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FLUENCY DISORDERS PROGRAMME COURSE DESCRIPTION

Code Name of the Course Unit Semester In-Class Hours (T+P) Credit ECTS Credit
DKT302 FLUENCY DISORDERS 6 3 3 4

GENERAL INFORMATION

Language of Instruction : Turkish
Level of the Course Unit : BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle
Type of the Course : Compulsory
Mode of Delivery of the Course Unit -
Coordinator of the Course Unit Assist.Prof. DENİZ YILDIZ
Instructor(s) of the Course Unit
Course Prerequisite No

OBJECTIVES AND CONTENTS

Objectives of the Course Unit: Defining fluency or disfluency in speech; Causes of fluency problems in speech: Types of fluency problems in speech; Evaluation of speech fluency problems in early childhood, childhood and adulthood; to learn the biological and physiological foundations and theories of stuttering; It is aimed to make classifications such as stuttering, rapid slurred speech, developmental stuttering, acquired stuttering, and early stuttering.
Contents of the Course Unit: Etiology, diagnosis, prevention and therapy approaches in children and adults, factors related to the cause of fluency disorders, evaluation, therapy protection processes. Stuttering, fluency disorder, Stuttering theories, Stuttering; age, gender, speech, cultural factors, socioeconomic factors, Assessment - Preschool Period, Assessment - School Age, Reporting - Assessment, Case studies, Therapy - Preschool, Therapy - School Age, Therapy - Adolescent / Adult, Differential Diagnosis in Rapid Disordered Speech and Stuttering, Reporting - Therapy, Student Presentations, Student Presentations; includes topics.

KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to)

Defines disfluencies in speech.
Summarizes the clinical measurement and evaluation process of stuttering
Plans age- and disorder-appropriate therapy approaches in stuttering.
Plans the evaluation and intervention process in rapid disordered speech.
Explains basic knowledge methods and processes in children, adolescents and adults with stuttering
Discriminates possible features in fluency disorders.

WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY

Week Preparatory Topics(Subjects) Method
1 Reading literature, individual research Fluency disorders: Basic concepts, definitions narrative discussion
2 Reading literature, individual research Classification and Differential Diagnosis of Fluency Disorders narrative discussion
3 Reading literature, individual research Theoretical Overview of the Causes of Stuttering narrative discussion
4 Reading literature, individual research Neurological, genetic, physiological and psychological factors in stuttering narrative discussion
5 Reading literature, individual research Clinical Measurement and Evaluation of Stuttering narrative discussion
6 Reading literature, individual research Clinical Measurement and Evaluation of Stuttering narrative discussion
7 Reading literature, individual research Recording and Reporting of Evaluation Findings narrative discussion , case study
8 - MID-TERM EXAM -
9 Reading literature, individual research Stuttering Therapy Approaches in Preschool Period narrative discussion , case study
10 Reading literature, individual research Stuttering Therapy Approaches in School Age narrative discussion , case study
11 Reading literature, individual research Stuttering Therapy Approaches in Adulthood narrative discussion , case study
12 Reading literature, individual research Rapidly Distorted Speech and Clinical Features narrative discussion
13 Reading literature, individual research Evaluation of rapid garbled speech narrative discussion
14 Reading literature, individual research Therapy Approaches to Rapidly Distorted Speech narrative discussion , case study
15 Reading literature, individual research student presentations Report Preparation/Presentation
16 - FINAL EXAM -
17 - FINAL EXAM -

SOURCE MATERIALS & RECOMMENDED READING

Yairi, E. Seery, C. Stuttering: Foundations and Clinical Applications, Pearson, (2014).

ASSESSMENT

Assessment & Grading of In-Term Activities Number of Activities Degree of Contribution (%) Description
Level of Contribution
0 1 2 3 4 5

CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES

KNOWLEDGE

Theoretical

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Has the basic information on the science of language and speech in order to identify and interpret necessary approaches for his/her patients.
5

KNOWLEDGE

Factual

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Identifies the main phenomenons, principles, processes and practices of language and speech science, explains the methods in the field and makes a basic level of analysis and evaluation.
4

SKILLS

Cognitive

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Has the ability to plan a proper language and speech therapy program via his/her theoretical and practical knowledge.
1

SKILLS

Practical

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
To prepare the language and speech therapy profession according to ethical rules, assimilate the multidisciplinary approach, to prepare the necessary screening programs for healthy and / or problem groups in accordance with contemporary medical rules, to evaluate the patients with language and speech disorders, to identify the problems, and to find appropriate re / habilitation programs have the skills to prepare, determine the necessary tools and apply them.
4

OCCUPATIONAL

Autonomy & Responsibility

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Collaborates with main medical fields.
3
2
Evaluates and interprets the problems about language and speech disorder of his/her patients guided by relevant specialist, asks consultation from other departments in case of need.
4

OCCUPATIONAL

Learning to Learn

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
In addition to measuring the effectiveness, continuity and quality of the services related to language and speech therapy, it also conducts training and practice studies on language and speech science.
3

OCCUPATIONAL

Communication & Social

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Performs his/her duties of expertise in the eyes of judicial authorities and private and government agencies.
1

OCCUPATIONAL

Occupational and/or Vocational

Programme Learning Outcomes Level of Contribution
0 1 2 3 4 5
1
Enables the development of professional standards and policies, determines planning and execution of the assessment and rehabilitation approaches, identifies the efficient applications of new knowledge-based methods and programs and contributes to improve professional and technical standarts.
2

WORKLOAD & ECTS CREDITS OF THE COURSE UNIT

Workload for Learning & Teaching Activities

Type of the Learning Activites Learning Activities (# of week) Duration (hours, h) Workload (h)
Lecture & In-Class Activities 14 2 28
Preliminary & Further Study 2 2 4
Land Surveying 0 0 0
Group Work 4 4 16
Laboratory 2 2 4
Reading 3 3 9
Assignment (Homework) 4 4 16
Project Work 0 0 0
Seminar 0 0 0
Internship 0 0 0
Technical Visit 0 0 0
Web Based Learning 0 0 0
Implementation/Application/Practice 4 4 16
Practice at a workplace 0 0 0
Occupational Activity 0 0 0
Social Activity 0 0 0
Thesis Work 0 0 0
Field Study 0 0 0
Report Writing 4 2 8
Final Exam 1 1 1
Preparation for the Final Exam 0 0 0
Mid-Term Exam 1 1 1
Preparation for the Mid-Term Exam 0 0 0
Short Exam 0 0 0
Preparation for the Short Exam 0 0 0
TOTAL 39 0 103
Total Workload of the Course Unit 103
Workload (h) / 25.5 4
ECTS Credits allocated for the Course Unit 4,0