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

• Investigate language issues requiring intervention in childhood.
• Utilize clinical literature for the diagnosis and intervention of language disorders in children.
• Make informed decisions regarding the implementation of language assessment and treatment for children, based on established theories.
• Integrate current research findings into methods for childhood language intervention.
• Present the results of assessment and intervention for childhood language disorders in a comprehensive report.

• Adaptation to new situations
• Application of knowledge in practice
• 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
• Independent Assignment
• Promotion of free, creative and inductive thinking
• Respect for diversity and multiculturalism

The course presents the theories and research data on which etiology, speech and language therapy assessment and intervention for children with developmental language disorders is based. Emphasis is placed on problems/difficulties covered by terms such as ‘Developmental Language Disorder' and 'Autistic Spectrum Disorder'.

The course covers the following topics focused on childhood:

• Language Disorders: Comprehensive definition, detailed description, and differential diagnosis.
• Syndromes and Language Disorders: Exploration of various syndromes associated with language disorders.
• Etiology, Epidemiology, and Prevention of Language Disorders: In-depth study of the causes, prevalence, and preventive measures of language disorders.
• The Relationship Between Language and Other Cognitive and Psychological Functions: Examination of how language development is interconnected with cognitive processes.
• Assessment Methods: Overview of various methods used to assess language disorders in children.
• Detection and Diagnosis: Techniques and tools for detecting and diagnosing language disorders.
• Targeting and Intervention: Strategies for identifying targets for intervention and implementing effective treatment plans.
• Intervention Programs Based on Current and Valid Theoretical, Research, and Clinical Standards: Designing and evaluating intervention programs grounded in the latest theoretical, research, and clinical guidelines.

Written Examination: Conducted at the end of the semester.
Weighting: 80%.
Written Assignment: Completion of a written assignment
Weighting: 20%.
Assessment Language: Greek

Books

• Owens, R. (2016). Γλωσσικές διαταραχές: Μια πρακτική προσέγγιση στην αξιολόγηση και την παρέμβαση. Πάτρα: Γκότσης. [59395822]
• Reed, V. (2021). Εισαγωγή στις Γλωσσικές Διαταραχές των Παιδιών. Εκδόσεις: Κωνσταντάρας. [133038448]
• Σαρρής, Δ. (επιστ. επιμ.). (2020). Μαθησιακές δυσκολίες-Αναπτυξιακές διαταραχές. Αθήνα: Πεδίο. [94645811]
• Harley, T. (2008). Η ψυχολογία της γλώσσας. Ρ. Πήτα (μτφρ.). Θεσσαλονίκη: University Studio Press.
• Κωνσταντίνου, Μ. & Κοσμίδου Μ. (Επιμ.) (2011), Νευροψυχολογία των Μαθησιακών Δυσκολιών. Αθήνα: Εκδόσεις Παρισιάνου.
• McLeod S., & Baker, E. (2017). Children's speech: An evidence-based approach to assessment and intervention. Boston: Pearson.
• Νικολόπουλος, Δ. (Επιμ.). (2016). Γλωσσική ανάπτυξη και διαταραχές. Αθήνα: Τόπος. [59395598]
• Norbury, C. F., Tomblin, B. J., Bishop D. V.M., Ράλλη,Α., Παληκαρά, Ο. (2013). Κατανοώντας τις αναπτυξιακές γλωσσικές διαταραχές. Αθήνα: Gutenberg. [32998870]
• Ράλλη, Α., & Παληκαρά, Ο. (2017). Αναπτυξιακή γλωσσική διαταραχή στα παιδιά και τους εφήβους: Θέματα οριοθέτησης, αξιολόγησης και παρέμβασης. Αθήνα: Gutenberg. [59395527]
• Σταυρακάκη, Στ. (2019). Νευροαναπτυξιακές διαταραχές: Η περίπτωση της αναπτυξιακής γλωσσικής διαταραχής. Θεσσαλονίκη: Επίκεντρο. [86196113]
• Weismer, G., & Brown, D. (2019). Introduction to communication sciences and disorders: The scientific basis of clinical practice. San Diego: Plural. 

https://eclass.uop.gr/courses/SLT174/