Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROFES. PRACT. in CLEFT PALATE and CRANIOF.L ANOM. | DKT4272570 | Spring Semester | 0+4 | 2 | 3 |
| Course Program | Çarşamba 10:00-10:45 Çarşamba 11:00-11:45 Perşembe 17:30-18:15 Perşembe 18:30-19:15 |
| 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) | Assist.Prof. Eylül BİRKENT |
| Assistant(s) | |
| Aim | Being able to assess, diagnose, refer and do therapies of the individuals with cleft and lip palate as well as related craniofacial anomalies. |
| Course Content | This course contains; Family interview of individuals with cleft lip/palate (CLP) and craniofacial anomalies.,Oral-peripheral assessment of individuals with CLP and craniofacial anomalies. ,Speech and language assessment of individuals with CLP and craniofacial anomalies.,Possible additional problems of individuals with CLP and craniofacial anomalies. ,Instrumental assessments of velopharyngeal dysfunction ,Differential diagnosis of resonance disorders. ,Writing reports for individuals with CLP and craniofacial anomalies and informing the family ,Clinical etiquette, general guidelines, occupational responsibilities and limits ,Application of low and high tecq instruments in resonance disorders: To whom, when, why. ,Planning therapy for an individual with CLP or a craniofacial anomaly ,Speech therapy process of individual with CLP or a craniofacial anomaly ,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 family interviews independently. | 15, 16, 4, 8 | H |
| Student exemplifies language and speech problems that may develop due to DDY. | 13, 16, 4, 5 | H |
| Student makes oral-peripheral evaluation independently. | 3, 37, 4, 8 | H |
| Student evaluates the individual's speech by establishing a connection between anatomical structures and speech characteristics. | 19, 37, 4 | D, H |
| Plans therapy based on data obtained from speech evaluation. | 13, 4, 8 | H |
| Student defines the characteristics of syndromic and non-syndromic DDY cases and evaluates them as a differential in the relevant case. | 10, 4, 9 | H |
| Explains device applications such as nasometer and nasoendoscopy used in the evaluation of resonance disorders and interprets the data obtained therefrom. | 17, 4, 8 | H |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 17: Experimental Technique, 19: Brainstorming Technique, 3: Problem Baded Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | D: Oral Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Family interview of individuals with cleft lip/palate (CLP) and craniofacial anomalies. | Observing two family interview session and revisiting the handouts of CLP lecture |
| 2 | Oral-peripheral assessment of individuals with CLP and craniofacial anomalies. | Observing an oral-peripheral assessment session in the therapy centre and revisiting the handouts of CLP lecture |
| 3 | Speech and language assessment of individuals with CLP and craniofacial anomalies. | Observing the speech assessment of two individuals with and without hypernasality and reviewing the lecture notes related to CLP& CA |
| 4 | Possible additional problems of individuals with CLP and craniofacial anomalies. | 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 nasometer and nasoendoscopy evaluations and interpreting their results. |
| 6 | Differential diagnosis of resonance disorders. | Watching videos and instrumental assessments of individuals with CLP and craniofacial anomalies and diagnose the resonance disorders. |
| 7 | Writing reports for individuals with CLP and craniofacial anomalies and informing the family | Writing a comprehensive report on the observed individuals with CLP and craniofacial anomalies |
| 8 | Clinical etiquette, general guidelines, occupational responsibilities and limits | A comprehensive assessment of an individual with CLP or a craniofacial anomaly |
| 9 | Application of low and high tecq instruments in resonance disorders: To whom, when, why. | Conducting hands on instrumental evaluation for the client. |
| 10 | Planning therapy for an individual with CLP or a craniofacial anomaly | Finding out the compensatory and obligatory articulation errors of assessed individual with CLP or a craniofacial anomaly |
| 11 | Speech therapy process of individual with CLP or a craniofacial anomaly | 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 |
| Golding-Kushner, K.J. Therapy Techniques For Cleft Palate Speech And Related Disorders, CA: Singular, San Diego, 2001. Howard, S., Lohmander, A., Cleft Palate Speech: Assessment and Intervention, Wiley-Backwell, Oxford&West Sussex, 2011. Kummer, A. Cleft Palate and Craniofacial Anomalies: Effects on Speech and Resonance., Delmar, NewYork, 39-69, 2013. |
| Pannbacker, M., Velopharnyngeal Incompetence: The need for speech standarts, Am J Speech Lang Pathol, 13, 195-201 (2004). Kuehn, D.P., Henne, L. J., Speech evaluation and treatment for patients with cleft palate, Am J Speech Lang Pathol, 12, 103-109 (2003). Kuehn, D. P., Moller, K. T., Speech and language issues in the cleft palate population: the state of art, Cleft Palate Craniofac. J., 37(4), 348-1-26 (2000). |
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 |
