Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROFESSIONAL PRACTICUM in SPEECH SOUND DISORDERS | DKT4172380 | Fall Semester | 0+4 | 2 | 3 |
| Course Program | Perşembe 21:30-22:15 Cuma 21:30-22:15 Cuma 22:30-23:15 Cuma 23:30-00:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Lect. Eda UZUNER |
| Assistant(s) | |
| Aim | Being able to make differential diagnosis of speech sound disorders, modifying the assessments and therapy programs according to the diagnose. |
| Course Content | This course contains; Family interview of individuals with speech sound disorders (SSD),Oral-peripheral assessment of individuals with SSD. ,Speech and language assessment of individuals with SSD.,Possible background problems of individuals with SDD. ,Instrumental assessments of velopharyngeal dysfunction.,Differential diagnosis of SSD.,Writing reports for individuals with SDD and informing the family,Clinical etiquette, general guidelines, occupational responsibilities and limits.,A comprehensive assessment of SDD. ,Planning therapy for an individual with SSD. ,Speech therapy process of individual with SDD,Speech Therapy: What works what doesn’t?,Speech Therapy: What works what doesn’t work? ,Speech Therapy: What works what doesn’t?. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Conducts a family interview independently. | 13, 4, 6, 9 | |
| Evaluates how to do oral- peripheral assessment. | 37, 4, 6, 8 | |
| Conducts a relationship between anatomy and speech feature while doing a speech assessment. | 16, 19, 4, 6 | |
| Plans therapy based on data obtained from speech evaluation. | 4, 5, 6 | F |
| Makes appropriate assessment of background problems that may cause CPSD. | 10, 13, 4, 6 | |
| Makes the differential diagnosis of speech sound disorders. | 10, 16, 4 | H |
| Plans the speech therapy process in cases with SSD. | 13, 14, 16, 4 | |
| Prepares an individualized therapy plan. | 12, 14, 4, 6 |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Family interview of individuals with speech sound disorders (SSD) | Observing two family interview session and reviewing the lecture notes related to KSB |
| 2 | Oral-peripheral assessment of individuals with SSD. | Observing an oral-peripheral assessment session in the therapy centre and reviewing the lecture notes related to SSD. |
| 3 | Speech and language assessment of individuals with SSD. | Observing the speech assessment of two individuals with SSD. |
| 4 | Possible background problems of individuals with SDD. | Presenting the reports on the observed individuals with cleft palate and deciding if further testing (e.g. developmental tests) is required and applying these test if necessary. |
| 5 | Instrumental assessments of velopharyngeal dysfunction. | Observing the application of ultrasound and interpreting their results. |
| 6 | Differential diagnosis of SSD. | Watching videos and instrumental assessments of individuals with SSD and making a differential diagnose. |
| 7 | Writing reports for individuals with SDD and informing the family | Writing a comprehensive report on the observed individuals. |
| 8 | Clinical etiquette, general guidelines, occupational responsibilities and limits. | A comprehensive assessment of an individual with SDD. |
| 9 | A comprehensive assessment of SDD. | A comprehensive assessment of an individual with SDD. |
| 10 | Planning therapy for an individual with SSD. | Finding out the phonetic and phonemic inventory of individual with SSD. |
| 11 | Speech therapy process of individual with SDD | Application of therapy plans and problems encountered during the provision of therapy |
| 12 | Speech Therapy: What works what doesn’t? | Discussing the effective and non-effective instructions or targets in the meeting concerning therapy process. |
| 13 | Speech Therapy: What works what doesn’t work? | Discussing the effective and non-effective instructions or targets in the meeting regarding therapy process. |
| 14 | Speech Therapy: What works what doesn’t? | Discussing the effective and non-effective instructions or targets in the meeting concerning therapy process. |
| Resources |
| Williams L, McLeod S, McCauley RJ (Eds), Interventions for speech sound disorders in children. Baltimore: MD: Brookes; 2010. 73-94. |
| Barlow, JA, Gierut, JA. Minimal pair approaches to phonological remediation. In: Seminars in speech and language. New York: Thieme Medical Publishers; 2002. 057-068. Gierut JA. Treatment efficacy: Functional phonological disorders in children. Journal of Speech, Language, and Hearing Research 1998, 41 (1): 85-100. |
