FLUENCY DISORDERS PROGRAMME COURSE DESCRIPTION

Code	Name of the Course Unit	Semester	In-Class Hours (T+P)	Credit	ECTS Credit
DKT302	FLUENCY DISORDERS	6	2	2	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	Lecturer SEDA KETEN
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

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