Upon completion of the course, learners are expected to be able to:

• Describe the use of informal and standardized assessment methods.
• Explain assessment in terms of measurable outcomes.
• Compare standardized tests and identify their strengths and weaknesses.
• Administer specific standardized tests to their classmates and interpret performance as within normal limits or indicative of atypical development.
• Analyze standardized tests for the assessment of clinical cases.
• Synthesize information from specific clinical cases, case history, and test performance to formulate hypotheses regarding differential diagnosis and prognosis.

• Application of knowledge in practice
• Search, analysis, and synthesis of data and information, using the necessary technologies
• Adaptation to new situations and clinical decision-making
• Decision-making
• Independent work
• Development of critical thinking and self-reflection
• Promotion of free, creative, and inductive thinking

The course on Diagnostic Topics in Speech and Language Therapy focuses on the assessment of a wide range of communication disorders. Students will develop an understanding of the use and interpretation of standardized assessment tools related to syndromes, autism spectrum disorders, learning difficulties, stuttering, and other speech and language impairments.

The course is structured into 13 thematic units, covering key diagnostic principles, assessment methods, and clinical application.

• Terminology and Basic Principles of Assessment
•  Collection of Assessment Information
• Collection of Pre-assessment Information (interpretation, reporting of information)
• Understanding and Use of Speech and Language Assessment Tests
• Common Assessment Procedures: Case History, Orofacial Examination
• Assessment in a Cultural Context
• Articulation and Phonological Disorders
• Basic Principles of Language Assessment
• Literacy Assessment
• Assessment of Speech and Language Disorders in Preschool and School-age Children
• Fluency Disorders: Understanding Symptoms and Use of Assessment Tests
• Language Disorders: Use of Receptive and Expressive Tests (general)
• Pervasive Developmental Disorders: Use of Receptive and Expressive Tests
• Acquired Speech and Language Disorders: Use of Assessment Tests

Theory:

Written examination consisting of essay questions, short-answer questions, and/or multiple-choice questions, as well as case study analysis.

Laboratory:

Mid-semester progress assessment (50% of the total grade) and final examination at the end of the semester (50% of the total grade).

Books

• Καμπανάρου, Μ. (2020). Σύγχρονα θέματα λογοθεραπείας. Πάτρα: Γκότσης. Code in Eudoxus [94701759]
• Pindzola, H., Rebekah, Plexico, W. L., Haynes O. W. (2020). Διάγνωση και Αξιολόγηση στην Λογοπαθολογία, Λευκωσία: Broken Hill. Code in Eudoxus [94643619]
• Shipley, K. G., & McAfee, J. G. (2013). Διαγνωστικές προσεγγίσεις στη λογοπαθολογία. Πάτρα: Γκότσης. Code in Eudoxus [32998556]
• Hedge, M. N. (2013). Οδηγός λογοθεραπευτικής αξιολόγησης. Αθήνα: Παρισιάνου. 
  Code in Eudoxus [33155069]

Academic journals

• Journal of Speech, Language and Hearing Research 
• Folia Phoniatrica et logopaedica Journal 
• Hambrecht, G., & Rice, T. (2019). Clinical Assessment workbook for communication sciences and disorders. Plural. 

https://eclass.uop.gr/courses/3709/