DEPARTMENT OF SPEECH AND LANGUAGE THERAPY
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Ders Genel Tanıtım Bilgileri

Course Code:

1211311007

Ders İsmi:

Childhood Language Disorders: Assessment and Therapy

Ders Yarıyılı:

Fall

Ders Kredileri:

Theoretical	Practical	Credit	ECTS
2	0	2	3

Language of instruction:

Ders Koşulu:

1211211013 - Dil Edinim Kuramları | DKT211 - Dil Edinim Kuramları

Ders İş Deneyimini Gerektiriyor mu?:

Type of course:

Necessary

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi Merve SAVAŞ

Course Lecturer(s):

Öğr.Gör. Ayşe Nur KOÇAK

Course Assistants:

Dersin Amaç ve İçeriği

Course Objectives:	"The aim of this course for every student; To introduce students to childhood language disorders and to provide them with knowledge and skills about early diagnosis and intervention methods and techniques. "
Course Content:	Following the evaluation, therapy and follow-up processes of individuals with typical development and special needs. It involves students' interpretation of therapy results.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Knows the importance and how to apply early intervention in childhood language disorders,
2) Defines the basic concepts related to childhood language disorders; realize the different methods and approaches used in this field.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
1) Recognizes childhood language disorders,
2) Define the principles and methods of screening and evaluation.
3) Gains knowledge of data collection techniques for evaluation.
4) Gains knowledge of different theories about intervention.
5) Will be able to think about early intervention options based on case examples.
6) It is available as a team member for early intervention.
Competence to Work Independently and Take Responsibility

Ders Akış Planı

Week	Subject	Related Preparation
1)	Developmental disability; communication and language disorders	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
2)	Screening, evaluation principles and methods; data collection techniques; interview, observation; diagnostic tests, teamwork;	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
3)	Intervention approaches in language disorders; clinician-centered approaches;	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
4)	Intervention approaches in language disorders; child-centered approaches;	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
5)	Developmental and acquired language disorders, bilingualism and language disorders; delayed language and speech; Differential diagnosis	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
6)	Communication and language impairment characteristics and differential diagnosis in individuals with autism	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
7)	Differential diagnosis in specific language impairment and comorbidity	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
8)	Midterm	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
9)	Language features and differential diagnosis in learning disorder	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
10)	Early intervention methods and settings	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
11)	Family studies	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
12)	Prepare an early intervention program	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
13)	Clinical observation and case studies	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
14)	Clinical observation and case studies	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
15)	Clinical observation and case studies	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
16)	final examination	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.

Sources

Course Notes / Textbooks:	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.
References:	1) O'grady, W. (2005). How children learn language. Cambridge University Press. 2) Clark, E. V., & Casillas, M. (2015). First language acquisition. In The Routledge handbook of linguistics (pp. 311-328). Routledge.

Ders - Program Öğrenme Kazanım İlişkisi

Ders Öğrenme Kazanımları	1	4	5	6	7	8	2	3
Program Outcomes
1) Defines, recognizes and uses the necessary equipment to evaluate language, speech, voice and swallowing disorders. Makes the necessary applications for language and speech disorders.
2) Makes the necessary evaluations, definitions and planning by using theoretical and applied concepts and principles related to the field of speech and language therapy.
3) It considers and respects individual differences, beliefs, customs and traditions.
4) Applies the knowledge and skills learned in the field of speech and language therapy within the framework of ethical principles, changes the practice when necessary and ends the process.
5) It contributes to the production of health policies in accordance with the changing and diversifying health needs of the society in the field of language and speech therapy, and takes initiatives to protect public health.
6) It organizes services in the field of speech and language therapy effectively and adequately, manages and analyzes the business processes necessary for the continuity and development of quality and organizational function, and produces solutions in line with information and evidence against problems.
7) It carries out professional and academic studies independently by using its knowledge and works in cooperation with other professional groups working in this field and takes responsibility.
8) Participates in research and project applications in the field of speech and language therapy by following technological developments.
9) It determines the differences and needs of individuals in daily life, the ways of meeting these needs and their daily activities and determines the practices that will increase the quality of life in this direction and takes part in the regulations.
10) It fulfills all the responsibilities required by its professional performance, combines and integrates its knowledge and practices in the field of language and speech therapy and adopts lifelong learning.

Ders - Öğrenme Kazanımı İlişkisi

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Defines, recognizes and uses the necessary equipment to evaluate language, speech, voice and swallowing disorders. Makes the necessary applications for language and speech disorders.	5
2)	Makes the necessary evaluations, definitions and planning by using theoretical and applied concepts and principles related to the field of speech and language therapy.	5
3)	It considers and respects individual differences, beliefs, customs and traditions.	5
4)	Applies the knowledge and skills learned in the field of speech and language therapy within the framework of ethical principles, changes the practice when necessary and ends the process.	5
5)	It contributes to the production of health policies in accordance with the changing and diversifying health needs of the society in the field of language and speech therapy, and takes initiatives to protect public health.	5
6)	It organizes services in the field of speech and language therapy effectively and adequately, manages and analyzes the business processes necessary for the continuity and development of quality and organizational function, and produces solutions in line with information and evidence against problems.	5
7)	It carries out professional and academic studies independently by using its knowledge and works in cooperation with other professional groups working in this field and takes responsibility.	5
8)	Participates in research and project applications in the field of speech and language therapy by following technological developments.	5
9)	It determines the differences and needs of individuals in daily life, the ways of meeting these needs and their daily activities and determines the practices that will increase the quality of life in this direction and takes part in the regulations.	5
10)	It fulfills all the responsibilities required by its professional performance, combines and integrates its knowledge and practices in the field of language and speech therapy and adopts lifelong learning.	5

Öğrenme Etkinliği ve Öğretme Yöntemleri

Alan Çalışması
Akran Değerlendirmesi
Anlatım
Beyin fırtınası /Altı şapka
Bireysel çalışma ve ödevi
Course
Homework

Ölçme ve Değerlendirme Yöntemleri ve Kriterleri

Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama)
Homework
Uygulama
Gözlem
Akran Değerlendirmesi

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Attendance	16	% 0
Midterms	1	% 40
Semester Final Exam	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100

İş Yükü ve AKTS Kredisi Hesaplaması

Activities	Number of Activities	Workload
Course Hours	14	28
Study Hours Out of Class	14	28
Midterms	1	20
Final	1	20
Total Workload		96