LANGUAGE AND SPEAKING THERAPY (ENGLISH)
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Ders Genel Tanıtım Bilgileri

Course Code:

1212411003

Ders İsmi:

Clinical Practice in Speech and Language Therapy I

Ders Yarıyılı:

Fall

Ders Kredileri:

Theoretical	Practical	Credit	ECTS
0	12	6	12

Language of instruction:

Ders Koşulu:

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):

Course Assistants:

Dersin Amaç ve İçeriği

Course Objectives:	The aim of this course for each student; To evaluate clinical application steps in children, adolescents, adults and elderly individuals.
Course Content:	Language development includes pre-verbal period, language steps, risk factors affecting language development and material development.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
2 - Skills
Cognitive - Practical
1) Understands the steps of clinical practice.
2) Understands the considerations in clinical practice.
3) Learns the tests used in clinical practice.
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Ders Akış Planı

Week	Subject	Related Preparation
1)	Developmental stages in language acquisition	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
2)	Gesture, voice and word stages in language development	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
3)	Pre-linguistic period: pragmatic and phonology development	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
4)	How is the pragmatic and phonological period evaluated?	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
5)	When does speech / speech start in a child?	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
6)	Pre-speech assessment purposes	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
7)	Risk factors for a child's speech delay	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
8)	Midterm	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
9)	Word development in the child	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
10)	Delayed speech and language impairment relationship	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
11)	Preschool language disorder	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
12)	Preschool language and speech assessment tools	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
13)	Mind development language development relationship and evaluation	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
14)	Material development	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
15)	Pre-school to school age disorders	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
16)	Final Exam	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/

Sources

Course Notes / Textbooks:	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/
References:	American Speech-Language-Hearing Association. (2005). Evidence-based practice in communication disorders [Position statement]. Available from www.asha.org/policy/. American Speech-Language-Hearing Association. (2014). Interprofessional education/interprofessional practice (IPE/IPP). Available from www.asha.org/practice/ipe-ipp/

Ders - Program Öğrenme Kazanım İlişkisi

Ders Öğrenme Kazanımları	1	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

Anlatım
Course
Labs
Okuma
Homework

Ölçme ve Değerlendirme Yöntemleri ve Kriterleri

Uygulama
Raporlama

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	56
Application	14	84
Study Hours Out of Class	14	56
Midterms	1	80
Final	1	80
Total Workload		356