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 | Turkish |
| 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; Thematic language stimulation and Semantic feature analysis ,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 methods,Visual Action Therapy ,Therapy approaches for Global Aphasia. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines different frameworks used in rehabilitation of aphasia. | 15, 9 | A |
| Learns about 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 |
|---|---|---|
| 0 | Thematic language stimulation and Semantic feature analysis | Overview of the related topic before class |
| 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 methods | Reading the subject before coming to class |
| 12 | Visual Action Therapy | Reading the subject before coming to class |
| 13 | 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 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| 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 | Turkish |
| 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; Thematic language stimulation and Semantic feature analysis ,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 methods,Visual Action Therapy ,Therapy approaches for Global Aphasia. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines different frameworks used in rehabilitation of aphasia. | 15, 9 | A |
| Learns about 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 |
|---|---|---|
| 0 | Thematic language stimulation and Semantic feature analysis | Overview of the related topic before class |
| 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 methods | Reading the subject before coming to class |
| 12 | Visual Action Therapy | Reading the subject before coming to class |
| 13 | 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 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |