2 hours lecture + 2 hours seminar/week; 44 hours/semester,

2P+2S (6 credits): 11 x 4 hours attendance at lectures and seminars = 44 hours; 80 hours preparation of seminar projetcs; 20 hours preparation for interim evaluation; 30 hours final exam preparation. A total of 174 hours of student work.

Participation on discussion of the topic discussed, analysis, application of theoretical knowledge on practical examples, work in small groups, analysis of case studies.

1. Cséfalvay, Zs., Egryová, M., Wiedermann, I.: Diagnostika afázie, alexie a agrafie, Bratislava, EOS, 2018.

2. Cséfalvay, Zs., Egryová, M.,, Marková,J., Wiedermann, I.: Terapia afázie, alexia a agrafie, Bratislava, EOS, 2018.

3. Cséfalvay, Zs., Lechta, V. (ed.): Diagnostika NKS u dospelých. Praha: Portál, 2013.

4. Marková, J. a kol.: Analýza porozumenia viet v slovenčine. Bratislava: UK, 2015.

5. Marková, J.: Terapia afázie. Úroveň viet. Bratislava: UK, 2008.

6. Cséfalvay, Zs. a kol.: Terapie afázie. Teorie a případové studie. Praha: Portál, 2007.

7. Kevická, V., Marková, J., Buntová, D.: Analýza spontánnej reči a jej využitie v logopedickej praxi. Bratislava: UK, 2021.

8. Brnová, J., Cséfalvay, Zs.: Konverzačná anlýza v afaziológii. Bratislava: Mabag, 2009.

The student will be evaluated by an interim test (20 points), a final test (40 points), he/she will prepare 2 seminar papers: analysis of a speech-language assessment results of patient with aphasia (alexia/agraphia) based published case-study (20 points), critical analysis of one therapy method on spoken or written language for patient with brain damage and creating a video on which this therapy procedures in illustrated (20 points)..

The evaluation shall be awarded on a scale of:

A (100–95 points, excellent – excellent results, practical application of theoretical knowledge),

B (94-85 points, very good – above average standard, minor problems in the application of theoretical knowledge into practice),

C (84-75 points, good – normal, reliable work, acquisition of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactorily – acceptable results, lower level of knowledge of less frequent approaches, poorer interpretation),

E (64-60 points, sufficiently – results meet minimum criteria),

Fx (59-0 points, underperforming – extra work required).

Slovak and English

The course focuses on detailed knowledge of etiology, symptomatology, diagnostic procedures and therapeutic methods so that students in speech and language therapy (SLT) practice after graduation understand the issues of pathomechanism of aphasia, alexia and agraphia, know basic diagnostic approaches and can use them in examination of adult population. At the same time, students will know the basic elements and procedures of individual as well as group therapy procedures in individuals with aphasia, alexia and agraphia.

Key topics: symptoms of aphasia, clinical syndromes of aphasia (Boston classification system), cognitive-neuropsychological approach to aphasia, alexia and agraphia, neuropathology of aphasia, diagnosis of aphasia (screening of aphasia, complex test batteries of aphasia, specific tests of aphasia). Evaluation of the effectiveness of aphasia therapy in clinical conditions. Aphasia therapy: specific intervention procedures in aphasia, cognitive-neuropsychological approach (therapy of word production and comprehension, alexia, agraphia), aphasia therapy at sentence and text level. Pragmatic approaches in aphasiology: evaluation of functional communication (with a special accent for conversational analysis), conversation training, group therapy. Quality of life with aphasia (evaluation and intervention approaches).

interim/final

The aim of the course is that after successful completion of the course, the student will gain knowledge about etiopathogenesis, symptoms, clinical syndromes of aphasia, alexia and agraphia and the ways of evaluation, assessment and therapy. It will also acquire basic competencies in the field of assessment of aphasia, alexia and agraphia using available standardized tests in Slovakia. The student obtains information on evidence-based speech therapy intervention approaches in patients with vascular and progressive aphasia. As part of the course, students develop the ability to think in context, critically compare information. An important part is to develop their communication skills and competences, the perspective of thinking on a professional topic so that they can translate it for patients, clients with aphasia and their relatives

2 hours lecture + 2 hours seminar/week; 44 hours/semester,

2P+2S (6 credits): 11 x 4 hours attendance at lectures and seminars = 44 hours; 80 hours preparation of seminar projetcs; 20 hours preparation for interim evaluation; 30 hours final exam preparation. A total of 174 hours of student work.

Participation on discussion of the topic discussed, analysis, application of theoretical knowledge on practical examples, work in small groups, analysis of case studies.

1. Cséfalvay, Zs., Mináriková, M.: Augmentatívna alternatívna komunikácia. In: Kerekrétiová, A.: Logopédia. UK: Bratislava, 2016.

2. Šarounová, J. a kol.: Metódy alternatívni a augmentatívní komunikace. Portál: Praha, 2014.

3. Štihová, A., Kukumbergová, M., Vozárová, A., Jánošková, T.: Augmentatívna a alternatívna komunikácia v špeciálnej škole. ŠPU: Bratislava, 2014.

4. Vybrané vedecké štúdie z oblasti AAK publikované v časopise Logopaedica (od r. 2010).

The student will be evaluated by an interim test (20 points), a final test (40 points), he/she will prepare 2 seminar papers: 1) an essay on the topic of the possibilities and limits of speech therapy intervention in the non-speaking population for selected developmental or acquired communication disorders (20 points), (2) preparation and presentation of a detailed case study of a non-speaking person using AAK (supported by a video demonstration in which the AAK device is used) that students searched on the Internet, with an emphasis on the strengths and weaknesses of the strategy (20 points).

The evaluation shall be awarded on a scale of:

A (100–95 points, excellent – excellent results, practical application of theoretical knowledge),

B (94-85 points, very good – above average standard, minor problems in the application of thoeretical knowledge into practice),

C (84-75 points, good – normal, reliable work, , acquisition of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactorily – acceptable results, lower level of knowledge of less frequent approaches, poorer interpretation),

E (64-60 points, sufficiently – results meet minimum criteria),

Fx (59-0 points, underperforming – extra work required).

Slovak and English

The course is aimed at a detailed acquaintance with three functional groups of AAC users of non-speaking children and adolescents, or the population of adults who, due to various reasons, cannot communicate in spoken language. Students acquire a basic competence to implement low-structured methodologies aimed at evaluating the strengths and weaknesses of communication and, based on an analysis of the results, propose specific AAK strategies (low-tech, high-tech) available in the Slovak Republic, respectively, prepare a plan of intervention aimed at the use of AAK in everyday communication.

Key topics: AAC candidates (children, adolescents, adults), AAC methods and aids, diagnosis of AAC- evaluation strategies, clinical examination of the non-speaking population, speech therapy intervention of children and adults who, for various reasons, cannot communicate in spoken language (children and adults with cerebral palsy, with severe intellectual disability, multiple disabilities, children with combined sensory impairments, children with autism, adults with neurological diseases, which limits verbal communication).

interim/final

The aim of the course is that after successful completion of the course, the student acquires knowledge of suitable candidates for augmentative and alternative communication (children, adolescents and adults). At the same time, he/she will acquire basic competencies in the field of assessment of comunication of the non-speaking population. The student gets information about intervention approaches in children and adults who, for various reasons, are unable to communicate in spoken language.

As part of the course, students develop the ability to think in context, critically compare information. An important part is to develop their communication skills and competencies, the perspective of thinking about a professional topic so that they can transform it for their clients, patients and their relatives.

Scope, type/method of teaching, and organizational form:

45 hours of master thesis practicum by the full-time method.

Student workload:

45 hours of practice (6 credits): individual realization of the empirical part of the diploma thesis (90 hours), consultations with the supervisor, quantitative and qualitative data analysis = 90 hours. A total of 180 hours of student work.

Teaching methods:

research implementation, data collection, data analysis, statistical data processing, qualitative analysis, brainstorming, problem-solving

According to the focus of the diploma thesis.

Student evaluation consists of the realization of the research part of the thesis (50 points), regular consultations with the supervisor, and quantitative and qualitative data analysis (50 points).

The rating is given on a scale:

A (100-95 points, excellent – excellent results, theoretical mastery and practical application of knowledge),

B (94-85 points, very good – above average standard, some inaccuracies in the application of knowledge in practice),

C (84-75 points, good – normal reliable work, mastery of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactory – acceptable results, lower level of knowledge of less frequent approaches, worse interpretation),

E (64-60 points, sufficient – results meet minimum criteria),

Fx (59-0 points, insufficient – additional work required).

Slovak and English

Each student has a specific focus of the diploma thesis according to the chosen topic, in which he solves a speech therapy research problem in the field of speech therapy intervention, i.e. from speech therapy diagnostics, speech therapy, or prevention in children, adolescents, or adults with different types of impaired communication skills of different etiology. Alternatively, the thesis focuses on the evaluation of language or speech skills in the norm in children, adolescents, or adults, whose results can serve as a starting point for the creation of new diagnostic tools. Part of the diploma practice is in close cooperation with the thesis supervisor, who guides the student through individual consultations in solving specific problems in the field. The student also cooperates with various experts (doctors, psychologists, psychiatrists, special or medical teachers, teachers, etc.), according to the focus and topic of the thesis. As a part of his final practice, he learns to communicate independently and solve problems, which will help him at the end of his studies to complete the training for the performance of his profession.

interim/final

The aim of the diploma practice is the realization of empirical research of a part of the diploma project under the guidance of the diploma thesis supervisor. Through the chosen topic, in-depth study of the theoretical basis of the research problem, and the actual implementation of the research, the student will gain practical skills in working with people with impaired communication skills. He will process the obtained research results into the empirical part of the diploma thesis.

2 hours seminar/week; 22 hours/semester,

2S (3 credits): 11 x 2 hours attendance at seminars = 22 hours; 60 hours preparation of seminar projetcs; A total of 82 hours of student work.

Participation on discussion of the topic discussed, work in small groups.

1. Lichnerová, L.: Písanie a obhajoba záverečných prác vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave, Bratislava: Stimul, 2016.

2. Meško, D. et al. Akademická príručka. 3. vyd. Martin: Osveta. 2013.

3. What is Academic Integrity? 2017, dostupné na: westernsydney.edu.au/studysmar

The student will be evaluated continuously during the semester based on the activity during the discussion (30 points) of the submission of a series of elaborated tasks as follows:

1) The structure of the theoretical thesis. Chapter working titles and bibliographic entry and short annotation of 20 key literary sources (international and domestic sources)- 40 points

2) Elaboration of critical review on thesis work connected to the topic of your own thesis (10 points),

3) Presentation of a research study relevant to the topic of students thesis (20 points)

The evaluation shall be awarded on a scale of:

A (100–95 points, excellent – excellent results, practical application of theoretical knowledge),

B (94-85 points, very good – above average standard, minor problems in the application of thoeretical knowledge into practice),

C (84-75 points, good – normal, reliable work, acquisition of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactorily – acceptable results, lower level of knowledge of less frequent approaches, poorer interpretation),

E (64-60 points, sufficiently – results meet minimum criteria),

Fx (59-0 points, underperforming – extra work required).

