Upon the completion of the course, students are expected to be able to provide speech and language therapy to children with greater autonomy than they demonstrated in Clinical Practice I. This will entail a more advanced level of competence, as outlined below:

• Conduct an adequate interview with the relevant patient’s case history
• Conduct an orofacial examination of adults
• Demonstrate understanding of the differences between different assessment tasks for adults
• Analysis history and results of the assessment, and draw appropriate conclusions
• Develop and implement scientifically based treatment program, considering individual client needs
• Formulate speech and language therapy goals
• Write long-term/short-term goals, assessment reports, session plans, and SOAP notes
• Apply speech therapy techniques and collect data during the session
• Evaluate and re-evaluate the results of the therapeutic intervention of the individual client, taking into account progress and any changes to the client's circumstances

• Systematically update clinical records in the clinical context they are attending
  

• 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
• Independent Assignment
• Promotion of free, creative and inductive thinking

Brief Course Description: The purpose of this course is to introduce students to the clinical experience of adult cases with phonation, fluency, language, speech, feeding and swallowing disorders. In this context, students will be able to work with the supervisor to introduce clinical skills by interviewing the patient (taking a history), using unweighted and weighted tests, writing long-term and short-term goals, writing assessment reports, writing session plans, applying speech therapy techniques, and collecting data during the session. 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 practicum will be on adult cases with major disorders as mentioned above or any other disorder.

• Clinical approach, history taking and self-critical thinking skills of a speech and language therapy student I
• Clinical approach, history taking and self-critical skills of speech and language therapy student II
• Assessment Procedures/Language Tools
• Assessment Procedures/Speech Tools
• Assessment Procedures/Voice Tools
• Assessment Procedures/Feeding & Swallowing Tools
• Assessment Procedures/Cognitive Processes Tools
• Therapeutic Language Interventions
• Therapeutic Speech Interventions
• Therapeutic Voice Interventions
• Therapeutic Feeding & Swallowing Interventions
• Presentation of cases by each student (portfolio) I & II

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:

• Baehr, M., & Frotscher, M. (2009). Duus εντοπιστική διάγνωση στη νευρολογία. Αθήνα: Κωνσταντάρας. Code in Eudoxus [37342]
• Stokes, M., & Stack, E. (2016). Κλινική διαχείριση για νευρολογικές καταστάσεις. Αθήνα: Εκδόσεις Παρισιάνου. Code in Eudoxus [50660079]
• Mesulam, M. (2010). Αρχές συμπεριφοράς και γνωστικής νευρολογίας. Λευκωσία: Broken Hill. Code in Eudoxus [13256287]
• Elsevier. (2021). Αποτελεσματική Επικοινωνία για τους Λειτουργούς Υγείας. Αθήνα: Κωνσταντάρας. Code in Eudoxus [133037000]

- Related academic journals:

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

- 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/2539/index.php