Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ASSESSMENT and THERAPY in CHILDHOOD LANGUAGE DISORDERS | DKT3155150 | Fall Semester | 2+0 | 2 | 3 |
| Course Program | Salı 09:00-09:45 Salı 10:00-10:45 |
| 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 objective of the course is to introduce childhood language disorders, to equip them with knowledge and skills in early diagnosis and intervention methods and techniques in this area. The focus of the course is on the language disorders in preschool and school-aged children. |
| Course Content | This course contains; 1. Developmental inadequacies; communication and language disorders,2. Principles and methods of scanning and assessment; data collection techniques: interview, observation; diagnosis tests; team work,3. Intervention approaches in language disorders: Clinician directed approaches,4.Language intervention approaches: Child centered approaches,5.Developmental and acquired language disorders (i.e. TBI); language characteristics and diagnostics,6. Bilingualism and language disorders,4. Delayed language and speech; differential diagnosis,8. Properties of communication/language impairment in autistics and differential diagnosis,9. Language properties and differential diagnosis in learning disorder,10. Differential diagnosis in cases of specific language impairment and comorbidity,11. Early intervention methods and settings; activities in family,12. Preparing an early intervention program,13. Clinical samples and observation,14. Clinical samples and observation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1) Defines childhood language disorders of pre-school, school age and later. | 16, 9 | A |
| 2) Summarizes the steps of intervention for childhood language disorders. | 16, 9 | A |
| 3) Defines basic concepts concerning childhood language disorders; recognize different methods and approaches used in this field. | 16, 37, 4, 9 | A |
| 4) Defines the principles and methods for screening and evalution. | 16, 9 | A |
| 5) Collect data for language evalutation. | 10, 16, 9 | A |
| 6) Categorizes different approaches towards intervention. | 16, 9 | A |
| 7) Analyze case examples and drive conclusions regarding intervention options in school aged children. | 16, 9 | A |
| 8) Able and willing to work as a member of an intevention team for the school-aged children. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer 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 | 1. Developmental inadequacies; communication and language disorders | No preparation |
| 2 | 2. Principles and methods of scanning and assessment; data collection techniques: interview, observation; diagnosis tests; team work | Reading the subject before coming to class |
| 3 | 3. Intervention approaches in language disorders: Clinician directed approaches | Reading the subject before coming to class |
| 4 | 4.Language intervention approaches: Child centered approaches | Reading the subject before coming to class |
| 5 | 5.Developmental and acquired language disorders (i.e. TBI); language characteristics and diagnostics | Preparation of the related subject from the recommended sources |
| 6 | 6. Bilingualism and language disorders | Reading the subject before coming to class |
| 7 | 4. Delayed language and speech; differential diagnosis | Preparation of the related subject from the recommended sources |
| 8 | 8. Properties of communication/language impairment in autistics and differential diagnosis | Preparation of the related subject from the recommended sources |
| 9 | 9. Language properties and differential diagnosis in learning disorder | Preparation of the related subject from the recommended sources |
| 10 | 10. Differential diagnosis in cases of specific language impairment and comorbidity | Preparation of the related subject from the recommended sources |
| 11 | 11. Early intervention methods and settings; activities in family | Preparation of the related subject from the recommended sources |
| 12 | 12. Preparing an early intervention program | Repeating the previous course notes |
| 13 | 13. Clinical samples and observation | Doing general repetition before coming to class |
| 14 | 14. Clinical samples and observation | Doing general repetition before coming to class |
| Resources |
| Powerpoint presentations. Topbaş, S. Yavaş, M. (2010) Communication Disorders in Turkish. |
| Nelson, N. W. (1998). Childhood language disorders in context. Needham Hill, MA: Allyn & Bacon. Korkmaz, B. Beyin ve Dil: Çocuklarda dil ve konuşma bozuklukları McCauley, R. Assessment of language Disorders. Rhea, P. (2017) Language Disorders from Infancy through Adoloscence. |
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 | 2 | 10 | 20 | |||
| 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 | 2 | 5 | 10 | |||