Slovak and English

Generally valid formal modification of the final thesis, requirements for the content of parts of the final thesis, writing of an abstract, an introduction, the core of the thesis (theoretical and empirical chapters), a conclusion. Citation of used information sources, defense of the final thesis and elaboration of a presentation, rules for compiling a presentation in PowerPoint, list of bibliographic references. Thesis reviews, reflecting on the comments and questions of the supervisor and opponent. Recaps of basic statistical methods used in research focused on speech therapy issues. Academic integrity as a commitment and demonstration of honest and moral behavior in the academic environment.

interim/final

The student will be able to identify and process key parts of the theoretical and empirical part of the thesis, search for relevant scientific studies focused on the topic of the thesis, critically evaluate the strengths and weaknesses of researches carried out in the field close to his/her own thesis topic. The student will be able to interpret the results of researches published in the specialized literature, be able to correctly cite domestic and international scientific studies, indicate the correct list of the literature used. The student will be introduced to the ethical aspects of research in the field of speech therapy.

Form of teaching: seminar and lecture

Weekly: 2 hours od lecture, 2 hours of seminar

During the study period : 44

Study method: combined, mostly full-time

Student workload:

44 hours lecture and seminars

30 hours study for 3 tests (3x10)

15 hours study for final test

6 hours article abstract abot SSD

25 hours study for the final exam

15 hours seminar work

15 hours semester work (video recordings and analysis of the diagnosis)

A total of 150 hours of student work.

Teaching methods: lecture, small group work, problem solving with a focus on: diagnostic conclusions and planning of therapeutic goals, finding the latest information on the topics covered, and active evaluation of the relevance of theoretical resources, discussion of topics covered, role-playing in the practice of therapeutic procedures.

Compulsory readings:

ANTUŠEKOVÁ, A. 1989. Preventívna logopedická starostlivosť v predškolských zariadeniach. Bratislava: SPN 1989.

BUNTOVÁ, D., GÚTHOVÁ, M. 2016. Narušenie zvukovej roviny reči – artikulačná porucha, fonologická porucha. In: KEREKRÉTIOVÁ a kol. Logopédia Bratislava: Univerzita Komenského. ISBN 97880-223-4165-3. (s.57-82.)

BUNTOVÁ, D., BARTOŠOVÁ, D., DOSKOČILOVÁ, S., CSÉFALVAY, Z. 2017. Východiská diferenciálnej diagnostiky fonologických porúch. Logopaedica, roč. 2 (XIX) 4. 1, s. 15 - 23.

BUNTOVÁ, D. ČAVAJDOVÁ, N., ZUBÁKOVÁ, M. 2020. Efektivita slovenskej adaptácie fonologickej terapie Parents and Children Together (PACT). Logopaedica XXII s. 51-58.

BUNTOVÁ, D., PRELCOVÁ, K., ZUBÁKOVÁ, M. 2020. Fonetický repertoár u slovenských detí vo veku 24 až 30 mesiacov. Logopaedica XXII , s. 14 – 20.

BUNTOVÁ, D., ŠIMKOVÁ, S., ZUBÁKOVÁ, M. 2020. Aplikácia terapie minimálnych párov na slovenský jazyk. Logopaedica XXII . s. 44 – 50.

BUNTOVÁ, D. PROSUCHOVÁ, K. (2021) Efektivita fonologickej terapie Metaphon. E-Pedagogium. (v tlači)

GÚTHOVÁ, M., ŠEBIANOVÁ, D.: 2002. Terapia dyslálie. S. 119-144. In: LECHTA, V. a kol.: Terapia narušenej komunikačnej schopnosti. Martin : Osveta 2002. ISBN 80-8063-092-5

Recommended literature:

BUNTOVÁ, D. 2018. Manažment narušenia zvukovej roviny reči založený na vedeckých dôkazoch. Logopaedica, roč. 20, č. 1. 12-14.

BUNTOVÁ, D., KOMRSKOVÁ, M., ZUBÁKOVÁ, M. 2018. Vývinová verbálna dyspraxia: terminologické vymedzenie, klinický obraz, diagnostika. Logopaedica, roč. 20, č.2, s. 13 – 16.

BUNTOVÁ, D., MOCSÁRI, K. 2019. Fonologické poruchy a ich diagnostika v slovenských podmienkach. Listy klinické logopedie, č. 1. s. 3-7. ISSN (online) 2570-6179.

KRAHULCOVÁ, B.: 2007. Dyslalie. Praha: Beakra 2007. ISBN 978-80 903863-0-3

NÁDVORNÍKOVÁ, V.: 2002. Diagnostika dyslálie. S. 122-144. In: LECHTA, V. a kol.: Diagnostika narušenej komunikačnej schopnosti. Martin: Osveta 2002. ISBN 80-8063-100-X

SIČÁKOVÁ, Ľ. 2002. Fonetika a fonológia pre elementaristov. Prešov: Náuka. 118 s. ISBN 80-89038-15-8.

During the semester there will be three written tests with a maximum of 30 points, and a final test with a maximum score of 10 points. The student prepares one abstract of the article with related issues and presents it in class. The critical evaluation of the information and its relation to the information obtained from the lectures is evaluated. The maximum rating is 5 points. He/she will prepare a seminar work on a given topic, where the ability to search for resources, select relevant information, and the level of presentation is evaluated, the maximum evaluation is 10 points. He/she will prepare the semester work, a video recording of the child's diagnostics, and prepare an analysis of the diagnostics in the form of a report. The use of diagnostic methods, the level of data analysis, diagnosis and selection of therapy goals, the use of professional terminology, and the ability to apply theoretical knowledge to the diagnostic process are evaluated. Maximum rating 20 points. Oral exam for a maximum of 25 points. The level of knowledge and ability to orientate oneself in the issue and the application of theoretical information to the diagnostic and therapeutic process are evaluated.

It is necessary to obtain at least 91 points to obtain the final grade A, at least 81 points to obtain the grade B, at least 73 points for the grade C, at least 66 points for the grade D, and at least 60 points for the grade E. Credits will not be awarded to a student who obtains less than 50% of any of the four written tests.

A- is given to the student who masters the knowledge and can apply it to the process of diagnostics and therapy choices, assessment B - is given to the student who masters the knowledge and its application to the diagnostic and therapeutic process is borderline, assessment C - characterizes the student who has knowledge, but does not know how to apply them in practice, evaluation D - the student has smaller gaps in knowledge, evaluation E means that the student's knowledge is borderline. FX - knowledge is insufficient.

Slovak

Areas of information:

- anatomical and physiological preconditions of good articulation, their pathology

- development of phonetic-phonological level

form the basis of the diagnostic process. Terminological definition of NZRR, etiology, classification, and symptomatology is the basis for determining an appropriate diagnosis. Speech therapy diagnostics at the phonetic, and phonological level focuses on diagnostic tools and procedures. Differential diagnosis of articulatory disorder, consistent and inconsistent phonological disorder, and developmental verbal dyspraxia refines diagnostic conclusions and conditions the choice of appropriate therapy. Articulation therapy, goal setting, phases, and aids focus on eliminating articulation disorders. Elements of myofunctional therapy focus on eliminating muscle imbalance and pathological swallowing as one of the possible symptoms of an articulatory disorder. Phonological therapies of Minimal Pairs, Stimulability, Metaphone, PACT are aimed at eliminating delayed phonological development and inconsistent phonological disorders. Nuclear vocabulary therapy focuses on inconsistent phonological disorders, and the basic principles of motor learning are the starting point for CAS-focused therapy. Modern trends in the diagnosis and therapy of SSD, the creation of speech therapy aides, and speech therapy prevention and prognosis of SSD, measuring the effectiveness of therapy complete the therapeutic part.

interim/final

The aim of the course is for the student to master at the theoretical level the terminological definition of SSD, incidence, etiopathogenesis, classification, symptomatology, diagnostic areas and tools, and therapeutic methods of SSD. The student will be theoretically oriented in the basic diagnoses of SSD, and from the given data will be able to determine the diagnosis and choose the therapeutic method. They will know the use of diagnostic tools, will be familiar with the differential diagnosis of SSD, and will have practical experience with the evaluation of diagnostic data. He will know the theoretical background, the target group of individual therapeutic methods, the target group, and the necessary therapeutic aids and will be able to plan short-term and long-term goals of therapy and time schedule. At the theoretical level, he will know the basics of articulation therapy, phonological therapies, and the basics of therapy for developmental verbal dyspraxia and myofunctional disorder. At the theoretical level, he /she will master the basic content structure of the speech therapy report in relation to the SSD. The graduate will gain theoretical information about prevention in preschool children. The student will acquire transferable skills to critically evaluate the sources of professional information in terms of EBT, search for relevant sources on the topic and adequately process them into the presentation.

Theoretical knowledge: determination of diagnostic conclusions and choice of therapeutic methods will be verifiable through written tests, and the ability to critically evaluate the information obtained, search for information and sort it will be verified by abstract processing and seminar work. The ability of diagnostics, the use of diagnostic methods, and their evaluation will be verified by semester work - making a video recording of the diagnostics of an intact preschool child and processing the examination report.

2 hours lecture + 2 hours seminar/week; 44 hours/semester,

2P+2S (6 credits): 11 x 4 hours attendance at lectures and seminars = 44 hours; 80 hours preparation of seminar projetcs; 20 hours preparation for interim evaluation; 30 hours final exam preparation. A total of 174 hours of student work.

Participation on discussion of the topic discussed, analysis, application of theoretical knowledge on practical examples, work in small groups, analysis of case studies.

1. Cséfalvay, Zs., Marková, J.: Dyzartria. In: Kerekrétiová, A. a kol: Logopédia. Bratislava: UK, 2016.

2. Cséfalvay, Zs., Valkovič, P. (Ed.): Poruchy komunikácie u pacientov s Parkinsonovou chorobou. UK, Bratislava, 2021.

3. Cséfalvay, Zs., Lechta, V. (Ed.): Diagnostika narušené komunikační schopnosti u dospělých. Praha: Portál, 2013.

4. Love, R. J., Webb, W. G.: Mozek a řeč. Praha: Portál, 2009.

The student will be evaluated by an interim test (20 points), a final test (40 points), he/she will prepare 2 seminar papers: analysis of a speech-language assessment results of patient with motor speech disorders/dysarthria based on a published case-study (10 points), critical analysis of one therapy method for patients with dysarthria and creating a video on which this therapy procedures in ilustrated (30 points)..

The evaluation shall be awarded on a scale of:

A (100–95 points, excellent – excellent results, practical application of theoretical knowledge),

B (94-85 points, very good – above average standard, minor problems in the application of thoeretical knowledge into practice),

C (84-75 points, good – normal, reliable work, , acquisition of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactorily – acceptable results, lower level of knowledge of less frequent approaches, poorer interpretation),

E (64-60 points, sufficiently – results meet minimum criteria),

Fx (59-0 points, underperforming – extra work required).

