ODP618 - AUDITORY PROCESSING DISORDERS and EVALUATION IN CHILDREN
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| AUDITORY PROCESSING DISORDERS and EVALUATION IN CHILDREN | ODP618 | 2nd Semester | 2 | 2 | 3 | 7 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Case Study | |||||
| Instructor (s) | Prof. Dr. Meral Didem Türkyılmaz | |||||
| Course objective | To describe and learn evaluation methods in children with Central Auditory Processing Disorders and develop screening and advanced tests in this field. | |||||
| Learning outcomes |
| |||||
| Course Content | Structural and functional features of central auditory system. Functional relation to structures in cortical and subcortical areas CAPD in children: description, etiologic factors Screening methods for children with CAPD Evaluation on CAPD in children | |||||
| References | 1. Musiek, F.E., & Chermak, G.D. (2007). Handbook of (Central) Auditory Processing Disorder: Volume I - Auditory Neuroscience and Diagnosis. 2. Chermak, G.D., & Musiek, F.E., & (2007). Handbook of (Central) Auditory Processing Disorder: Volume II ? Comprehensive Intervention. 3. Cacace, A.T., & McFarland, D.J. (2009). Controversies in Central Auditory Processing Disorder. 4. Bellis, T.J. (2003). Assessment and Management of Central Auditory Processing Disorders in the Educational Setting: From Science to Practice. 5. Katz, J. (2002). Handbook of Clinical Audiology (6th edition). | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | CAPD in children and auditory plasticity |
| Week 2 | Description of auditory processing disorders: symptoms, Survey, inventory evaluation |
| Week 3 | Methods for differential diagnosis of CAPD and other auditory disorders. |
| Week 4 | Screening methods in CAPD |
| Week 5 | Basic psychoacoustic measurements in auditory processing disorders |
| Week 6 | Midterm exam |
| Week 7 | Advanced behavioral measurements in auditory processing disorders |
| Week 8 | Advanced behavioral measurements in auditory processing disorders |
| Week 9 | Electrophysiological measurements in auditory processing disorders |
| Week 10 | Electrophysiological measurements in auditory processing disorders |
| Week 11 | Midterm exam |
| Week 12 | Physiological methods in speech processing |
| Week 13 | Attention deficit, attention deficit hyperactivity disorder and auditory processing strategies in language dependent learning problems |
| Week 14 | Attention deficit, attention deficit hyperactivity disorder and auditory processing strategies in language dependent learning problems |
| Week 15 | Discussion |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 20 |
| Presentation | 1 | 20 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 90 | |
| Percentage of semester activities contributing grade succes | 0 | 50 |
| Percentage of final exam contributing grade succes | 0 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 14 | 2 | 28 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 14 | 5 | 70 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 0 | 0 | 0 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 2 | 7 | 14 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 1 | 30 | 30 |
| Final Exam (Study duration) | 1 | 40 | 40 |
| Total Workload | 46 | 86 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. They could follow theoretical and clinical scientific developments in basic diagnostic, evaluation and rehabilitation techniques specific to the field of audiology. They also could use systematic information specific to different areas of audiology in the field of vocational and academic work. | X | ||||
| 2. They could use theoretical and applied concepts and principles in the field of audiology in clinical problem solving and decision making. | X | ||||
| 3. They could plans and conduct scientific research independently and / or as teamwork on issues related to the field of audiology, and uses the necessary software and equipment correctly | X | ||||
| 4. They follow the ethical rules for audiology related research and applications | X | ||||
| 5. As a team member, they could work as interdisciplinary and multidisciplinary with practitioners, caregivers and other stakeholders. They gin the individual skills and responsibilities for student supervision and supervision in the field and clinic. As an Audiologist, they understand, recognize and carry out his professional role and responsibilities. | X | ||||
| 6. They develop behaviours in accordance with lifelong learning principles in the development of the professional services of audiology to meet social expectations and needs. It contributes to quality improvement, vocational education and promotion programs | X | ||||
| 7. They contribute to community health and health policies within the framework of national values and country facts; and they raise awareness about individual, family and society about education, preventive and rehabilitative approaches. | X | ||||
| 8. They have embraced personal development, information literacy and lifelong learning; plays an active role in the development of educational and promotion programs related to the field, and also exhibits its professional behaviour at international level. | X | ||||
| 9. They could write report on researches and studies he / she has done in the field of audiology; publish their work in nationally and / or internationally recognized journals; communicate verbally with national and international scientists, and present their work at scientific meetings. | X | ||||
| 10. They take an active role in the development, progress and introduction of the science of audiology. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest