| SPEECH AND LANGUAGE THERAPY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| DKT3004 | Approach to Motor Speech Disorders: Dysarthria and Apraxia | Spring | 2 | 0 | 2 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | |
| Course Level: | Bachelor |
| Mode of Delivery: | Hybrid |
| Course Coordinator : | Assoc. Prof. İBRAHİM CAN YAŞA |
| Course Objectives: | This course aims to ensure that SLP undergraduate students are competent in Motor Speech Disorders (MSD). In this context, it aims to gain knowledge about the classification, evaluation and intervention of MKB. |
|
The students who have succeeded in this course; 1)Understanding the Structure and Functioning of the Motor Speech System -Has knowledge about the components, tasks and functioning of the motor speech system. -Distinguishes motor speech disorders from other speech disorders. 2) Assessment of Motor Speech Disorders -Uses perceptual and instrumental methods effectively in the evaluation of motor speech disorders. -Determines the questions to be asked when taking patient history and uses them appropriately for the purpose. 3) Recognizing and Differentiating Types of Dysarthria and Apraxia -Defines, lists and distinguishes the types of flaccid, spastic, hypokinetic, hyperkinetic, hyperkinetic, ataxic and mixed dysarthria. -Has knowledge about and distinguishes apraxia types such as apraxia of speech, oral apraxia, limb apraxia and apraxia of thought. 4) Therapeutic Approaches and Practices -Apply motor learning principles in the therapy of motor speech disorders and select appropriate stimuli. -Demonstrate competence in the use of feedback and plan and implement individual therapy programs. 5)Neurological Basis and Causes -Have knowledge about the neurological basis and causes of dysarthria and apraxia. -Predicts the difficulties that these disorders may cause in speech processes. 6)Examination of Speech Organs and Functional Evaluation -Performs general examination of speech organs and evaluates apraxic speech characteristics. -Use the available assessment methods for apraxia of speech and create appropriate therapy programs. |
| This course includes topics such as differentiation of dysarthria and apraxia, differential diagnosis of dysarthria types, evaluation and therapy plans for each type of dysarthria, differentiation, evaluation and therapy of other neurologically based motor speech disorders. |
| Week | Subject | Related Preparation | |
| 1) | Motor System and Its Role in Speech | Presentations, book chapters and articles | |
| 2) | Causes and General Characteristics of Motor Speech Disorders | Presentations, book chapters and articles | |
| 3) | MSD Assessment Methods and Patient History Taking | Presentations, book chapters and articles | |
| 4) | Anatomical and Functional Evaluation of Speech Organs | Presentations, book chapters and articles | |
| 5) | Principles of Motor Learning and Therapeutic Approaches | Presentations, book chapters and articles | |
| 6) | Flaccid and Spastic Dysarthria | Presentations, book chapters and articles | |
| 7) | Hypokinetic and Hyperkinetic Dysarthria | Presentations, book chapters and articles | |
| 8) | Midterms | Presentations, book chapters and articles | |
| 9) | Ataxic and Mixed Type Dysarthria | Presentations, book chapters and articles | |
| 10) | Distinguishing Types of Dysarthria and Clinical Management | Presentations, book chapters and articles | |
| 11) | Apraxia of Speech and General Praxia Concept | Presentations, book chapters and articles | |
| 12) | Apraxia of Speech Therapy | Presentations, book chapters and articles | |
| 13) | Clinical Practice and Case Studies | Presentations, book chapters and articles | |
| 14) | Clinical Practice and Case Studies-II | Presentations, book chapters and articles | |
| 15) | Finals | Presentations, book chapters and articles | |
| Course Notes: | Sunumlar, kitap bölümleri, makaleler/Presentations, book chapters, articles |
| References: | Lowit, A., & Kent, R. D. (2010). Assessment of motor speech disorders. Plural publishing. Weismer, G. (2006). Motor speech disorders: essays for Ray Kent. Plural Publishing. Freed, D. B. (2023). Motor speech disorders: diagnosis and treatment. plural publishing. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | % 0 | |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 40 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To use theoretic and methodological approach, evidence-based principles and scientific literature in Speech and Language Therapy field systematically for practice. | 5 |
| 2) | To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection. | 5 |
| 3) | To use information and health technologies in practice and research in the field of Speech and Language Therapy. | 5 |
| 4) | To communicate effectively with advisee, colleagues for effective professional relationships. | 5 |
| 5) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 4 |
| 6) | To use life-long learning, problem-solving and critical thinking skills. | 5 |
| 7) | To act in accordance with ethical principles and values in professional practice. | 5 |
| 8) | To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. | 5 |
| 9) | To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. | 2 |
| 10) | To take responsibility and participate in the processes actively for training of other therapist, education of health professionals and individuals about speech and languege therapy. | 3 |
| 11) | To carry out speech and languge therapy practices considering cultural differences and different health needs of different groups in the community. | 5 |