Slovak and English

The course is focused on detailed knowledge of etiopathogenesis, symptomatology, clinical manifestation of dysarthria, diagnostic procedures and therapeutic methods so that students in practice after graduation understand the issues of pathomechanism of dysarthria know basic diagnostic approaches and can use them in evaluation in adult and children. At the same time, students will know the basic elements and procedures of individual as well as group therapy in dysarthria.

Key themes: etiopathogenesis of developmental and acquired dysarthria. diagnosis of dysarthria (clinical examination and formalised, standardised dysarthria tests), dysarthria therapy (specific and non-specific therapeutic approaches), therapy in dysarthria of neurodegenerative aetiology (Lee Silvermann Voice Treatment, Parkinson's and others). Therapy approaches on impaired respiration, impaired laryngeal functions, impaired velopharyngeal functions, impaired articulation and prosody. Logopedic intervention aimed at limited participation (concept, research).

interim/final

The aim of the course is that after successful completion of the course, the student acquires knowledge of etiopatogenesis, symptoms, types of dysarthria, the possibilities of their assessent and therapyof dysarthria. He acquired basic competencies in the field of logoped diagnostics of developmental and acquired dysarthria using the available investigative procedures in the Slovak Republic. The student obtains information on logoped interventional approaches in patients with dysarthria of various aetiology. An important part is to develop communication skills and competences, the perspective of thinking about a professional topic so that they can translate it for patients, clients and their relatives.

Type, scope and methods of educational activities:

2P – 2 hours per week lecture, 26 hours total per semester.

Transmission or combined method.

Student workload:

13x2 hours of direct teaching = 26 hours; 16 hours of term paper preparation; 16 hours of preparation for the midterm evaluation, 32 hours of preparation for the final evaluation. Total 90 hours of student work.

Methods of Education:

Monological - lecture, interpretation, dialogical - interview, discussion, problem-based methods - creation of mind maps, brainstorming, practical methods - simulations, training), guided self-study - work with text, solving tasks and assignments, case study.

There will be one written quiz during the semester for 20 points, a term paper must be completed (25 points), and the student comes to the seminar prepared (5 points). The student will not be allowed to take the final test (50 points) until a minimum of 30 points have been earned during the semester. This means that he cannot be awarded credit for the course. The student must score a minimum of 50% on the final test.

For a final grade of A, at least 91 points are required, for a grade of B at least 81 points, for a grade of C at least 73 points, for a grade of D at least 66 points, and for a grade of E at least 60 points.

A-Excellent performance, student can/does/creates/critically evaluates; B-Excellent performance, student can/does but critical thinking is borderline; C-Good performance, student knows/learns but can partially apply to practice; D-acceptable performance, student has learned partially but cannot adequately apply to practice; E-minimally acceptable performance, student has learned minimally and cannot adequately apply to practice; FX-unacceptable performance, student has not met the specified criteria.

The rating is awarded on a scale:

A (100-91%, excellent - outstanding results),

B (90-81%, very good - above average standard),

C (80-73%, well - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - extra work required).

Slovak, Czech and English

1. Communication, vectors of communication 2. 2. 3. Theory of communication in special pedagogy - information cycle, its components, dysfunctionality, dysfunctionality. Communication ability, impaired communication ability, and its characteristics. 5. Specifications of communication and specific communication forms in people with hearing impairment. 5. Specifications of communication and specific communication forms in people with visual impairment. 6. Specifics of communication and specific forms of communication in persons with intellectual disabilities. 7. Specifics of communication and specific forms of communication in persons with autism. 8. Specifics of communication and specific forms of communication in persons with deafblindness. 9. Basic information on alternative and augmentative communication. 10. Principles and techniques for creating conditions for communication in different types of disabilities.

interim/final

By completing the course, the student will broaden his/her theoretical knowledge of social communication in general and barriers to communication for children, pupils, and adults with disabilities. The student will be able to apply knowledge from special education specialties (etiology, classification, life implications) to communication theory in the various specialties of special education. The student will know and be able to apply basic rules and techniques in communicating with children, students, and adults with various types of disability. The acquired knowledge can be incorporated into therapy, education, stimulation of children and pupils with disabilities, and, after completing the master's degree, into diagnosis and counselling activities for different types of disabilities.

The following transferable skills are also developed in the Communication Theory in Special Education course: communication skills, analytical skills, abstract and critical thinking skills, and reasoning in context.

Lecture: 2 hours/week, total 22 hours/semester,

Organizational form: combined (primarily face-to-face)

Student workload: 22 hours of continuous teaching; 11 hours of continuous independent study on lecture topics (study questions or other stimuli); 24 hours of preparation of the presentation of a part of the written work being prepared with a thematic focus on current research or clinical-psychological practice (etiopathogenesis, syndromology, health and prevention, standard procedures, etc.), relevant to speech therapy, its written completion with regard to stimuli and discussion in the study room group (in the evaluation week); 16 hours of preparation for the intermediate test; 20 hours of preparation for the final test; 20 hours of preparation for the oral exam. A total of 113 hours.

Teaching methods:lecture (with references to current scientific works and presentations; with prompts and questions (open and closed, problem tasks, etc.) to deepen or supplement the lectured topic, heuristic methods, discussion in a group or in pairs of students (also online) , brainstorming; analysis of cases (case studies) with regard to the work of speech therapists in practice; guided independent study using professional, scientific and application-oriented texts (including videos, documents of professional associations, etc.)

Compulsory readings:

HERETIK, A., HERETIK, A. A KOL. 2016. Klinická psychológia. 2. prep. a rozš. vyd. Nové Zámky:

Psychoprof, 2016.

Recommended reading:

- GLASOVÁ, M., HARVANOVÁ, S., VANCU, E. 2021: Multimodalita vývinu emocionálnej regulácie u adolescentov. Bratislava: Univerzita Komenského.

- GLASOVÁ, M., GROMA, M., ANDREÁNSKA, V. 2015. Zdravie a zdravotné postihnutie. S. 7-32, In: Zdravotné postihnutie v kontexte aktivity, participácie a zdravia [elektronický zdroj]. Bratislava: Univerzita Komenského.

- APA // RABOCH, J., HRDLIČKA, M., MOHR, P., PAVLOVSKÝ, P., PTÁČEK, R. 2015). DSM-5® Diagnostický a štatistický manuál duševních poruch. Praha: Hogrefre – Testcentrum, 2015. alebo

- BAŠTECKÁ, B., GOLDMANN, P. 2001. Základy klinické psychologie. Praha: Portál, 2001. alebo BAŠTECKÁ, B., MACH, J., A KOL. 2015. Klinická psychologie. Praha: Portál, 640 s.

- CICCHETTI, D. 2016. Developmental psychopathology. 3rd edition. Volume 1 – 4 (1. Theory and method; 2. Developmental neuroscience; 3. Maladptation and psychopthology; 4. Risk, resilience and intervention.) New York: Willey and Sons, 2016.

- SVOBODA, M., HUMPOLÍČEK, P., ŠNOREK, V. (2013). Psychodiagnostika dospelých. Praha: Portál alebo SVOBODA, M., KREJČIÍŘOVÁ, D., VÁGNEROVÁ, M. (2001). Psychodiagnostika dětí a dospívajících. Praha: Portál.

- VÁGNEROVÁ, M. 2014. Současná psychopatologie pro pomáhající profese. 1. vyd. Praha: Portál alebo VÁGNEROVÁ, M. 2004. Psychopatologie pro pomáhající profese. 2. vyd. Praha: Portál, 2004.

ŘÍČAN, P., J., KREJČÍŘOVÁ, D., A KOL. 2006. Dětská klinická psychologie. 4. prep. a dopl. vyd. Praha: Grada, 2006.

- PsycInfo APA a APA Divisons; Psychológia a patopsychológia; Studia psychologica; Československá psychologie; Journal of health psychology; British medical journal /BMJ; The Lancet; American psychologist; Journal of Clinical Psychology a i.

- DSM-5, APA: https://web.archive.org/web/20081106202810/http://psych.org/MainMenu/Research/DSMIV/DSMV.aspx alebo https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3683251/ alebo https://cdn.website-editor.net/30f11123991548a0af708722d458e476/files/uploaded/DSM%2520V.pdf

- ICD-10 a ICD-11 (MKCH-11), WHO: https://icd.who.int/en (ICD-11)

Weighting of interim / final assessment: approximately 50 / 50

During the semester, there will be two written examinations (1. interim 20 points and 2. final before the oral exam 20 points, min. 60% of each of them); students present and further elaborate in writing (by the date of the oral exam) a selected current topic from clinical psychology (as mentioned above), while the presentation is evaluated 15 and its written elaboration 20 points, i.e. j. a total of 35 points; the oral exam is 25 points.

The rating is given on a scale:

A (100-95%, excellent - excellent results), B (94-85%, very good - above average standard), C (84-75%, good - ordinary reliable work), D (74-65%, satisfactory - acceptable results), E (64-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required)

The rating is given on a scale:

A (100-95%, excellent - excellent results; students actively reflect critically and creatively on current knowledge (identify, solve a problem) as well as frameworks for the further development of clinical psychology and its interdisciplinary (or even transdisciplinary) connections; excellent meaningfully integrate knowledge with other studied disciplines , also with regard to speech therapy; they are able to perfectly identify psychological factors and psychological signs in connection with pathology, health maintenance and individual types of prevention (potential risk and protective, psychosocial, pathoplastic factors, etc.); they excellently (critically) reflect knowledge and procedures on based on foreign scientific or professional literature, including a correct understanding of the used methodology (quantitative / qualitative, etc.) and its boundaries; they are excellently prepared to work in an interdisciplinary team, including, for example, with psychologists (at the same time, they perfectly differentiate their professional competences and the potential of their further professional growth ); they also reflect excellently on acquired knowledge and skills in relation to one's own health and well-being.

B (94-85%, very good - above average standard; students actively critically reflect on current knowledge (understand and solve the problem) and frameworks for the further development of clinical psychology and its interdisciplinary (or even transdisciplinary) links; very well integrate knowledge with other studied disciplines, also with regard to speech therapy; they are able to very well identify psychological factors and psychological signs in connection with pathology, health maintenance and individual types of prevention (potential risk and protective, psychosocial, pathoplastic factors, etc.); they critically reflect knowledge and procedures based on foreign scientific or professional literature, they fully understand the methodology used (quantitative / qualitative, etc.) and its boundaries; they are very well prepared to work in an interdisciplinary team, including, for example, with psychologists (at the same time, they differentiate their professional competences and the potential of their further professional growth very well); they also reflect acquired knowledge and skills in the relationship to your own health and well-being.

