PREREQUISITE COURSES: Clinical Practice Ι (5^th Semester)
 

LEARNING OUTCOMES

Upon completion, students are expected to be able to provide speech and language therapy to adults with the assistance of a supervisor and more specifically:

• Conduct an interview with an appropriate patient's case history
• Conduct an orofacial examination of adults
• Understand the differences between different assessments tools for adults
• Administer weighted assessment tools and administer informal assessment tests related to adult speech-language disorders
• Analyze assessment history and results and draw conclusions
• Formulate speech and language therapy goals
• Examine all communication and swallowing disorders in adults
• Write long-term/short-term goals, assessment report, session plans and SOAP notes
• Apply speech therapy techniques and collect data during the session
• To systematically update the patient's record in the clinical context they are attending
  

GENERAL COMPETENCES

• Search, analysis and synthesis of data and information, using the necessary technologies
• Promoting free, creative and deductive thinking
• Critical data analysis
• Decision-making
• Develop Independent & Teamwork Abilities
• Exercising critical and self-critical thinking
• Demonstrating social, professional and ethical responsibility
• Promotion of free, creative thinking

SYLLABUS

Short Course Description:
The aim of this course is to make students more independent in their clinical experience following the course Clinical Practice I. Within this framework, students will be able, with a greater degree of independence, to conduct parent interviews (case history taking), perform orofacial examinations in children, use non-standardized and standardized assessment tools, formulate long-term and short-term goals, write assessment reports, develop session plans, apply speech and language therapy techniques, and collect data during therapy sessions. Students will be able to select, organize, and implement therapeutic interventions, with the goal of understanding how to communicate with and manage each client effectively. In addition, students are expected to be able to write SOAP notes at the end of each session and review them with their supervisor. Finally, students will practice the above skills in class and discuss clinical cases in two-hour sessions. The emphasis of this clinical practice course is on cases involving children with any type of disorder.

The course consists of 13 sessions. Course units:

• Introductory Course – Frameworks
• Basic Therapy Skills I
• Basic Therapy Skills II
• Therapeutic Interventions for Articulation and Phonological Disorders I
• Therapeutic Interventions for Articulation and Phonological Disorders II
• Therapeutic Interventions for Apraxia
• Language Interventions in Infants and Preschool Children
• Language Interventions in School-Age Children and Adolescents
• Therapeutic Interventions for Autism Spectrum Disorders I
• Therapeutic Interventions for Autism Spectrum Disorders II
• Therapeutic Interventions for Fluency Disorders
• Client and Family Counseling
• Case Presentations by Students (portfolio)
• Case Presentations by Students (portfolio)

TEACHING and LEARNING METHODS - EVALUATION

Activity	Semester workload
Lectures	26
Clinical Practice - Case assessment  and speech  and language therapy	93
Non-directed study: Independent  personal study and case portfolio writing	40
Writing reports and notes of all kinds	89
Final Examination	2
Course total	250 hours (10 ECTS)

 

STUDENT PERFORMANCE EVALUATION

Language of Evaluation: Greek

50% of the final grade will derive from the clinical settings.

50% of the final grade will derive from the theoretical component of the course:
A) 35% from the final written examination, which will include short-answer questions, multiple-choice questions, and clinical cases
B) 15% from group assignments

Maximum allowed absences in the clinical settings: 2 absences

Relevant information is announced on the course e-class platform.

ATTACHED BIBLIOGRAPHY

Books

• Roth F.P., & Worthington C.K. (Επιμ). (2016). Handbook of Therapy for Speech and Language Therapists. Broken Hill. Code of Eudoxos [50659854]
• Marsel Mesulam M. (Επιμ). (2010).  Principles of behavioral and cognitive neuroscience. Broken Hill. Code of Eudoxos [13256287]
• Hegde, M.N. & Kuyumjian, K. (Επιμ).  (2023). Clinical Practice and Practices in Speech and Language Therapy. Code in Eudoxos [112692413]
• Kampanarou, M. (2020). Contemporary Topics in Speech and Language Therapy. Patras: Gotsis. Code in Eudoxos [94701756]
• Henge (2013). A guide to logotherapy intervention. Parisianou. Code of Eudoxus [33155070]
• Hegde, M.N., & Kuyumjian, K. (Επιμ.). (2023). Clinical exercise and practices in literature therapy. Constadaras. Code of Eudoxos [112692413]

Academic journals

• American Journal of Speech and Hearing Research
• Folia Phoniatrica et Logopaedica       

Electronic books and/or articles

• Hambrecht G., & Rice T. (2020). Clinical Assessment Workbook for Communication Sciences and Disorders. Plural Pub.
• Hedge, M. (2009). A course manual for scientific and professional writing in speech-language pathology. Delmar
• Hedge, M. N. & Davis, D. (2009). Clinical methods and practice in speech-language pathology (International edition). Delmar
• Hegde M. N. &Kuyumjian K. (2020). Clinical methods and practice in speech-language pathology. Plural.
• McCauley, R. J., Fey, M. E., Gillam E. (2017). Treatment of language disorders in children (CLI). Paul. H. Brookers.
• Owens, R. E. (2016). Language disorders. A practical approach to assessment and intervention. GOTSIS.
• Pindzola, R. H., Plexico, L. W., & Haynes, W. O. (2016). Diagnosis and assessment in speech-language pathology. Pearson.

COURSE WEBSITE (URL)

https://eclass.uop.gr/courses/2612/