Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPEECH SOUND DISORDERS | DKT3155140 | Fall Semester | 3+0 | 3 | 3 |
| Course Program | Çarşamba 14:30-15:15 Çarşamba 15:30-16:15 Çarşamba 16:30-17:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Prof.Dr. Saime Seyhun TOPBAŞ |
| Assistant(s) | |
| Aim | Aims to teach the assessment and therapy of speech sound disorders. |
| Course Content | This course contains; Speech sound system of Turkish and phonetic transcription,Speech sound disorders: Terminology and classification,Features of speech sound disorders and the link with the anatomical malformations,Assessment of speech sound disorders ,Assessment of speech sound disorders ,Instrumental assessment of speech sound disorders ,Differential diagnosis of childhood apraxia of speech,Phonological awareness,Treatment of speech sound disorders: Traditional and behavioural approaches,Treatment of speech sound disorders: Minimal pair approaches ,Therapy approaches of childhood apraxia of speech,Planing an assessment and the therapy,Planing an assessment and the therapy . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the terminology of speech sound disorders. | 14, 9 | A |
| Classify the speech sound disorders. | 37, 6, 9 | A |
| Describe the characteristic features and etiology of speech sound disorders. | 10, 16, 9 | A |
| List the effects of speech sound disorders on academic and social life. | 13, 19, 37 | A |
| Explain the evaluation process of speech sound disorders (case history, oral-peripheral examination, relevant standardized tests and non-standardized assessment tools) | 12, 13, 4, 5 | A |
| Defines assessment and therapy approaches for speech sound disorders. | 10, 14, 16, 9 | A |
| Plan an assessment and therapy of hypothetical client. | 13, 2 | A, E |
| Explains childhood apraxia therapy approaches. | 10, 3, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 3: Problem Baded Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Speech sound system of Turkish and phonetic transcription | Revisiting IPA symbols and describing speech sounds according to their place, manner and voicing features |
| 2 | Speech sound disorders: Terminology and classification | Reading a chapter about the difference of articulation and phonology |
| 3 | Features of speech sound disorders and the link with the anatomical malformations | Revisiting orofacial anatomy |
| 4 | Assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 5 | Assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 6 | Instrumental assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 7 | Differential diagnosis of childhood apraxia of speech | Reading article |
| 8 | Phonological awareness | Revisiting the phonological development |
| 9 | Treatment of speech sound disorders: Traditional and behavioural approaches | Reading the related book chapter |
| 10 | Treatment of speech sound disorders: Minimal pair approaches | Reading the related book chapter |
| 11 | Therapy approaches of childhood apraxia of speech | Reading the related book chapter |
| 12 | Planing an assessment and the therapy | Internet and book searching |
| 13 | Planing an assessment and the therapy | Internet and book searching |
| Resources |
| Williams, A. L., McLeod, S., McCauley, R. J. Fey, M. E., Intervention For Speech Sound Disorders in Children. Baltimore, MD: Paul H. Brookes, (2010). |
| Kamhi, A. G., Treatment decisions for children with speech-sound disorders. Language, Speech, and Hearing Services in Schools, 37, 271-279, (2006). |
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 | 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) | 82 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(82/30) | 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 |
|---|---|---|---|---|---|
| SPEECH SOUND DISORDERS | DKT3155140 | Fall Semester | 3+0 | 3 | 3 |
| Course Program | Çarşamba 14:30-15:15 Çarşamba 15:30-16:15 Çarşamba 16:30-17:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Prof.Dr. Saime Seyhun TOPBAŞ |
| Assistant(s) | |
| Aim | Aims to teach the assessment and therapy of speech sound disorders. |
| Course Content | This course contains; Speech sound system of Turkish and phonetic transcription,Speech sound disorders: Terminology and classification,Features of speech sound disorders and the link with the anatomical malformations,Assessment of speech sound disorders ,Assessment of speech sound disorders ,Instrumental assessment of speech sound disorders ,Differential diagnosis of childhood apraxia of speech,Phonological awareness,Treatment of speech sound disorders: Traditional and behavioural approaches,Treatment of speech sound disorders: Minimal pair approaches ,Therapy approaches of childhood apraxia of speech,Planing an assessment and the therapy,Planing an assessment and the therapy . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the terminology of speech sound disorders. | 14, 9 | A |
| Classify the speech sound disorders. | 37, 6, 9 | A |
| Describe the characteristic features and etiology of speech sound disorders. | 10, 16, 9 | A |
| List the effects of speech sound disorders on academic and social life. | 13, 19, 37 | A |
| Explain the evaluation process of speech sound disorders (case history, oral-peripheral examination, relevant standardized tests and non-standardized assessment tools) | 12, 13, 4, 5 | A |
| Defines assessment and therapy approaches for speech sound disorders. | 10, 14, 16, 9 | A |
| Plan an assessment and therapy of hypothetical client. | 13, 2 | A, E |
| Explains childhood apraxia therapy approaches. | 10, 3, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 3: Problem Baded Learning Model, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Speech sound system of Turkish and phonetic transcription | Revisiting IPA symbols and describing speech sounds according to their place, manner and voicing features |
| 2 | Speech sound disorders: Terminology and classification | Reading a chapter about the difference of articulation and phonology |
| 3 | Features of speech sound disorders and the link with the anatomical malformations | Revisiting orofacial anatomy |
| 4 | Assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 5 | Assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 6 | Instrumental assessment of speech sound disorders | Reading articles about the assessment of speech sound disorders |
| 7 | Differential diagnosis of childhood apraxia of speech | Reading article |
| 8 | Phonological awareness | Revisiting the phonological development |
| 9 | Treatment of speech sound disorders: Traditional and behavioural approaches | Reading the related book chapter |
| 10 | Treatment of speech sound disorders: Minimal pair approaches | Reading the related book chapter |
| 11 | Therapy approaches of childhood apraxia of speech | Reading the related book chapter |
| 12 | Planing an assessment and the therapy | Internet and book searching |
| 13 | Planing an assessment and the therapy | Internet and book searching |
| Resources |
| Williams, A. L., McLeod, S., McCauley, R. J. Fey, M. E., Intervention For Speech Sound Disorders in Children. Baltimore, MD: Paul H. Brookes, (2010). |
| Kamhi, A. G., Treatment decisions for children with speech-sound disorders. Language, Speech, and Hearing Services in Schools, 37, 271-279, (2006). |
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 | |