C (84-75%, good - common reliable work; students at an average level critically reflect on current knowledge (understand the problem) and frameworks for the further development of clinical psychology and its interdisciplinary links; they integrate knowledge well with other studied disciplines, also with regard to speech therapy; they are able to identify psychological factors and psychological signs in connection with pathology, health maintenance and individual types of prevention (potential risk and protective, psychosocial, pathoplastic factors, etc.); they are also able to critically reflect on some knowledge and procedures based on foreign scientific or professional literature and the methodology used (quantitative / qualitative, etc.) and more or less also its boundaries; they are well prepared to work in an interdisciplinary team, i.e. with psychologists (at the same time, they differentiate their professional competences and the potential of their further professional growth); also in basic they reflect acquired knowledge and skills in relation to the homeland mental health and well-being. D (74-65%, satisfactory - acceptable results; students more or less critically reflect on current knowledge (they gradually understand the problem at the instigation of a group discussion or the teacher), in principle they also understand the framework of the further development of clinical psychology and its interdisciplinary links; they acceptably integrate knowledge with other studied disciplines, also with regard to speech therapy; they are able to acceptably identify psychological factors and psychological signs in connection with pathology, health maintenance and individual types of prevention (potential risk and protective, psychosocial, pathoplastic factors, etc.); they are able to a certain extent also critically reflect on some knowledge and procedures based on foreign scientific or professional literature and the methodology used (quantitative / qualitative, etc.); they are quite ready to work in an interdisciplinary team, i.e. with psychologists (at the same time, they differentiate their professions well competences and potential for further professional growth); in part, they also reflect acquired knowledge and skills in relation to one's own health and well-being.

E (64-60%, sufficient - study results and student activities (written papers, exams) are of lower quality compared to the above criteria and characteristics, but their acquired knowledge and skills from clinical psychology sufficiently prepare them for work in an interdisciplinary team , etc., e.g. with psychologists; at the same time, they also sufficiently differentiate their professional competences and the potential of their further professional growth; to a certain extent, they also reflect the acquired knowledge and skills in relation to their own health and well-being.

Fx (59-0%, insufficient - more work, extra study required). Weight of interim/final assessment: interim/final

Slovak and Czech primarily, English to deepen studies

1. Grounding of the discipline in science (historical context), contemporary clinical psychology as an integrating clinical discipline, concept of the field in the Slovak Republic, areas of psychological activity and health care; education and specializations in the field of clinical psychology.

2. Ethical principles and ethical code in clinical psychology, procedures based on scientific evidence, standard procedures (development - personalized diagnosis and treatment, integrative approach vs. eclecticism, problem of unproven and alternative treatment procedures); related institutions and organizations and their activities (SPK, SPS, APA, WHO and others).

3. Methodology in clinical psychology, methods and types of research in clinical psychology, selection of participants, validity and reliability of research, interpretation of research.

4. Clinical-psychological examination (psychological findings, assessment), clinical approach, components of psychodiagnostics, clinical methods (interview, observation, anamnesis), test (performance tests, personality questionnaires and inventories, projective methods) and instrumental (dynamic testing, digitization and i.).

5. Man and health and illness (or disease) and their understanding: current discussion of the concepts, goals and boundaries of health care and medicine; clinical-psychological professional language (problems, current challenges, limits). Norm and its understanding - concepts of normality and abnormality (theoretical and practical limits). Multidimensional approach to health and disease (developmental concept

psychopathology; concept of health psychology and i.). Health education, psychohygiene, prevention (4 levels of prevention in medicine and clinical psychology).

6. Psychological theoretical models of health and illness (mental disorders and behavioral disorders) - basic overview: theoretical and practical contribution of individual psychological schools and their leading figures (depth / dynamic psychology, cognitive-behavioral psychology, humanistic psychology; newer approaches - systemic and systemic , cognitive psychology and cognitive science and i). 7. Etiology of psychological and (psycho)somatic disorders - biological, psychosocial, cultural-religious aspects (physiological / organic, genetic, neuroimmunological / psychoneuro-immunology, etc.; psychogenic factors - stressful situations and health (affective states - anxiety, fear, anger / hatred and others; frustration; deprivation; conflict; stress; psychological trauma and life events; psychological crisis; psychological defensive reactions; general emotionality and emotional intelligence and health; cognition, attitudes and health; interpersonal relationships and health (attachment, family / partnership systems, etc.); lifestyle and health; sociocultural factors (transcultural psychopathology, social stereotypes and stigmatization of the sick person and the disease).

8. Basic overview of disorders of individual psychological functions and personality and psychological diagnostic procedures for their detection (available in the Slovak Republic and the Czech Republic for the child, adolescent and adult population): cognitive components (awareness; attention; perception; thinking; memory; executive functions; communication and speech); affective-personality components (emotionality; action, impulses, will; personality); psychosocial components (interpersonal relationships).

9. Psychology of somatic diseases: somatic / psychological / social aspect of diseases; psychology of pain; emotional experience, mental assessment, changes in needs during physical illness, palliative coping (dying and death), cultural and social influences and attitudes towards illness and health.

10. International classifications of mental disorders and behavioral disorders - critical analysis, alternative models. WHO-ICD-10 vz. ICD-11 (WHO, 2019), DSM-5 (APA - American Psychiatric Association, 2015) and others. Selected categories (syndromes) of special psychopathology and somatic diseases - definition / symptomatology, epidemiology, etiopathogenesis, (therapy) and prognosis.

interim/final

Learning outcomes:

After graduating from clinical psychology, speech therapy students will have acquired, as indicated above, important current knowledge from contemporary clinical psychology (subject, inter- and trans-disciplinary relations - including health psychology, developmental psychopathology, affective neuroscience, etc., research methods and application areas; methods of clinical-psychological activity in practice and their interdisciplinary links - especially in relation to speech therapy; (transferable) ethical principles of (clinical) practice; basic conceptual apparatus of clinical psychology; theoretical models of health and illness/mental disorders; psychogenic factors in etiology and persistence of mental disorders and somatic diseases; individual peculiarities, changes and disorders of psychological functions and personality and their manifestations; issues of classification of mental disorders; psychological aspects of somatic diseases and hospitalization, etc.). Speech therapy students, as mentioned above, should use the acquired knowledge when studying other subjects of their study program; in the clinically oriented research of his final thesis; in speech therapy practice in the complex system assessment of the state of health and its prognosis in patients and clients and in the system planning of speech therapy intervention (including all types of prevention).

Moreover, in addition to transferable areas of competence and literacy (digital, general methodological, social and communication, etc., some others are already mentioned in the texts above), their study leads to proper self-reflection and improvement of health and lifestyle (psychology of stress / crisis situations, primordial and primary, etc.) as emerging experts in helping professions, for themselves or for other people.

4 hours per week: 2 hours in the form of a lecture and 2 hours in the form of a seminar, combined form (primarily full-time).

Student workload:

2P (3 credits): 11 x 2 hours of direct instruction = 22 hours; 2S (3 credits): 11 x 2 hours of direct instruction = 22 hours; 11 x 2 hours preparation for seminars = 22 hours; 14 hours preparation of semester work; 30 hours of study of literature and preparation for continuous assessment; 50 hours of study of literature and preparation for the final test. A total of 160 hours of student work.

Teaching methods: discussion of the topic covered; small group work; problem solving of tasks; study of literature; watching and analysing videos.

1. MARKOVÁ, J., KEVICKÁ, V.: Získané kognitívno-komunikačné poruchy. Bratislava: Mabag, spol. s r.o., 2021.

2. MARKOVÁ, J., KEVICKÁ, V.: Terapia získaných kognitívno-komunikačných porúch. Bratislava: Mabag, spol. s r.o., 2021.

3. MARKOVÁ, J., CSÉFALVAY, ZS.: Diagnostika NKS pri demenci. In: Cséfalvay, Zs., Lechta, V. (Ed.): Diagnostika NKS u dospělých. Praha: Portál, 2013. s.145 – 172.

There will be one continuous test during the semester (20 points) and students will prepare two papers from the literature (2x5 points = 10 points). At the end of the semester there will be a final test (50 points) and students will prepare a semester work according to the assignment (20 points). It is necessary to obtain at least 91 points to obtain the final grade A, at least 81 points to obtain the grade B, at least 73 points for the grade C, at least 66 points for the grade D and at least 60 points for the grade E. Credits will not be awarded to a student who obtains less than 60% of points in the final test.

The rating is given on a scale:

A (100-91%, excellent - excellent results),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - additional work required).

Verbal evaluation: A-excellent performance: the student knows / masters / creates / critically evaluates and applies the acquired knowledge without mistakes; B-excellent performance: the student knows / masters, but critical thinking is borderline; errors sometimes occur in the application of knowledge, but they can correct them after a warning; C-good performance: although the student knows / has learned, but does not know how to apply it in practice - he often makes mistakes that he is not aware of, after warning he can correct some, others not; D-acceptable results: the student has certain shortcomings in the acquired knowledge, but their lack in application can be replaced by other knowledge, but sometimes he makes mistakes out of ignorance, which he cannot correct; E-sufficient: the results meet the minimum criteria, the student masters basic but not advanced knowledge, when applied due to lack of knowledge and skills, he makes many mistakes that he cannot correct; Fx-insufficient: additional work is required, the student lacks basic knowledge, for their lack he makes a lot of mistakes, he cannot critically evaluate and compare.

Slovak, English

Students will learn basic information about speech and language therapy intervention in cognitive-communication disorders in adults. They will be able to diagnose, develop adequate therapy and evaluate its effectiveness in impaired communication in dementia, cranio-cerebral trauma and damage to the subdominant cerebral hemisphere.

interim/final

The student develops their digital skills, the ability of analytical and critical thinking or the ability to think in context, as well as communication and interpersonal skills. Finally, his learning ability, organizational skills and motivation develop.

The graduate of the course will master the knowledge about the etiopathogenesis and manifestations of impaired communication skills in dementia, cranio-cerebral trauma and damage to the subdominant cerebral hemisphere. They will know the methods of speech and language therapy intervention (diagnosis and therapy) and know how to apply them.

Form of teaching: seminar and lecture

Weekly: 2 hours od lecture, 2 hours of seminar

During the study period : 44

Study method: combined, mostly full-time

Student workload:

44 hours full-time

30 hours of preparation of two seminar papers (2 x 15)

16 hours of continuous preparation for teaching

30 hours of preparation for mid-term evaluation

30 hours of preparation for the final evaluation

A total of 144 hours of student work.

Training methods: lecture, interview with a clinical speech therapist, work in small groups, role-playing; problem-solving of tasks with a focus on diagnostic conclusions and recommendations for school facilities, discussion of topics covered

GABURA, J.: Komunikácia pre pomáhajúce profesie. Bratislava : UK 2010, 189 s. (Vybrané kapitoly) ISBN 978-80-223-2752-7.

KEREKRÉTIOVÁ, A.: Poradenstvo ako súčasť logopedickej intervencie. Logopaedica VII, Liečreh 2004, s. 6 – 9.ISBN 80-88932-15-7.