| Total Workload(Hour) | 98 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(98/30) | 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 |
|---|---|---|---|---|---|
| ASSESSMENT and THERAPY in CHILDHOOD LANGUAGE DISORDERS | DKT3155150 | Fall Semester | 2+0 | 2 | 3 |
| Course Program | Salı 09:00-09:45 Salı 10:00-10:45 |
| 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 objective of the course is to introduce childhood language disorders, to equip them with knowledge and skills in early diagnosis and intervention methods and techniques in this area. The focus of the course is on the language disorders in preschool and school-aged children. |
| Course Content | This course contains; 1. Developmental inadequacies; communication and language disorders,2. Principles and methods of scanning and assessment; data collection techniques: interview, observation; diagnosis tests; team work,3. Intervention approaches in language disorders: Clinician directed approaches,4.Language intervention approaches: Child centered approaches,5.Developmental and acquired language disorders (i.e. TBI); language characteristics and diagnostics,6. Bilingualism and language disorders,4. Delayed language and speech; differential diagnosis,8. Properties of communication/language impairment in autistics and differential diagnosis,9. Language properties and differential diagnosis in learning disorder,10. Differential diagnosis in cases of specific language impairment and comorbidity,11. Early intervention methods and settings; activities in family,12. Preparing an early intervention program,13. Clinical samples and observation,14. Clinical samples and observation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1) Defines childhood language disorders of pre-school, school age and later. | 16, 9 | A |
| 2) Summarizes the steps of intervention for childhood language disorders. | 16, 9 | A |
| 3) Defines basic concepts concerning childhood language disorders; recognize different methods and approaches used in this field. | 16, 37, 4, 9 | A |
| 4) Defines the principles and methods for screening and evalution. | 16, 9 | A |
| 5) Collect data for language evalutation. | 10, 16, 9 | A |
| 6) Categorizes different approaches towards intervention. | 16, 9 | A |
| 7) Analyze case examples and drive conclusions regarding intervention options in school aged children. | 16, 9 | A |
| 8) Able and willing to work as a member of an intevention team for the school-aged children. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer 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 | 1. Developmental inadequacies; communication and language disorders | No preparation |
| 2 | 2. Principles and methods of scanning and assessment; data collection techniques: interview, observation; diagnosis tests; team work | Reading the subject before coming to class |
| 3 | 3. Intervention approaches in language disorders: Clinician directed approaches | Reading the subject before coming to class |
| 4 | 4.Language intervention approaches: Child centered approaches | Reading the subject before coming to class |
| 5 | 5.Developmental and acquired language disorders (i.e. TBI); language characteristics and diagnostics | Preparation of the related subject from the recommended sources |
| 6 | 6. Bilingualism and language disorders | Reading the subject before coming to class |
| 7 | 4. Delayed language and speech; differential diagnosis | Preparation of the related subject from the recommended sources |
| 8 | 8. Properties of communication/language impairment in autistics and differential diagnosis | Preparation of the related subject from the recommended sources |
| 9 | 9. Language properties and differential diagnosis in learning disorder | Preparation of the related subject from the recommended sources |
| 10 | 10. Differential diagnosis in cases of specific language impairment and comorbidity | Preparation of the related subject from the recommended sources |
| 11 | 11. Early intervention methods and settings; activities in family | Preparation of the related subject from the recommended sources |
| 12 | 12. Preparing an early intervention program | Repeating the previous course notes |
| 13 | 13. Clinical samples and observation | Doing general repetition before coming to class |
| 14 | 14. Clinical samples and observation | Doing general repetition before coming to class |
| Resources |
| Powerpoint presentations. Topbaş, S. Yavaş, M. (2010) Communication Disorders in Turkish. |
| Nelson, N. W. (1998). Childhood language disorders in context. Needham Hill, MA: Allyn & Bacon. Korkmaz, B. Beyin ve Dil: Çocuklarda dil ve konuşma bozuklukları McCauley, R. Assessment of language Disorders. Rhea, P. (2017) Language Disorders from Infancy through Adoloscence. |
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 | |