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 | 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 SPEECH SOUND DISORDERS | DKT4172380 | Fall Semester | 0+4 | 2 | 3 |
| Course Program | Perşembe 21:30-22:15 Cuma 21:30-22:15 Cuma 22:30-23:15 Cuma 23:30-00:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Lect. Eda UZUNER |
| Assistant(s) | |
| Aim | Being able to make differential diagnosis of speech sound disorders, modifying the assessments and therapy programs according to the diagnose. |
| Course Content | This course contains; Family interview of individuals with speech sound disorders (SSD),Oral-peripheral assessment of individuals with SSD. ,Speech and language assessment of individuals with SSD.,Possible background problems of individuals with SDD. ,Instrumental assessments of velopharyngeal dysfunction.,Differential diagnosis of SSD.,Writing reports for individuals with SDD and informing the family,Clinical etiquette, general guidelines, occupational responsibilities and limits.,A comprehensive assessment of SDD. ,Planning therapy for an individual with SSD. ,Speech therapy process of individual with SDD,Speech Therapy: What works what doesn’t?,Speech Therapy: What works what doesn’t work? ,Speech Therapy: What works what doesn’t?. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Conducts a family interview independently. | 13, 4, 6, 9 | |
| Evaluates how to do oral- peripheral assessment. | 37, 4, 6, 8 | |
| Conducts a relationship between anatomy and speech feature while doing a speech assessment. | 16, 19, 4, 6 | |
| Plans therapy based on data obtained from speech evaluation. | 4, 5, 6 | F |
| Makes appropriate assessment of background problems that may cause CPSD. | 10, 13, 4, 6 | |
| Makes the differential diagnosis of speech sound disorders. | 10, 16, 4 | H |
| Plans the speech therapy process in cases with SSD. | 13, 14, 16, 4 | |
| Prepares an individualized therapy plan. | 12, 14, 4, 6 |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Family interview of individuals with speech sound disorders (SSD) | Observing two family interview session and reviewing the lecture notes related to KSB |
| 2 | Oral-peripheral assessment of individuals with SSD. | Observing an oral-peripheral assessment session in the therapy centre and reviewing the lecture notes related to SSD. |
| 3 | Speech and language assessment of individuals with SSD. | Observing the speech assessment of two individuals with SSD. |
| 4 | Possible background problems of individuals with SDD. | Presenting the reports on the observed individuals with cleft palate and deciding if further testing (e.g. developmental tests) is required and applying these test if necessary. |
| 5 | Instrumental assessments of velopharyngeal dysfunction. | Observing the application of ultrasound and interpreting their results. |
| 6 | Differential diagnosis of SSD. | Watching videos and instrumental assessments of individuals with SSD and making a differential diagnose. |
| 7 | Writing reports for individuals with SDD and informing the family | Writing a comprehensive report on the observed individuals. |
| 8 | Clinical etiquette, general guidelines, occupational responsibilities and limits. | A comprehensive assessment of an individual with SDD. |
| 9 | A comprehensive assessment of SDD. | A comprehensive assessment of an individual with SDD. |
| 10 | Planning therapy for an individual with SSD. | Finding out the phonetic and phonemic inventory of individual with SSD. |
| 11 | Speech therapy process of individual with SDD | Application of therapy plans and problems encountered during the provision of therapy |
| 12 | Speech Therapy: What works what doesn’t? | Discussing the effective and non-effective instructions or targets in the meeting concerning therapy process. |
| 13 | Speech Therapy: What works what doesn’t work? | Discussing the effective and non-effective instructions or targets in the meeting regarding therapy process. |
| 14 | Speech Therapy: What works what doesn’t? | Discussing the effective and non-effective instructions or targets in the meeting concerning therapy process. |
| Resources |
| Williams L, McLeod S, McCauley RJ (Eds), Interventions for speech sound disorders in children. Baltimore: MD: Brookes; 2010. 73-94. |
| Barlow, JA, Gierut, JA. Minimal pair approaches to phonological remediation. In: Seminars in speech and language. New York: Thieme Medical Publishers; 2002. 057-068. Gierut JA. Treatment efficacy: Functional phonological disorders in children. Journal of Speech, Language, and Hearing Research 1998, 41 (1): 85-100. |
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 | |