Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MOTOR SPEECH DISORDERS: DYSARTRIA and APRAXIA | DKT3255290 | Spring Semester | 2+1 | 2,5 | 3 |
| Course Program | Pazartesi 11:00-11:45 Pazartesi 12:00-12:45 Pazartesi 12:45-13:30 |
| 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, Assist.Prof. Najva MOUSAVI |
| Assistant(s) | CCC SLT Arusyak SAFA JAMILABADI |
| Aim | To have knowledge as to definition and classification of motor speech disorders, types and causes motor speech disorders, acquired dysarthria and apraxia, developmental dyspraxia, lower and upper motor neuron disorders, pyramidal, extrapramidal and cerebellar system disorders, motor programming problems of speech; to know and implement assessment and methods of therapy, assessment of cerebral palsy, differential diagnosis and therapy techniques. |
| Course Content | This course contains; Definition And Classification Of Motor Speech Disorders,Neurological Considerations in Motor Speech Disorders,Classification Of Dysarthria,Flask, spastic and ataxic dysarthria,Type Of Dysarthria; Hypokinetic, hyperkinetic and mixed ,Evaluation Principles in Dysarthria,Speech Therapy Approaches In Dysarthria,Speech apraxia in adults and childhood,Evaluating in Speech Dysarthria,Basic Therapy Approaches In Speech Apraxia For Adult,Differential Diagnosis In Motor Speech Disorders,Basic Therapy Approaches in Childhood Speech Apraxia,Discussion and Sample Review,Student Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Flask has information about spastic and ataxic dysarthria. | 9 | A |
| Have knowledge about neurological basis of motor speech disorders. | 9 | A |
| Evaluate and classify motor speech disorders (dysarthria and apraxia). | 9 | A |
| The student can develop therapy plan and material appropriate to the needs of people with speech disorders. | 9 | A |
| Will be able to interpret differential diagnosis of motor speech disorders. | 9 | A |
| Have knowledge about anatomy and physiology of normal speech production. | 9 | A |
| Has knowledge about hypokinetic, hyperkinetic and mixed type dysarthria. | 9 | A |
| Has information about Basic Therapy Approaches in Childhood Speech Apraxia. | 9 | A |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition And Classification Of Motor Speech Disorders | Reading the subject before coming to class |
| 2 | Neurological Considerations in Motor Speech Disorders | Reading the subject before coming to class |
| 3 | Classification Of Dysarthria | Reading the subject before coming to class |
| 4 | Flask, spastic and ataxic dysarthria | Reading the subject before coming to class |
| 5 | Type Of Dysarthria; Hypokinetic, hyperkinetic and mixed | Reading the subject before coming to class |
| 6 | Evaluation Principles in Dysarthria | Reading the subject before coming to class |
| 7 | Speech Therapy Approaches In Dysarthria | A literature review about the subject |
| 8 | Speech apraxia in adults and childhood | Reading the subject before coming to class |
| 9 | Evaluating in Speech Dysarthria | Reading the subject before coming to class |
| 10 | Basic Therapy Approaches In Speech Apraxia For Adult | A literature review about the subject |
| 11 | Differential Diagnosis In Motor Speech Disorders | Reading the subject before coming to class |
| 12 | Basic Therapy Approaches in Childhood Speech Apraxia | A literature review about the subject |
| 13 | Discussion and Sample Review | Doing general repetition before coming to class |
| 14 | Student Presentations | Preparing for presentations |
| Resources |
| Lecture Notes |
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 | 2 | 3 | 6 | |||
| 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) | 88 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(88/30) | 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 |
|---|---|---|---|---|---|
| MOTOR SPEECH DISORDERS: DYSARTRIA and APRAXIA | DKT3255290 | Spring Semester | 2+1 | 2,5 | 3 |
| Course Program | Pazartesi 11:00-11:45 Pazartesi 12:00-12:45 Pazartesi 12:45-13:30 |
| 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, Assist.Prof. Najva MOUSAVI |
| Assistant(s) | CCC SLT Arusyak SAFA JAMILABADI |
| Aim | To have knowledge as to definition and classification of motor speech disorders, types and causes motor speech disorders, acquired dysarthria and apraxia, developmental dyspraxia, lower and upper motor neuron disorders, pyramidal, extrapramidal and cerebellar system disorders, motor programming problems of speech; to know and implement assessment and methods of therapy, assessment of cerebral palsy, differential diagnosis and therapy techniques. |
| Course Content | This course contains; Definition And Classification Of Motor Speech Disorders,Neurological Considerations in Motor Speech Disorders,Classification Of Dysarthria,Flask, spastic and ataxic dysarthria,Type Of Dysarthria; Hypokinetic, hyperkinetic and mixed ,Evaluation Principles in Dysarthria,Speech Therapy Approaches In Dysarthria,Speech apraxia in adults and childhood,Evaluating in Speech Dysarthria,Basic Therapy Approaches In Speech Apraxia For Adult,Differential Diagnosis In Motor Speech Disorders,Basic Therapy Approaches in Childhood Speech Apraxia,Discussion and Sample Review,Student Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Flask has information about spastic and ataxic dysarthria. | 9 | A |
| Have knowledge about neurological basis of motor speech disorders. | 9 | A |
| Evaluate and classify motor speech disorders (dysarthria and apraxia). | 9 | A |
| The student can develop therapy plan and material appropriate to the needs of people with speech disorders. | 9 | A |
| Will be able to interpret differential diagnosis of motor speech disorders. | 9 | A |
| Have knowledge about anatomy and physiology of normal speech production. | 9 | A |
| Has knowledge about hypokinetic, hyperkinetic and mixed type dysarthria. | 9 | A |
| Has information about Basic Therapy Approaches in Childhood Speech Apraxia. | 9 | A |
| Teaching Methods: | 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition And Classification Of Motor Speech Disorders | Reading the subject before coming to class |
| 2 | Neurological Considerations in Motor Speech Disorders | Reading the subject before coming to class |
| 3 | Classification Of Dysarthria | Reading the subject before coming to class |
| 4 | Flask, spastic and ataxic dysarthria | Reading the subject before coming to class |
| 5 | Type Of Dysarthria; Hypokinetic, hyperkinetic and mixed | Reading the subject before coming to class |
| 6 | Evaluation Principles in Dysarthria | Reading the subject before coming to class |
| 7 | Speech Therapy Approaches In Dysarthria | A literature review about the subject |
| 8 | Speech apraxia in adults and childhood | Reading the subject before coming to class |
| 9 | Evaluating in Speech Dysarthria | Reading the subject before coming to class |
| 10 | Basic Therapy Approaches In Speech Apraxia For Adult | A literature review about the subject |
| 11 | Differential Diagnosis In Motor Speech Disorders | Reading the subject before coming to class |
| 12 | Basic Therapy Approaches in Childhood Speech Apraxia | A literature review about the subject |
| 13 | Discussion and Sample Review | Doing general repetition before coming to class |
| 14 | Student Presentations | Preparing for presentations |
| Resources |
| Lecture Notes |
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 | |