KEREKRÉTIOVÁ, A.: Logopedické poradenstvo/poradcovstvo ako súčasť prevencie, diagnostiky a terapie narušenej komunikačnej schopnosti. Efeta, s. 153 – 157. Martin : Osveta. ISBN 80-8063-220-0

KEREKRÉTIOVÁ, A.: Manažment logopedickej starostlivosti. In: KEREKRÉTIOVÁ, A.: Základy logopédie. Bratislava : UK 2009. ISBN 978-80-223-2574-5

SCHAVEL, M. – OLÁH, M.: Sociálne poradenstvo a komunikácia. Bratislava: VŠSvA 2010 ISBN 80-8068-487-2

VLADOVÁ, K. a kol. : Aplikácia vzdelávacích programov pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním. Štátny pedagogický ústav. 2017. ISBN 978-80-8118-196-2

During the semester there will be a written examination focusing on the theoretical mastery of the content of the counseling process with a maximum of 30 points.

During the semester, the student prepares two seminar papers of 20 points each.

One seminar work will be based on an interview with a clinical speech therapist with a focus on obtaining information about the competencies of a clinical speech therapist, the characteristics of the performance of speech therapy in health care, and the possibilities of further education. The relevance of the obtained information and the level of presentation processing and presentation skills are evaluated.

In the second seminar work, the student will process one diagnosis of impaired communication ability. It identifies strengths and weaknesses arising from the diagnosis and creatively develops possible threats to the educational process and recommendations for the student integration/inclusion process. The relevance of information and creativity in application skills are assessed.

In the end, the student takes a final test with a maximum of 30 points with a focus on theoretical mastery of the counseling process in the education sector, legislative documents, and the process of integration and inclusion.

Continuous preparation of the student for teaching will consist in finding and processing new information related to the topic.

It is necessary to obtain at least 91 points to obtain the final grade A, at least 81 points to obtain the grade B, at least 73 points for the grade C, at least 66 points for the grade D, and at least 60 points for the grade E. Credits will not be awarded to a student who obtains less than 15 points in any of the four written tests. To successfully complete the course, it is necessary to obtain at least 60% of the points.

Assessment A- gets a student who masters the knowledge and can apply it to the counseling process, assessment B - gets a student who masters the knowledge and their application to the counseling process is borderline, assessment C - characterizes a student who has knowledge but does not know how to apply it in practice, evaluation D - the student has smaller gaps in knowledge, evaluation E means that the student's knowledge is borderline. FX - knowledge is insufficient.

Slovak

Speech therapy consulting, goals, models, approaches, principles and strategies of the consulting process, characteristics of the consultant, types of clients, and strategies for working with them. Communication and implementation of speech therapy counseling into speech therapy intervention for individual types of impaired communication ability form the basis of preparation for the counseling process.

Continuing education, speech therapist competencies, client rights, and professional organizations in the field of education and healthcare will prepare the graduate for further planning of their own vocational education.

Types of clients in the education sector, the possibilities of their education, inclusion, legislation, diagnostic recommendations, and creation of materials for an individual educational program form the basis of the speech therapy counseling process in education for parents of children and pupils with impaired communication ability and other pedagogical and professional staff in the education sector.

interim/final

The aim is theoretical and practical preparation of a student of speech therapy for counseling and providing consultations when working with people with NKS with a focus on basic knowledge, communication, practical skills, and abilities, individual and group counseling and work with specific groups of people.

The graduate will have information about the concepts of counseling, counseling techniques, and types of clients in the counseling process. He will be able to apply the acquired skills in a counseling interview in the performance of speech therapy activities and modify them according to individual types of impaired communication ability.

The graduate will obtain information about the clientele with the NCC in the field of education, basic information on the counseling process in the field of client training, and inclusive education. He will get acquainted with the basic valid legislation governing the processes of education and inclusion of children and pupils with impaired communication ability so that he can provide adequate counseling for parents and employees of schools and school facilities. The graduate will be able to apply information from speech therapy diagnostics to the process of integration, inclusion, and adjustment of educational conditions and will know the basic documentation related to the inclusion of children and students with impaired communication ability.

The graduate will know their competencies in the field of profession in the field of health and education, postgraduate education opportunities, and professional organizations.

Theoretical information will be verified by written tests. The ability to creatively apply knowledge from the impaired communication ability to the counseling process will be verified by a seminar paper. The student will gain practical experience in leading the counseling process in role-playing games during the exercises.

Scope, type/method of teaching, and organizational form:

speech therapy practice in the range of 30 hours per semester with a focus on the issue of speech sound disorders by the present method or combined method.

Student workload:

30 hours of practice (4 credits): observation of a speech therapist during a speech therapy intervention = 15 hours, speech therapy case analysis with an expert = 15 hours, elaboration of a diagnostic report = 20 hours, preparation of therapeutic aids = 20 hours, elaboration of a case study of one client = 30 hours. A total of 100 hours of student work.

Teaching methods:

observation, teaching the subject by practitioners, case studies, application of theoretical knowledge on practical examples, activating methods, case analysis, brainstorming, problem-solving with a focus on identifying features of ICS, creative preparation of therapeutic aids, discussion of observed clients, direct work with a client, video analysis.

1. ANTUŠEKOVÁ, A. 1989. Preventívna logopedická starostlivosť v predškolských zariadeniach. Bratislava: SPN 1989.

2. BUNTOVÁ, D., BARTOŠOVÁ, D., DOSKOČILOVÁ, S., CSÉFALVAY, Z. 2017. Východiská diferenciálnej diagnostiky fonologických porúch. Logopaedica, roč. 2 (XIX) 4. 1, s. 15 - 23.

3. BUNTOVÁ, D., KOMRSKOVÁ, M., ZUBÁKOVÁ, M. 2018. Vývinová verbálna dyspraxia: terminologické vymedzenie, klinický obraz, diagnostika. Logopaedica, roč. 20, č.2, s. 13 – 16.

4. BUNTOVÁ, D., MOCSÁRI, K. 2019. Fonologické poruchy a ich diagnostika v slovenských podmienkach. Listy klinické logopedie, č. 1. s. 3-7. ISSN (online) 2570-6179.

5. BUNTOVÁ, D. ČAVAJDOVÁ, N., ZUBÁKOVÁ, M. 2020. Efektivita slovenskej adaptácie fonologickej terapie Parents and Children Together (PACT). Logopaedica XXII s. 51-58.

6. BUNTOVÁ, D., ŠIMKOVÁ, S., ZUBÁKOVÁ, M. (2020). Aplikácia terapie minimálnych párov na slovenský jazyk. Logopaedica XXII . s. 44 – 50.

7. BUNTOVÁ, D., PRELCOVÁ, K., ZUBÁKOVÁ, M. 2020. Fonetický repertoár u slovenských detí vo veku 24 až 30 mesiacov. Logopaedica XXII , s. 14 – 20.

8. BUNTOVÁ, D. PROSUCHOVÁ, K. (2021) Efektivita fonologickej terapie Metaphon. E-Pedagogium. (v tlači)

9. NÁDVORNÍKOVÁ, V.: 2002. Diagnostika dyslálie. S. 122-144. In: LECHTA, V. a kol.: Diagnostika narušenej komunikačnej schopnosti. Martin: Osveta 2002. ISBN 80-8063-100-X

Student evaluation consists of passing a direct observation of a speech therapist during a speech therapy intervention (20 points), passing a speech therapy analysis (20 points), and writing a diagnostic report (20 points), preparing therapeutic aids for speech therapy (10 points), and processing a case study of one client (30 points).

The rating is given on a scale:

A (100-95 points, excellent – excellent results, theoretical mastery and practical application of knowledge),

B (94-85 points, very good – above average standard, some inaccuracies in the application of knowledge in practice),

C (84-75 points, good – normal reliable work, mastery of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactory – acceptable results, lower level of knowledge of less frequent approaches, worse interpretation),

E (64-60 points, sufficient – results meet minimum criteria),

Fx (59-0 points, insufficient – additional work required).

Slovak

Direct observation of the speech therapist's work at a specific workplace, subsequent analysis of specific cases with a focus on identifying features of the impaired communication skill, selection of appropriate diagnostic methods, diagnosis, planning, and implementation of therapy. Processing the results of the diagnostic process into the final report. Preparation of therapeutic aids according to selected goals. Elaboration of a case study of one client with feedback.

interim/final

Learning objectives and outcomes:

After completing Speech therapy practice 1, the student will learn to actively use the theoretical knowledge acquired in the course Speech sound disorders. During the speech therapy practice, he has the opportunity to observe and analyse professional speech therapy activities – speech therapy intervention focusing on the speech sound disorders in different patients/clients (at different ages and with varying degrees of severity of impaired communication skills) at a specific workplace in health, education or work, social affairs and family department. He gets acquainted with the specifics of the work of a speech therapist in a certain impaired communication skill, he has the opportunity to analyse individual cases and try direct work with the client under the guidance of an expert – speech therapist from practice. Thanks to the analysis of individual casuistic cases, he has the opportunity to verify theoretical knowledge in the field of terminology, symptomatology, diagnostics, and therapy in speech sound disorders. At the same time, he has the opportunity to observe how a speech therapist solves various problems that may arise within a speech therapy intervention. In the task of processing the diagnostic report, under the supervision of the speech therapist, he verifies whether he can correctly choose diagnostic tools, adequately administer, evaluate, and interpret them. When preparing therapeutic aids, he must correctly select and formulate the goals of therapy and choose appropriate methods based on which he will practically prepare therapeutic materials/aids (worksheets, set of toys, pictorial, or other stimulating material). As a part of the elaboration of the case study, he will learn to independently process and evaluate a specific patient/client from writing anamnesis, through the choice of diagnostic methods to formulating goals for therapy with his own opinion on the patient's/client's prognosis, which he will gain on the basis of comprehensive case analysis.

Scope, type/method of teaching, and organizational form:

speech therapy practice in the range of 30 hours per semester with a focus on the issue of dyslexia by the combined method (primarily present method).

Student workload:

30 hours of practice (4 credits): observation of a speech therapist during a speech therapy intervention = 15 hours, speech therapy case analysis with an expert = 15 hours, elaboration of a diagnostic report = 20 hours, preparation of therapeutic aids = 20 hours, elaboration of a case study of one client = 30 hours. A total of 100 hours of student work.

Teaching methods:

observation, teaching the subject by practitioners, case studies, application of theoretical knowledge on practical examples, activating methods, case analysis, brainstorming, problem-solving with a focus on identifying features of ICS, creative preparation of therapeutic aids, discussion of observed clients, direct work with a client, video analysis.

1. MIKULAJOVÁ, M. A KOL. 2012. Čítanie, písanie a dyslexia: s testami a normami. Bratislava: Slovenská asociácia logopédov, 2012. 296 s.

2. CARAVOLAS, M A KOL. 2019. Testy Mabel. MABEL. https://www.eldel-mabel.net/

3. GRIMMOVÁ, H., SCHȌLER, H., MIKULAJOVÁ, M. 1997. Heidelbergský test rečového vývinu H-S-E-T. Bratislava: Psychodiagnostika, a. s., 1997.

4. MARKOVÁ, J. A KOL. 2015. Analýza porozumenia viet v slovenčine. Test porozumenia viet s normami. Bratislava: Univerzita Komenského v Bratislave. 177 s.

