Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPEECH and LANG. THER.in AUTISM and DEVE. DISA. | DKT3155190 | Fall Semester | 2+0 | 2 | 2 |
| Course Program | Çarşamba 11:00-11:45 Çarşamba 12:00-12:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | To learn language characteristics and language development of autistic children and individuals, to evaluate language acquisition, to learn alternative language evaluation methods and behavioral language evaluation methods; to have information as to communication initiation, programming, different therapy methods, receptive and expressive language activities, advanced therapy practice. |
| Course Content | This course contains; Developmental Disorders and Causes,Sensory Problems Impacting Development- 1,Sensory Problems Impacting Development- 2,Down Syndrome and Communication Features,Down Syndrome and Intervention,Autism: Diagnostic Criteria,Autism: Communication Features,Intervention In Autism: Opportunity Teaching,Intervention In Autism: Teaching Social Scripts and Lines,Intervention In Autism: Common Attention Routines,Intervention In Autism: Teaching Social Skills and Planning Peer Social Interaction ,Intervention In Autism: Video Model and Video Cued Practices,Intervention In Autism: Interaction Based Intervention Approaches,Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Lists the communication profile in Down syndrome. | 10, 16, 9 | A |
| Defines the developmental disorders | 9 | A |
| Summarizes the language and communication features seen in sensory disorders (hearing and vision). | 9 | A |
| Describes autism spectrum disorders and summarizes the diagnostic criteria. | 10, 6, 9 | A |
| Describes interaction-based intervention approaches in autism. | 9 | A |
| Illustrates the principles of language intervention for attention deficit hyperactivity disorder. | 10, 9 | A |
| Describes language and communication features in selective mutism. | 16, 9 | A |
| Describe the characteristics of language development of abused and neglected children, including fetal alcohol syndrome. | 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Developmental Disorders and Causes | Reading the subject before coming to class |
| 2 | Sensory Problems Impacting Development- 1 | Reading the subject before coming to class |
| 3 | Sensory Problems Impacting Development- 2 | Reviewing the previous lesson before coming to class |
| 4 | Down Syndrome and Communication Features | A literature review about the subject |
| 5 | Down Syndrome and Intervention | Reading the subject before coming to class |
| 6 | Autism: Diagnostic Criteria | Reading the subject before coming to class |
| 7 | Autism: Communication Features | A literature review about the subject |
| 8 | Intervention In Autism: Opportunity Teaching | Reading the subject before coming to class |
| 9 | Intervention In Autism: Teaching Social Scripts and Lines | Reading the subject before coming to class |
| 10 | Intervention In Autism: Common Attention Routines | Reading the subject before coming to class |
| 11 | Intervention In Autism: Teaching Social Skills and Planning Peer Social Interaction | Reading the subject before coming to class |
| 12 | Intervention In Autism: Video Model and Video Cued Practices | Reading the subject before coming to class |
| 13 | Intervention In Autism: Interaction Based Intervention Approaches | Reading the subject before coming to class |
| 14 | Evaluation | Doing general repetition before coming to class |
| Resources |
| PRO-ED Otizm Spektrum Bozukluğu Dizisi 1 Wing, L. (2005). Otizm El Rehberi, Doğan Kitap Cohen,D. & Folkmar, V. (1997) Handbook of Autism Spectrum Disorders. Greenspan, S. & Wieder, S. (2007) Engaging Autism. Todd, S. ( 2017) Otizm Spectrum El Kitabı, Palme Yayınevi |
| ppt presentations |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| 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) | 68 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(68/30) | 2 | |||||
| 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 and LANG. THER.in AUTISM and DEVE. DISA. | DKT3155190 | Fall Semester | 2+0 | 2 | 2 |
| Course Program | Çarşamba 11:00-11:45 Çarşamba 12:00-12:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | To learn language characteristics and language development of autistic children and individuals, to evaluate language acquisition, to learn alternative language evaluation methods and behavioral language evaluation methods; to have information as to communication initiation, programming, different therapy methods, receptive and expressive language activities, advanced therapy practice. |
| Course Content | This course contains; Developmental Disorders and Causes,Sensory Problems Impacting Development- 1,Sensory Problems Impacting Development- 2,Down Syndrome and Communication Features,Down Syndrome and Intervention,Autism: Diagnostic Criteria,Autism: Communication Features,Intervention In Autism: Opportunity Teaching,Intervention In Autism: Teaching Social Scripts and Lines,Intervention In Autism: Common Attention Routines,Intervention In Autism: Teaching Social Skills and Planning Peer Social Interaction ,Intervention In Autism: Video Model and Video Cued Practices,Intervention In Autism: Interaction Based Intervention Approaches,Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Lists the communication profile in Down syndrome. | 10, 16, 9 | A |
| Defines the developmental disorders | 9 | A |
| Summarizes the language and communication features seen in sensory disorders (hearing and vision). | 9 | A |
| Describes autism spectrum disorders and summarizes the diagnostic criteria. | 10, 6, 9 | A |
| Describes interaction-based intervention approaches in autism. | 9 | A |
| Illustrates the principles of language intervention for attention deficit hyperactivity disorder. | 10, 9 | A |
| Describes language and communication features in selective mutism. | 16, 9 | A |
| Describe the characteristics of language development of abused and neglected children, including fetal alcohol syndrome. | 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Developmental Disorders and Causes | Reading the subject before coming to class |
| 2 | Sensory Problems Impacting Development- 1 | Reading the subject before coming to class |
| 3 | Sensory Problems Impacting Development- 2 | Reviewing the previous lesson before coming to class |
| 4 | Down Syndrome and Communication Features | A literature review about the subject |
| 5 | Down Syndrome and Intervention | Reading the subject before coming to class |
| 6 | Autism: Diagnostic Criteria | Reading the subject before coming to class |
| 7 | Autism: Communication Features | A literature review about the subject |
| 8 | Intervention In Autism: Opportunity Teaching | Reading the subject before coming to class |
| 9 | Intervention In Autism: Teaching Social Scripts and Lines | Reading the subject before coming to class |
| 10 | Intervention In Autism: Common Attention Routines | Reading the subject before coming to class |
| 11 | Intervention In Autism: Teaching Social Skills and Planning Peer Social Interaction | Reading the subject before coming to class |
| 12 | Intervention In Autism: Video Model and Video Cued Practices | Reading the subject before coming to class |
| 13 | Intervention In Autism: Interaction Based Intervention Approaches | Reading the subject before coming to class |
| 14 | Evaluation | Doing general repetition before coming to class |
| Resources |
| PRO-ED Otizm Spektrum Bozukluğu Dizisi 1 Wing, L. (2005). Otizm El Rehberi, Doğan Kitap Cohen,D. & Folkmar, V. (1997) Handbook of Autism Spectrum Disorders. Greenspan, S. & Wieder, S. (2007) Engaging Autism. Todd, S. ( 2017) Otizm Spectrum El Kitabı, Palme Yayınevi |
| ppt presentations |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |