Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| FLUENCY DISORDERS and TEORIES | DKT3155120 | Fall Semester | 3+0 | 3 | 3 |
| Course Program | Perşembe 12:45-13:30 Perşembe 13:30-14:15 Perşembe 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Assistant(s) | |
| Aim | To define of fluency or not in speech; causes of fluency problems in speech; types of fluency problems in speech, to evaluate fluency problems in speech during early childhood, childhood and adulthood; to learn bases of biological and physiological process and stuttering theories; to classify such as stuttering, cluttering, developmental stuttering, acquired stuttering, and early stuttering. |
| Course Content | This course contains; Definition- Stuttering, fluent speech impairment,Stuttering Theories,Stuttering; age, gender, speech, cultural factors, socioeconomic factors,Assessment- Preschool Period,Assessment- School Age,Reporting And Evaluation,Case Study ,Therapy- Preschool Age,Therapy- School Age,Therapy- Adolescent/ Adult,Differential Diagnosis in Cluttering And Stuttering ,Reporting - Therapy,Student Presentations,Student Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the terminology and basics about the fluency disorders, and types of fluency disorders. | 16, 9 | A |
| Describes the causality theories of stuttering. | 16, 9 | A |
| Explains information regarding the nature of stuttering and cluttering and their development and prevalence. | 16, 9 | A |
| Explains information regarding causality theories of cluttering. | 16, 9 | A |
| Defines the differential diagnosis in between stuttering and cluttering. | 6, 9 | A |
| Explains information regarding the early stuttering and the risk factors. | 6, 9 | A |
| Explains the steps of therapy in preschool children with stuttering. | 16, 9 | A |
| Explains the steps of therapy in children with school-age stuttering. | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition- Stuttering, fluent speech impairment | Reading the subject before coming to class |
| 2 | Stuttering Theories | Preparation of the related subject from the recommended sources |
| 3 | Stuttering; age, gender, speech, cultural factors, socioeconomic factors | Preparation of the related subject from the recommended sources |
| 4 | Assessment- Preschool Period | Preparation of the related subject from the recommended sources |
| 5 | Assessment- School Age | Preparation of the related subject from the recommended sources |
| 6 | Reporting And Evaluation | Preparation of the related subject from the recommended sources |
| 7 | Case Study | Preparation of the related subject from the recommended sources |
| 8 | Therapy- Preschool Age | Preparation of the related subject from the recommended sources |
| 9 | Therapy- School Age | Preparation of the related subject from the recommended sources |
| 10 | Therapy- Adolescent/ Adult | Preparation of the related subject from the recommended sources |
| 11 | Differential Diagnosis in Cluttering And Stuttering | Preparation of the related subject from the recommended sources |
| 12 | Reporting - Therapy | Preparation of the related subject from the recommended sources |
| 13 | Student Presentations | Preparing for presentations |
| 14 | Student Presentations | Preparing for presentations |
| Resources |
| Stuttering: Foundations and Clinical Applications (2014), Ehud H. Yairi (Author), Carol H. Seery. Pearson |
| Clinical Decision Making in Fluency Disorders (2010). W.H. Manning, Delmar Publishing, NY, USA. |
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 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 10 | 10 | |||
| 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 |
|---|---|---|---|---|---|
| FLUENCY DISORDERS and TEORIES | DKT3155120 | Fall Semester | 3+0 | 3 | 3 |
| Course Program | Perşembe 12:45-13:30 Perşembe 13:30-14:15 Perşembe 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Assistant(s) | |
| Aim | To define of fluency or not in speech; causes of fluency problems in speech; types of fluency problems in speech, to evaluate fluency problems in speech during early childhood, childhood and adulthood; to learn bases of biological and physiological process and stuttering theories; to classify such as stuttering, cluttering, developmental stuttering, acquired stuttering, and early stuttering. |
| Course Content | This course contains; Definition- Stuttering, fluent speech impairment,Stuttering Theories,Stuttering; age, gender, speech, cultural factors, socioeconomic factors,Assessment- Preschool Period,Assessment- School Age,Reporting And Evaluation,Case Study ,Therapy- Preschool Age,Therapy- School Age,Therapy- Adolescent/ Adult,Differential Diagnosis in Cluttering And Stuttering ,Reporting - Therapy,Student Presentations,Student Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the terminology and basics about the fluency disorders, and types of fluency disorders. | 16, 9 | A |
| Describes the causality theories of stuttering. | 16, 9 | A |
| Explains information regarding the nature of stuttering and cluttering and their development and prevalence. | 16, 9 | A |
| Explains information regarding causality theories of cluttering. | 16, 9 | A |
| Defines the differential diagnosis in between stuttering and cluttering. | 6, 9 | A |
| Explains information regarding the early stuttering and the risk factors. | 6, 9 | A |
| Explains the steps of therapy in preschool children with stuttering. | 16, 9 | A |
| Explains the steps of therapy in children with school-age stuttering. | 16, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition- Stuttering, fluent speech impairment | Reading the subject before coming to class |
| 2 | Stuttering Theories | Preparation of the related subject from the recommended sources |
| 3 | Stuttering; age, gender, speech, cultural factors, socioeconomic factors | Preparation of the related subject from the recommended sources |
| 4 | Assessment- Preschool Period | Preparation of the related subject from the recommended sources |
| 5 | Assessment- School Age | Preparation of the related subject from the recommended sources |
| 6 | Reporting And Evaluation | Preparation of the related subject from the recommended sources |
| 7 | Case Study | Preparation of the related subject from the recommended sources |
| 8 | Therapy- Preschool Age | Preparation of the related subject from the recommended sources |
| 9 | Therapy- School Age | Preparation of the related subject from the recommended sources |
| 10 | Therapy- Adolescent/ Adult | Preparation of the related subject from the recommended sources |
| 11 | Differential Diagnosis in Cluttering And Stuttering | Preparation of the related subject from the recommended sources |
| 12 | Reporting - Therapy | Preparation of the related subject from the recommended sources |
| 13 | Student Presentations | Preparing for presentations |
| 14 | Student Presentations | Preparing for presentations |
| Resources |
| Stuttering: Foundations and Clinical Applications (2014), Ehud H. Yairi (Author), Carol H. Seery. Pearson |
| Clinical Decision Making in Fluency Disorders (2010). W.H. Manning, Delmar Publishing, NY, USA. |
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 | |