background problems that may cause Voice Disorder and evaluates them accordingly. | 4 | F |
| Makes the differential diagnosis of voice disorders. | 4 | F |
| Plans the voice therapy process in cases with voice disorders. | 4 | F, H |
| Prepares an individualized therapy plan for individuals with voice disorders. | 38, 4 | F |
| Teaching Methods: | 38: Care Plan, 4: Inquiry-Based Learning |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Interviewing the case of voice disorders. | Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 2 | Auditory and perceptual evaluation in cases of voice disorders | Repeating auditory perceptual assessment tools such as GRBAS, CAPE-V |
| 3 | Instrumental evaluation in cases with voice disorders. | Repeating subjective evaluation tools such as VHI, SEYKM, Turkish Singing Voice Index, Pediatric Voice Handicap Index |
| 4 | Situations that may cause voice disorders (vocal abuse and missuse). | Voice hygiene, repetition of factors that negatively affect the voice |
| 5 | Acoustic aerodynamic evaluation in voice disorders | Praat, MDVP, Dr. Repeating the instructions for use of devices such as Speech and PAS |
| 6 | Etiology Of Sound Disorders | Videostroboscopic and endoscopic (Rigid-flexible) vocal cord imaging. |
| 7 | Differential diagnosis in voice disorders | Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 8 | Reporting and informing about voice disorders | Preparin Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file.g for presentations |
| 9 | General rules, professional responsibilities and limits to be followed in therapies | Preparin Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 10 | Detailed evaluation of voice disorders. | Review of evaluation and therapy lecture notes in Voice Disorders |
| 11 | Preparing an individualized therapy plan | Researching therapy methods appropriate to the sound quality and evaluation results of the evaluated case and adapting them to the case |
| 12 | Voice therapy process in cases with pediatric voice disorders | Review of evaluation and therapy lecture notes in Voice Disorders |
| 13 | The process of Voice Disorders in Adults | Review of evaluation and therapy lecture notes in Voice Disorders |
| 14 | Difficulties encountered in therapy methods applied in voice therapy | Discussing the effective and non-effective instructions or targets in the meeting regarding therapy process |
| Resources |
| Lecture Notes |
| 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 | |