Student evaluation consists of passing a direct observation of a speech therapist during a speech therapy intervention (20 points), passing a speech therapy analysis (20 points), and writing a diagnostic report (20 points), preparing therapeutic aids for speech therapy (10 points), and processing a case study of one client (30 points). To successfully complete the course, it is necessary to obtain at least 60% of the points.

The rating is given on a scale:

A (100-95 points, excellent – excellent results, theoretical mastery and practical application of knowledge),

B (94-85 points, very good – above average standard, some inaccuracies in the application of knowledge in practice),

C (84-75 points, good – normal reliable work, mastery of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactory – acceptable results, lower level of knowledge of less frequent approaches, worse interpretation),

E (64-60 points, sufficient – results meet minimum criteria),

Fx (59-0 points, insufficient – additional work required).

Slovak

Direct observation of the speech therapist's work at a specific workplace, subsequent analysis of specific cases with a focus on identifying features of the impaired communication skill, selection of appropriate diagnostic methods, diagnosis, planning, and implementation of therapy. Processing the results of the diagnostic process into the final report. Preparation of therapeutic aids according to selected goals. Elaboration of a case study of one client with feedback.

interim/final

Learning objectives and outcomes:

The aim of Speech therapy practice 4 is a practical mastery of methods of speech therapy diagnostics, therapy and prevention in the field of specific learning disorders with a focus on dyslexia and dysorthographia. After completing Speech therapy practice 4, the student will learn to actively use the theoretical knowledge acquired in the course Dyslexia. During the speech therapy practice, he has the opportunity to observe and analyse professional speech therapy activities – speech therapy intervention focusing on the dyslexia and dysorthograpia in different patients/clients (at different ages and with varying degrees of severity of impaired communication skills) at a specific workplace in health, education or work, social affairs and family department. He gets acquainted with the specifics of the work of a speech therapist in a certain impaired communication skill, he has the opportunity to analyse individual cases and try direct work with the client under the guidance of an expert - speech therapist from practice. Thanks to the analysis of individual casuistic cases, he has the opportunity to verify theoretical knowledge in the field of terminology, symptomatology, diagnostics, and therapy in the specific learning disorders with a language background - dyslexia and dysorthograpia. At the same time, he has the opportunity to observe how a speech therapist solves various problems that may arise within a speech therapy intervention. In the task of processing the diagnostic report, under the supervision of the speech therapist, he verifies whether he can correctly choose diagnostic tools, adequately administer, evaluate, and interpret them. When preparing therapeutic aids, he must correctly select and formulate the goals of therapy and choose appropriate methods based on which he will practically prepare therapeutic materials/aids (worksheets, set of toys, pictorial, or other stimulating material). As a part of the elaboration of the case study, he will learn to independently process and evaluate a specific patient/client from writing anamnesis, through the choice of diagnostic methods to formulating goals for therapy with his own opinion on the patient's/client's prognosis, which he will gain on the basis of comprehensive case analysis.

Scope, type/method of teaching, and organizational form:

speech therapy practice in the range of 30 hours per semester with a focus on the issue of developmental language disorder by the present method or combined method.

Student workload:

30 hours of practice (4 credits): observation of a speech therapist during a speech therapy intervention = 15 hours, speech therapy case analysis with an expert = 15 hours, elaboration of a diagnostic report = 20 hours, preparation of therapeutic aids = 20 hours, elaboration of a case study of one client = 30 hours. A total of 100 hours of student work.

Teaching methods:

observation, teaching the subject by practitioners, case studies, application of theoretical knowledge on practical examples, activating methods, case analysis, brainstorming, problem-solving with a focus on identifying features of ICS, creative preparation of therapeutic aids, discussion of observed clients, direct work with a client, video analysis.

1. BOŠŇÁKOVÁ, D. – KAPALKOVÁ, S.: Stimulácia porozumenia u detí. In: Logopaedica. - Roč. 19, č. 2 (2017), s. 44 - 48

2. KAPALKOVÁ, S. – MIČIANOVÁ, Ľ.: Interaktívne dynamické čítanie. In: Logopaedica 18. - Bratislava : Mabag, 2015, s. 22 - 32

3. KAPALKOVÁ, S. – SIKLIENKOVÁ, R.: Použitie prístupu Storytelling – story acting ako stimulácia naratívnych schopností u detí. In: Logopaedica. - Roč. 1(18), č. 1 (2016), s. 45-50

4. KAPALKOVÁ, S. – TOKÁROVÁ, O.: Schopnosť opakovania pseudoslov ako doplnok o rodinnej anamnéze. In: Listy klinické logopedie [elektronický zdroj]. - č. 1 (2017), s. 56 - 60

5. KAPALKOVÁ, S. – VENECELOVÁ, S.: Šlabikár. Bratislava: Slovenská asociácia logopédov, 2020. 391 s.

6. KAPALKOVÁ, S. – VENCELOVÁ, L.: Šlabikár metodická príručka. Bratislava : Slovenská asociácia logopédov, 2020. 347 s.

7. MIKULAJOVÁ, M. – DUJČÍKOVÁ, O.: Tréning fonematického uvedomovania podľa D.B. Eľkonina metodická príručka. Bratislava : Dialóg , 2001. s. 83

8. TOKÁROVÁ, O. – MIKULAJOVÁ, M.: Čítanie podľa Eľkonina, charakteristika prístupu a opis metódy. In: Pedagogika. - Roč. 62, č. 1-2 (2012), s. 34 – 44

Course completion requirements:

Student evaluation consists of passing a direct observation of a speech therapist during a speech therapy intervention (20 points), passing a speech therapy analysis (20 points), and writing a diagnostic report (20 points), preparing therapeutic aids for speech therapy (10 points), and processing a case study of one client (30 points).

The rating is given on a scale:

A (100-95 points, excellent – excellent results, theoretical mastery and practical application of knowledge),

B (94-85 points, very good – above average standard, some inaccuracies in the application of knowledge in practice),

C (84-75 points, good – normal reliable work, mastery of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactory – acceptable results, lower level of knowledge of less frequent approaches, worse interpretation),

E (64-60 points, sufficient – results meet minimum criteria),

Fx (59-0 points, insufficient – additional work required).

Slovak

Direct observation of the speech therapist's work at a specific workplace, subsequent analysis of specific cases with a focus on identifying features of the impaired communication skill, selection of appropriate diagnostic methods, diagnosis, planning, and implementation of therapy. Processing the results of the diagnostic process into the final report. Preparation of therapeutic aids according to selected goals. Elaboration of a case study of one client with feedback.

interim/final

Learning objectives and outcomes:

After completing Speech therapy practice 3, the student will learn to actively use the theoretical knowledge acquired in the course Developmental language disorder. During the speech therapy practice, he has the opportunity to observe and analyse professional speech therapy activities - speech therapy intervention focusing on the developmental language disorder in different patients/clients (at different ages and with varying degrees of severity of impaired communication skills) at a specific workplace in health, education or work, social affairs and family department. He gets acquainted with the specifics of the work of a speech therapist in a certain impaired communication skill, he has the opportunity to analyse individual cases and try direct work with the client under the guidance of an expert - speech therapist from practice. Thanks to the analysis of individual casuistic cases, he has the opportunity to verify theoretical knowledge in the field of terminology, symptomatology, diagnostics, and therapy in developmental language disorder. At the same time, he has the opportunity to observe how a speech therapist solves various problems that may arise within a speech therapy intervention. In the task of processing the diagnostic report, under the supervision of the speech therapist, he verifies whether he can correctly choose diagnostic tools, adequately administer, evaluate, and interpret them. When preparing therapeutic aids, he must correctly select and formulate the goals of therapy and choose appropriate methods based on which he will practically prepare therapeutic materials/aids (worksheets, set of toys, pictorial, or other stimulating material). As a part of the elaboration of the case study, he will learn to independently process and evaluate a specific patient/client from writing anamnesis, through the choice of diagnostic methods to formulating goals for therapy with his own opinion on the patient's/client's prognosis, which he will gain on the basis of comprehensive case analysis.

Scope, type/method of teaching, and organizational form:

speech therapy practice in the range of 45 hours per semester with a focus on the issue of neurogenic communication disorders in adults by the present method or combined method.

Student workload:

45 hours of practice (6 credits): observation of a speech therapist during a speech therapy intervention = 22 hours, speech therapy case analysis with an expert = 23 hours, processing of a diagnostic report = 40 hours, preparation of therapeutic aids = 40 hours, processing of case studies of two observed clients = 50 hours. A total of 175 hours of student work.

Teaching methods:

observation, teaching the subject by practitioners, case studies, application of theoretical knowledge on practical examples, activating methods, case analysis, brainstorming, problem-solving with a focus on identifying features of ICS, creative preparation of therapeutic aids, discussion of observed clients, direct work with a client, video analysis.

1. Cséfalvay, Zs., Egryová, M., Wiedermann, I.: Diagnostika afázie, alexie a agrafie, 2018. Terapia afázie, alexia a agrafie, Bratislava: EOS, 2018.

2. Šteňová, V., Cséfalvay, Zs.: Test pomenovania obrázkov. Bratislava, Mabag, 2011.

3. Marková, J. a kol.: Analýza porozumenia viet v slovenčine. Test porozumenie viet s normami. Bratislava: UK, 2015.

4. Kevická, V., Marková, J., Buntová, D. Analýza spontánnej reči a jej využitie v logopedickej praxi. Bratislava: UK, 2021.

Student evaluation consists of passing a direct observation of a speech therapist during a speech therapy intervention (20 points), passing a speech therapy analysis (20 points), and writing a diagnostic report (20 points), preparing therapeutic aids for speech therapy (10 points), and processing a case study of two clients (30 points).

The rating is given on a scale:

A (100-95 points, excellent – excellent results, theoretical mastery and practical application of knowledge),

B (94-85 points, very good – above average standard, some inaccuracies in the application of knowledge in practice),

C (84-75 points, good – normal reliable work, mastery of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactory – acceptable results, lower level of knowledge of less frequent approaches, worse interpretation),

E (64-60 points, sufficient – results meet minimum criteria),

Fx (59-0 points, insufficient – additional work required).

Slovak

Direct observation of the speech therapist's work at a specific workplace, subsequent analysis of specific cases with a focus on identifying features of the impaired communication skill, selection of appropriate diagnostic methods, diagnosis, planning, and implementation of therapy. Processing the results of the diagnostic process into the final report. Preparation of therapeutic aids according to selected goals. Elaboration of a case study of two clients with feedback.

interim/final

Learning objectives and outcomes:

After completing Speech therapy practice 6, the student will learn to actively use the theoretical knowledge acquired in the courses Aphasia, Dysarthria and Cognitive-communication disorders in adults. During the speech therapy practice, he has the opportunity to observe and analyse professional speech therapy activities - speech therapy intervention focusing on the neurogenic communication disorders in adults in different patients/clients (at different ages and with varying degrees of severity of impaired communication skills) at a specific workplace in health, education or work, social affairs and family department. He gets acquainted with the specifics of the work of a speech therapist in a certain impaired communication skill, he has the opportunity to analyse individual cases and try direct work with the client under the guidance of an expert - speech therapist from practice. Thanks to the analysis of individual casuistic cases, he has the opportunity to verify theoretical knowledge in the field of terminology, symptomatology, diagnostics, and therapy in neurogenic communication disorders in adults. At the same time, he has the opportunity to observe how a speech therapist solves various problems that may arise within a speech therapy intervention. In the task of processing the diagnostic report, under the supervision of the speech therapist, he verifies whether he can correctly choose diagnostic tools, adequately administer, evaluate, and interpret them. When preparing therapeutic aids, he must correctly select and formulate the goals of therapy and choose appropriate methods based on which he will practically prepare therapeutic materials/aids (worksheets, set of daily necessities, pictorial, or other stimulating material). As a part of the elaboration of the case study, he will learn to independently process and evaluate a specific patient/client from writing anamnesis, through the choice of diagnostic methods to formulating goals for therapy with his own opinion on the patient's/client's prognosis, which he will gain on the basis of comprehensive case analysis.

