COURSE SYLLABUS

EVALUATION OF LANGUAGE AND COMMUNICATION SKILLS

1	Course Title:	EVALUATION OF LANGUAGE AND COMMUNICATION SKILLS
2	Course Code:	ÖZE2315
3	Type of Course:	Optional
4	Level of Course:	First Cycle
5	Year of Study:	2
6	Semester:	3
7	ECTS Credits Allocated:	4
8	Theoretical (hour/week):	3
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Öğr. Gör. Dr. OYA ARSLAN ARMUTCU
16	Course Lecturers:	yok
17	Contactinformation of the Course Coordinator:	oyaarslanarmutcu@gmail.com
18	Website:
19	Objective of the Course:	At the end of this course, students can define language, speech and communication concepts, components and sub-components of language, explain phonological, morphological and syntax development in children, measure vocal development, list morphological developmental stages, calculate average utterance length, list semantic development categories, explain vocabulary acquisition. They can discuss hypotheses and prepare an assessment plan for language components.
20	Contribution of the Course to Professional Development	To gain the necessary knowledge and skills to evaluate and support the language and communication skills of individuals with special needs.

Learning Outcomes:

1	To be able to define the concepts of language, speech and communication;
2	To be able to measure phonological, morphological and syntax development, vocal development,;
3	To be able to explain morphological development stages, average utterance length, semantic development categories, hypotheses explaining vocabulary acquisition.;
4	To be able to prepare an assessment plan for the components of the language;
5	define the components and sub-components of the language,;
6	can prepare a plan for measuring vocal development, can prepare an evaluation plan to measure the developmental stages of form, calculate the average utterance length,;
7	can list the meaning development categories,;
8	discuss hypotheses explaining vocabulary acquisition;
9	explain phonological, morphological and syntax development in children,;

22	Course Content:

Week	Theoretical	Practical
1	Language, speech and communication concepts
2	prelinguistic communşcation skills
3	Format component and its subcomponents
4	Phonology, morphology and syntax development in children with special needs
5	Preparing an assessment plan to measure the form development stages
6	Content component and its subcomponents
7	Content component and its subcomponents
8	Hypotheses explaining vocabulary acquisition
9	Preparing an assessment plan to measure the stages of meaning development
10	Usage component and subcomponents
11	Usage component and subcomponents
12	language acquisition
13	Calculation of average utterance length
14	Discuss the results of the assessment plan for the language components

23	Textbooks, References and/or Other Materials:	Abbeduto, L., Warren, S. F., & Conners, F. A. (2007). Language development in down syndrome: from the prelinguistic period to the acquisition of literacy. Mental Retardation and Developmental Disabilities Research Reviews, 13(3), 247-261. Adamson, L. B., & Chance, S. E. (1998). Coordinating attention to people, objects and language. A. M. Wetherby, S. F. Warren, & J. Reichle (Ed.), Transitions in prelinguistic communication içinde (15-38). Baltimore: Brookes. Bakeman, R., & Adamson, L. B. (1984). Coordinating attention to people and objects in mother–infant and peer–infant interaction. Child Development, 55(4), 1278-1289. Barton, E. E., Chen C. I., Pribble, L., Pomes, M., & Kim,Y. A. (2013). Coaching preservice teachers to teach play skills to children with disabilities. Teacher Education and Special Education, 36(4), 330 -349. Bates, E., O’Connell, B., & Shore, C. (1987). Language and communication in infancy. J. Osofsky (Ed.). In Handbook of infant development (149-203). Newyork: John Wiley&Sons. Gazdag, G. A., & Warren, S. F. (2000). Effects of adult contingent imititation on development of young children’s vocal imititation. Journal Of Early Intervention, 23, 24-35 Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced Milieu teaching on the social communication of children who have autism. Journal of Early Education and Development, 11(4),423-446. Kaiser, A. P., Hemmeter, M. L., Ostrosky, M. M., Alpert, C. L., & Hancock, T. B. (1995). The effects of group training and individual feedback on parent use of milieu teaching. Journal of Child Communication Disorders, 16(2), 39-48. Mahoney, G., Boyce, G., Fewell, R. R., Spiker, D., & Wheeden, C. A. (1998). The relationship of parent-child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities. Topics in Early Childhood Special Education, 18(1), 5-17. Warren, S.F. (1991). Enhancing communication and language development with milieu teaching procedures. E. Cipani (Ed.), A guide for developing language competence in preschool children with severe and moderate handicaps içinde (68-93). Springfield, IL: Th Warren, S. F., Bredin-Oja, S. L., Escalente, M. F., Finestack, L. H., Fey, M. E., & Brady, N. C. (2006). Responsivity education/ prelinguistic milieu teaching. R. McCauley & M. Fey (Eds.), Treatment of language disorders in children içinde (47-75). Baltimore, MD: Brookes. Warren, S. F., Yoder, P. J., Gazdag, G. E., Kim, K., & Jones, H. A. (1993). Facilitating prelinguistic communication skills in young children with developmental delay. Journal of Speech, Language and Hearing Research, 36(1), 83-97.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	40
Quiz	0	0
Homeworks, Performances	0	0
Final Exam	1	60
Total	2	100
Contribution of Term (Year) Learning Activities to Success Grade		40
Contribution of Final Exam to Success Grade		60
Total		100
Measurement and Evaluation Techniques Used in the Course	Quiz,Ödev, Proje,
Information

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	2	28
Practicals/Labs	0	0	0
Self Study and Preparation	9	8	72
Homeworks, Performances	0	6	18
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	1	1	1
Others	0	0	0
Final Exams	1	1	1
Total WorkLoad			120
Total workload/ 30 hr			4
ECTS Credit of the Course			4

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

	PQ1	PQ2	PQ3	PQ4	PQ5	PQ6	PQ7	PQ8	PQ9	PQ10	PQ11	PQ12	PQ13	PQ14	PQ15	PQ16
LO1	1	2	1	1	2	1	1	2	2	1	1	1	1	1	1	1
LO2	3	4	1	2	3	3	3	4	2	4	2	3	4	3	2	3
LO3	1	0	0	1	0	0	0	1	0	0	2	0	0	0	0	0
LO4	2	3	2	3	3	0	0	2	3	5	3	3	3	3	4	4
LO5	2	3	0	2	0	3	2	3	3	4	0	2	3	4	2	2
LO6	2	3	3	3	4	3	2	3	3	3	4	2	3	3	4	2
LO7	0	2	1	0	1	0	1	0	1	0	1	0	1	2	1	1
LO8	2	2	3	4	1	3	3	2	3	2	3	1	2	3	3	4
LO9	1	2	2	2	3	2	2	3	2	2	2	3	3	3	3	3

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High