|---|---|---|---|---|---|
| PROFES. PRACT. in CLEFT PALATE and CRANIOF.L ANOM. | DKT4272570 | Spring Semester | 0+4 | 2 | 3 |
| Course Program | Çarşamba 10:00-10:45 Çarşamba 11:00-11:45 Perşembe 17:30-18:15 Perşembe 18:30-19:15 |
| 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) | Assist.Prof. Eylül BİRKENT |
| Assistant(s) | |
| Aim | Being able to assess, diagnose, refer and do therapies of the individuals with cleft and lip palate as well as related craniofacial anomalies. |
| Course Content | This course contains; Family interview of individuals with cleft lip/palate (CLP) and craniofacial anomalies.,Oral-peripheral assessment of individuals with CLP and craniofacial anomalies. ,Speech and language assessment of individuals with CLP and craniofacial anomalies.,Possible additional problems of individuals with CLP and craniofacial anomalies. ,Instrumental assessments of velopharyngeal dysfunction ,Differential diagnosis of resonance disorders. ,Writing reports for individuals with CLP and craniofacial anomalies and informing the family ,Clinical etiquette, general guidelines, occupational responsibilities and limits ,Application of low and high tecq instruments in resonance disorders: To whom, when, why. ,Planning therapy for an individual with CLP or a craniofacial anomaly ,Speech therapy process of individual with CLP or a craniofacial anomaly ,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 family interviews independently. | 15, 16, 4, 8 | H |
| Student exemplifies language and speech problems that may develop due to DDY. | 13, 16, 4, 5 | H |
| Student makes oral-peripheral evaluation independently. | 3, 37, 4, 8 | H |
| Student evaluates the individual's speech by establishing a connection between anatomical structures and speech characteristics. | 19, 37, 4 | D, H |
| Plans therapy based on data obtained from speech evaluation. | 13, 4, 8 | H |
| Student defines the characteristics of syndromic and non-syndromic DDY cases and evaluates them as a differential in the relevant case. | 10, 4, 9 | H |
| Explains device applications such as nasometer and nasoendoscopy used in the evaluation of resonance disorders and interprets the data obtained therefrom. | 17, 4, 8 | H |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 17: Experimental Technique, 19: Brainstorming Technique, 3: Problem Baded Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | D: Oral Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Family interview of individuals with cleft lip/palate (CLP) and craniofacial anomalies. | Observing two family interview session and revisiting the handouts of CLP lecture |
| 2 | Oral-peripheral assessment of individuals with CLP and craniofacial anomalies. | Observing an oral-peripheral assessment session in the therapy centre and revisiting the handouts of CLP lecture |
| 3 | Speech and language assessment of individuals with CLP and craniofacial anomalies. | Observing the speech assessment of two individuals with and without hypernasality and reviewing the lecture notes related to CLP& CA |
| 4 | Possible additional problems of individuals with CLP and craniofacial anomalies. | 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 nasometer and nasoendoscopy evaluations and interpreting their results. |
| 6 | Differential diagnosis of resonance disorders. | Watching videos and instrumental assessments of individuals with CLP and craniofacial anomalies and diagnose the resonance disorders. |
| 7 | Writing reports for individuals with CLP and craniofacial anomalies and informing the family | Writing a comprehensive report on the observed individuals with CLP and craniofacial anomalies |
| 8 | Clinical etiquette, general guidelines, occupational responsibilities and limits | A comprehensive assessment of an individual with CLP or a craniofacial anomaly |
| 9 | Application of low and high tecq instruments in resonance disorders: To whom, when, why. | Conducting hands on instrumental evaluation for the client. |
| 10 | Planning therapy for an individual with CLP or a craniofacial anomaly | Finding out the compensatory and obligatory articulation errors of assessed individual with CLP or a craniofacial anomaly |
| 11 | Speech therapy process of individual with CLP or a craniofacial anomaly | 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 |
| Golding-Kushner, K.J. Therapy Techniques For Cleft Palate Speech And Related Disorders, CA: Singular, San Diego, 2001. Howard, S., Lohmander, A., Cleft Palate Speech: Assessment and Intervention, Wiley-Backwell, Oxford&West Sussex, 2011. Kummer, A. Cleft Palate and Craniofacial Anomalies: Effects on Speech and Resonance., Delmar, NewYork, 39-69, 2013. |
| Pannbacker, M., Velopharnyngeal Incompetence: The need for speech standarts, Am J Speech Lang Pathol, 13, 195-201 (2004). Kuehn, D.P., Henne, L. J., Speech evaluation and treatment for patients with cleft palate, Am J Speech Lang Pathol, 12, 103-109 (2003). Kuehn, D. P., Moller, K. T., Speech and language issues in the cleft palate population: the state of art, Cleft Palate Craniofac. J., 37(4), 348-1-26 (2000). |
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 | |