Type of activities, scope (number of hours), and methods of educational activities

Scope, type/method of teaching, and organizational form:

speech therapy practice in the range of 45 hours per semester with a focus on the issue of voice disorders and/or cleft palate speech by the present method or combined method.

Student workload:

45 hours of practice (6 credits): observation of a speech therapist during a speech therapy intervention = 22 hours, speech therapy case analysis with an expert = 23 hours, processing of a diagnostic report = 40 hours, preparation of therapeutic aids = 40 hours, processing of case studies of two observed clients = 50 hours. A total of 175 hours of student work.

Teaching methods:

observation, teaching the subject by practitioners, case studies, application of theoretical knowledge on practical examples, activating methods, case analysis, brainstorming, problem-solving with a focus on identifying features of ICS, creative preparation of therapeutic aids, discussion of observed clients, direct work with a client, video analysis.

1. DRŠATA, J. et al. Foniatrie-Hlas. Praha: Tobiáš, 2011.

2. KEREKRÉTIOVÁ, A.: Poruchy hlasu. In: Lechta, V. a kol.: Diagnostika narušenej komunikačnej schopnosti. Martin: Osveta 2002.

3. KEREKRÉTIOVÁ, A.: Terapia porúch hlasu. In: Lechta, V. a kol.: Terapia narušenej komunikačnej schopnosti. Martin: Osveta 2002

4. KEREKRÉTIOVÁ A. (2020): Palatolília. In: KEREKRÉTIOVÁ A.: Logopédia. Univerzita Komenského v Bratislave.

5. KEREKRÉTIOVÁ A.(2008): Velofaryngální dysfunkce a palatolalie. Praha: Grada.

6. ORAVKINOVÁ Z. (2010): Raná logopedická intervencia u detí s rázštepom pery a/alebo podnebia. SPN.

7. ORAVKINOVÁ, Z. (2018). Logopedická intervencia u detí s rázštepom pery a podnebia. Bratislava: SPN.

Student evaluation consists of passing a direct observation of a speech therapist during a speech therapy intervention (20 points), passing a speech therapy analysis (20 points), and writing a diagnostic report (20 points), preparing therapeutic aids for speech therapy (10 points), and processing a case study of two clients (30 points).

The rating is given on a scale:

A (100-95 points, excellent – excellent results, theoretical mastery and practical application of knowledge),

B (94-85 points, very good – above average standard, some inaccuracies in the application of knowledge in practice),

C (84-75 points, good – normal reliable work, mastery of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactory – acceptable results, lower level of knowledge of less frequent approaches, worse interpretation),

E (64-60 points, sufficient – results meet minimum criteria),

Fx (59-0 points, insufficient – additional work required).

Slovak

Direct observation of the speech therapist's work at a specific workplace, subsequent analysis of specific cases with a focus on identifying features of the impaired communication skill, selection of appropriate diagnostic methods, diagnosis, planning, and implementation of therapy. Processing the results of the diagnostic process into the final report. Preparation of therapeutic aids according to selected goals. Elaboration of a case study of two clients with feedback.

interim/final

Learning objectives and outcomes:

After completing Speech therapy practice 5, the student will learn to actively use the theoretical knowledge acquired in the course Voice disorders and/or Cleft palate speech. During the speech therapy practice, he has the opportunity to observe and analyse professional speech therapy activities - speech therapy intervention focusing on the voice disorders and/or cleft palate speech in different patients/clients (at different ages and with varying degrees of severity of impaired communication skills) at a specific workplace in health, education or work, social affairs and family department. He gets acquainted with the specifics of the work of a speech therapist in a certain impaired communication skill, he has the opportunity to analyse individual cases and try direct work with the client under the guidance of an expert - speech therapist from practice. Thanks to the analysis of individual casuistic cases, he has the opportunity to verify theoretical knowledge in the field of terminology, symptomatology, diagnostics, and therapy in voice disorders and/or cleft palate speech. At the same time, he has the opportunity to observe how a speech therapist solves various problems that may arise within a speech therapy intervention. In the task of processing the diagnostic report, under the supervision of the speech therapist, he verifies whether he can correctly choose diagnostic tools, adequately administer, evaluate, and interpret them. When preparing therapeutic aids, he must correctly select and formulate the goals of therapy and choose appropriate methods based on which he will practically prepare therapeutic materials/aids (worksheets, set of toys, pictorial, or other stimulating material). As a part of the elaboration of the case study, he will learn to independently process and evaluate a specific patient/client from writing anamnesis, through the choice of diagnostic methods to formulating goals for therapy with his own opinion on the patient's/client's prognosis, which he will gain on the basis of comprehensive case analysis.

Scope, type/method of teaching, and organizational form:

speech therapy practice in the range of 30 hours per semester with a focus on the issue of speech fluency disorders by the present method or combined method.

Student workload:

30 hours of practice (4 credits): observation of a speech therapist during a speech therapy intervention = 15 hours, speech therapy case analysis with an expert = 15 hours, elaboration of a diagnostic report = 20 hours, preparation of therapeutic aids = 20 hours, elaboration of a case study of one client = 30 hours. A total of 100 hours of student work.

Teaching methods:

observation, teaching the subject by practitioners, case studies, application of theoretical knowledge on practical examples, activating methods, case analysis, brainstorming, problem-solving with a focus on identifying features of ICS, creative preparation of therapeutic aids, discussion of observed clients, direct work with a client, video analysis.

1. LECHTA, V.: Zajakavosť – integratívny prístup: diagnostika. Bratislava: Liečreh Gúth, 2005. ISBN 80 88931 17 3

2. LECHTA, V. A KOL.: Zajakavosť – integratívny prístup: terapia. Bratislava: Liečreh Gúth, 2006. ISBN 80 88932 21 1

3. PÁLFYOVÁ, E.: Chronická zajakavosť. Implementácia metódy MIDVAS do praxe. Bratislava: Dialóg, 2012. ISBN 978 80 968502 6 6

4. YARUSS, J. S., REARDON-REEVES, N., 2017. Early Childhood Stuttering Therapy: A Practical Guide. McKinney, USA: Stuttering Therapy Resources.

Student evaluation consists of passing a direct observation of a speech therapist during a speech therapy intervention (20 points), passing a speech therapy analysis (20 points), and writing a diagnostic report (20 points), preparing therapeutic aids for speech therapy (10 points), and processing a case study of one client (30 points).

The rating is given on a scale:

A (100-95 points, excellent – excellent results, theoretical mastery and practical application of knowledge),

B (94-85 points, very good – above average standard, some inaccuracies in the application of knowledge in practice),

C (84-75 points, good – normal reliable work, mastery of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactory – acceptable results, lower level of knowledge of less frequent approaches, worse interpretation),

E (64-60 points, sufficient – results meet minimum criteria),

Fx (59-0 points, insufficient – additional work required).

Slovak

Direct observation of the speech therapist's work at a specific workplace, subsequent analysis of specific cases with a focus on identifying features of the impaired communication skill, selection of appropriate diagnostic methods, diagnosis, planning, and implementation of therapy. Processing the results of the diagnostic process into the final report. Preparation of therapeutic aids according to selected goals. Elaboration of a case study of one client with feedback.

interim/final

Learning objectives and outcomes:

After completing Speech therapy practice 2, the student will learn to actively use the theoretical knowledge acquired in the course Speech fluency disorders. During the speech therapy practice, he has the opportunity to observe and analyse professional speech therapy activities - speech therapy intervention focusing on the fluency disorders in different patients/clients (at different ages and with varying degrees of severity of impaired communication skills) at a specific workplace in health, education or work, social affairs and family department. He gets acquainted with the specifics of the work of a speech therapist in a certain impaired communication skill, he has the opportunity to analyse individual cases and try direct work with the client under the guidance of an expert – speech therapist from practice. Thanks to the analysis of individual casuistic cases, he has the opportunity to verify theoretical knowledge in the field of terminology, symptomatology, diagnostics, and therapy in fluency disorders. At the same time, he has the opportunity to observe how a speech therapist solves various problems that may arise within a speech therapy intervention. In the task of processing the diagnostic report, under the supervision of the speech therapist, he verifies whether he can correctly choose diagnostic tools, adequately administer, evaluate, and interpret them. When preparing therapeutic aids, he must correctly select and formulate the goals of therapy and choose appropriate methods based on which he will practically prepare therapeutic materials/aids (worksheets, set of toys, pictorial, or other stimulating material). As a part of the elaboration of the case study, he will learn to independently process and evaluate a specific patient/client from writing anamnesis, through the choice of diagnostic methods to formulating goals for therapy with his own opinion on the patient's/client's prognosis, which he will gain on the basis of comprehensive case analysis.

Scope, type/method of teaching, and organizational form:

speech therapy practice in the range of 30 hours per semester with a focus on the issue of spoken language disorders in children (selected group of children with autism spectrum disorder, ADHD, mental, visual, physical, hearing impairment) by the combined method (primarily present method).

Student workload:

30 hours of practice (4 credits): observation of a speech therapist during a speech therapy intervention = 15 hours, speech therapy case analysis with an expert = 15 hours, elaboration of a diagnostic report = 20 hours, preparation of therapeutic aids = 20 hours, elaboration of a case study of one client = 30 hours. A total of 100 hours of student work.

Teaching methods:

observation, teaching the subject by practitioners, case studies, application of theoretical knowledge on practical examples, activating methods, case analysis, brainstorming, problem-solving with a focus on identifying features of ICS, creative preparation of therapeutic aids, discussion of observed clients, direct work with a client, video analysis.

1. LECHTA, V. 2000. Symptomatické poruchy reči u detí. 3. prepracované vydanie. Bratislava: UK 2000. ISBN 80-223-1395-5

2. BUNTOVÁ, D., TICHÁ, E. 2016. Autizmus. In KEREKRÉTIOVÁ A KOL. Logopédia. Bratislava: UK v Bratislave, s. 162 – 178.

3. HUDECOVÁ, D. 2016. Kochleárna implantácia. In KEREKRÉTIOVÁ A KOL. Logopédia. Bratislava: UK v Bratislave, s. 299 – 322.

