• Critical data analysis
• Decision making
• Demonstration of social, professional and ethical responsibility
• Efficient search, analysis, and synthesis of data and information using the essential technologies
• Exercise criticism and self-criticism
• Group work
• Group or independent Assignment
• Independent Assignment
• Promotion of free, creative and inductive thinking

Brief Course Description: The purpose of this course is to make students more independent in their clinical experience than the Clinical Practice I course. In this context, students will be able with a greater degree of independence to interview a parent (taking a history), conduct an orofacial exam on children, use unweighted and weighted tests, write long-term and short-term goals, write an assessment report, write session plans, apply speech therapy techniques, and collect data in session. Students will be able to select, organize and execute therapeutic intervention, with the goal of students understanding how to communicate and manipulate the individual therapist. Students should also be able to write SOAP-type notes at the end of each session and proofread them with their supervisor. Finally, students will be able to practice the above in the classroom and discuss clinical cases in two-hour sessions. The emphasis in this clinical practice will be on cases with children with any disorder.

The course is divided into 13 lessons. Modules:

• Introductory Lesson - Context
• Basic Therapy Skills I
• Basic Therapy Skills II
• Therapeutic Interventions in Articulation and Phonological Disorders I
• Therapeutic Interventions in Articulation and Phonological Disorders II
• Language Interventions for Infants and Preschool Children
• Language Interventions in School-age and Adolescent Children
• Therapeutic Interventions in Autism Spectrum Disorders I
• Therapeutic Interventions in Autism Spectrum Disorders II
• Therapeutic Interventions in Fluency
• Client and Family Counselling
• Student Case Presentations (portfolio)
• Student Case Presentations (portfolio)

50% of the final grade will be based on the following criteria: presentation of each student's caseload through the portfolio (10%), case management skills in clinical settings (20%), individual assignments (10%), student portfolio (10%), with the remaining 50% of the grade comprising a written final examination.

A maximum of two absences is permitted.

- Suggested bibliography:

• Roth F.P., Worthington C. K. (2016). Εγχειρίδιο Λογοθεραπείας. Λευκωσία: Broken Hill. Code in Eudoxus [50659854]
• Hegde M.N., Kuyumjian K. (2023). Κλινική Άσκηση και Πρακτικές στη Λογοθεραπεία. Αθήνα:  Κωνσταντάρας. Code in Eudoxus [112692413]
• Hedge M.N. (2013). Οδηγός Λογοθεραπευτικής Παρέμβασης. Αθήνα: Παρισιάνου. Code in Eudoxus[33155070]

- Related academic journals:

American Journal of Speech and Hearing Research
Folia Phoniatrica et Logopaedica        

-Books and articles:

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

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