Student evaluation consists of passing a direct observation of a speech therapist during a speech therapy intervention (20 points), passing a speech therapy analysis (20 points), and writing a diagnostic report (20 points), preparing therapeutic aids for speech therapy (10 points), and processing a case study of one client (30 points). To successfully complete the course, it is necessary to obtain at least 60% of the points.

The rating is given on a scale:

A (100-95 points, excellent – excellent results, theoretical mastery and practical application of knowledge),

B (94-85 points, very good – above average standard, some inaccuracies in the application of knowledge in practice),

C (84-75 points, good – normal reliable work, mastery of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactory – acceptable results, lower level of knowledge of less frequent approaches, worse interpretation),

E (64-60 points, sufficient – results meet minimum criteria),

Fx (59-0 points, insufficient – additional work required).

Slovak

Direct observation of the speech therapist's work at a specific workplace, subsequent analysis of specific cases with a focus on identifying features of the impaired communication skill, selection of appropriate diagnostic methods, diagnosis, planning, and implementation of therapy. Processing the results of the diagnostic process into the final report. Preparation of therapeutic aids according to selected goals. Elaboration of a case study of one client with feedback.

interim/final

Learning objectives and outcomes:

The aim of Speech therapy practice 7 is to master the methods of speech therapy diagnostics, therapy and prevention in the field of spoken language disorders in children. After completing Speech therapy practice 7, the student will learn to actively use the theoretical knowledge acquired in the course Spoken language disorders in children. During speech therapy practice has the opportunity to observe and analyse professional speech therapy activities – speech therapy intervention with a focus on a selected group of children with ICS, which occurs in the main disorder - autism spectrum disorder, ADHD, mental, visual, physical, hearing impairment (at different ages and with varying degrees of severity) at a specific workplace in health, education or work, social affairs and family department. He gets acquainted with the specifics of the work of a speech therapist in a certain impaired communication skill, he has the opportunity to analyse individual cases and try direct work with the client under the guidance of an expert - speech therapist from practice. Thanks to the analysis of individual casuistic cases, he has the opportunity to verify theoretical knowledge in the field of terminology, symptomatology, diagnostics, and therapy in spoken language disorders in children. At the same time, he has the opportunity to observe how a speech therapist solves various problems that may arise within a speech therapy intervention. In the task of processing the diagnostic report, under the supervision of the speech therapist, he verifies whether he can correctly choose diagnostic tools, adequately administer, evaluate, and interpret them. When preparing therapeutic aids, he must correctly select and formulate the goals of therapy and choose appropriate methods based on which he will practically prepare therapeutic materials/aids (worksheets, set of toys, pictorial, or other stimulating material). As a part of the elaboration of the case study, he will learn to independently process and evaluate a specific patient/client from writing anamnesis, through the choice of diagnostic methods to formulating goals for therapy with his own opinion on the patient's/client's prognosis, which he will gain on the basis of comprehensive case analysis.

Scope, type/method of teaching, and organizational form:

2 hours lecture +2 hours seminar/week, 44 hours total per semester, combined form (primarily full-time)

Student workload:

11 x 4 hours of teaching = 44 hours; continuous preparation (25 hours); preparation of the seminar paper in PowerPoint (25 hours), preparation for the mid-term paper (20 hours), preparation for the exam (40 hours), 154 hours in total.

Teaching methods:

Lecture, guided discussion, video analysis, active group work, heuristic method, guided self-study, work with tests and questionnaires, work with professional text and information sources.

Required reading:

Dobeš, M. (2005). Základy neuropsychológie. SAV.

Kulišťák, P. (2003, 2011). Neuropsychologie. Grada.

Recommended reading:

Costandi, M. (2014). Lidský mozek. 50 myšlenek, které musíte znát. Slovart.

Eagleman, D. (2017). Mozek. Váš příběh. Bizbook.

Koukolík, F. (2014). Mozek a jeho duše. Galén.

Lurija, A.R. (1983). Základy neuropsychológie. SPN.ok.

Preiss, M., & Kučerová, H. (2006). Neuropsychologie v neurologii. Grada.

Preiss, M. & kol. (1998). Klinická neuropsychológie. Grada.

Ramachandran, V. S. (2013). Mozek a jeho tajemství. Aneb pátrání neurologů po tom, co nás činí lidmi. Dybbuk.

50% continuous assessment and 50% exam

Interim assessment (50%) includes the creation and presentation of a seminar paper in PowerPoint on a given topic related to the issue of cognitive and personality changes from the perspective of neuropsychology in human pathology in various degenerative diseases of the brain and the possibilities of rehabilitation (30% of the assessment) and a midterm exam (20%). The examination will be in oral form (50% of the mark). To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding),

B (93-86%, very good – above-average standard),

C (85-76%, good - normal reliable work),

D (75-68%, satisfactory - acceptable results),

E (67-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required)

A - the student continuously produces excellent results during the semester, is capable of independent study and critical comparison of professional texts in neuropsychology, knows the basics of neuropsychology as a scientific discipline, including their meaningful integration with the knowledge of other disciplines, is able to practically apply theoretical knowledge to the development of the assigned tasks on the basis of his/her knowledge,

B - the student achieved above-average results during the semester, is capable of independent study and adequate critical comparison of professional texts in neuropsychology, knows the basics of neuropsychology as a scientific discipline, including their reasonable integration with the knowledge of other disciplines, is able to practically apply theoretical knowledge on the basis of his/her knowledge to the elaboration of the assigned tasks,

C - during the semester, the student performed standardly well, the ability of independent study and critical comparison of professional texts in neuropsychology is average, theoretical knowledge of the subject matter is at a good level, and the ability to practically apply theoretical knowledge to the development of the assigned tasks is average,

D - the student's ability of independent study and critical comparison of professional texts in neuropsychology is at a weaker level, theoretical knowledge of the subject matter is slightly deficient, the ability to practically apply theoretical knowledge to the development of the assigned tasks is a problem for the student,

E - the student fails in more than one of the assigned tasks, lacks the ability of independent study and critical comparison of professional texts in neuropsychology, has deficiencies in the theoretical knowledge, fails in the practical application of theoretical knowledge to the development of the assigned tasks.

FX - the student has not sufficiently fulfilled the course requirements and extra work is required

Slovak and Czech language, English language (to deepen studies)

1.Definition of the subject of neuropsychology, classification of neuropsychology in the system of sciences, history of neuropsychology.

2.Anatomy and physiology of the central nervous system. Structure of the brain and cerebral cortex, nerve cell, neurotransmitters, brain plasticity, dimorphism of the cerebral cortex, executive functions.

3.Perception and cognition (by hearing, sight, taste, smell, touch), relevant perceptual disorders (agnosia).

4.Motor system in terms of neuropsychology, motor disorders (apraxia).

5.Neuropsychology of emotions.

6.Motivation from a neuropsychological point of view.

7.Neuropsychology of memory, memory disorders.

8.Learning from a neuropsychological perspective.

9.Language, speech and speech disorders (aphasia).

10.Personality and psychosocial consequences of brain damage.

11.Neuropsychological diagnosis and rehabilitation. Imaging techniques of the nervous system.

interim/final

Learning objectives and outcomes:

The aim is to gain basic knowledge of the relationship between the brain and human behavior in normality and pathology.

Upon completion of the course, students will be able to:

- the basic principles of the composition of the central nervous system

- the cerebral organization of individual mental processes and the localization of higher mental functions

- the theoretical foundations of neuropsychology

- basic methods of neuropsychological diagnosis

- basic principles of neuropsychological rehabilitation.

After completing the course, students understand:

- the structure of neuropsychological syndromes

- correlates of cognitive, language, and motor processes in norm and pathology,

- the specifics of neuropsychology in the pediatric population

- the relevance of neuropsychology to the work of the speech therapist.

Upon completion of the course, students can:

- use basic methods of neuropsychological diagnostics

- perform basic neuropsychological examinations with the intention to determine the state of psychological functions

- perform basic neuropsychological analysis of psychological functions

- design a basic orientation rehabilitation program applied to different neuropsychological syndromes

- critically analyse, think in context and compare information from the professional neuropsychological literature.

44 hours per semester, 2 hours lecture + 2 hours seminar weekly,

primarily in-person teaching

Student workload:

2 lectures + 2 seminars weekly (44 hours, 6 credits); 40 hours of preparation for two written short tests; 25 hours of preparation for final test; 20 hours of work on analysis and report of 2 research paper (semestral project); 20 hours of preparation for final examination;

Together 150 hours of workload.

Teaching methods:

Lectures, analysis of case studies with focus on symptom identification, classification, implication for intervention, basics of assessment and intervention planning; basic knowledge on therapeutic strategies; analysis of research papers; critical discussions and comparisons of approaches in cleft palate children and other population with SSD; exercises on diagnostic therapy and VP function evaluation.

1. KEREKRÉTIOVÁ A. (2020): Palatolália. In: KEREKRÉTIOVÁ A.: Logopédia. Univerzita Komenského v Bratislave.

2. KEREKRÉTIOVÁ A.(2008): Velofaryngální dysfunkce a palatolalie. Praha: Grada.

3. ORAVKINOVÁ Z. (2010): Raná logopedická intervencia u detí s rázštepom pery a/alebo podnebia. SPN.

4. ORAVKINOVÁ, Z. (2018). Logopedická intervencia u detí s rázštepom pery a podnebia. Bratislava: SPN.

Student will be evaluated on basis of results on two short tests (2 x 10 percent), final tests (20 percent), final examination (40 percent). Additionally, student can gain 10 percent for his activity and efforts during the lectures. Besides, student will analyze and present two interconnected research papers, will compare them, highlight their strengths and weaknesses and draw results and implications for intervention (10 percent).

Student has to gain and show solid theoretical knowledge on cleft palate speech and ability of its application for basic intervention planning.

Student will gain level A (excellent – excellent results) if he collects at least 91 percent; level B (very well – above average standard) min. 81 percent; level C (good – regular, reliable work) min. 73 percent; level D (satisfactory – acceptable results) min. 66 percent; and level E (sufficiently – results meet the minimum criteria) min. 55 percent; and level Fx (insufficient) 54 percent and less.

Slovak, English

- Origin, prevalence and etiology of clefts, their classification. Submucous and occult cleft. Anatomic consequences of clefts and influence on speech development. Velopharyngeal mechanism and types of velopharyngeal dysfunctions. Syndromes associated with clefts.

- Transdisciplinary intervention and treatments for cleft children.

- Definition of cleft palate speech and its symptomatology: disorders of articulation and resonance, impaired language development, phonological disorders, voice disorders and hearing impairment in children with clefts. Causal classification of disordered articulation: compensatory articulation; strategy of avoiding pressure sensitive consonants; weak articulation with low pressure, nasal emissions and hypernasality as symptoms of VP insufficiency; cleft specific oral realizations – palatal and velar articulation; dental and developmental articulation errors. Diagnostic therapy.

- Assessment of velopharyngeal function, disorders of articulation, resonance and language skills.

- Early speech and language development, assessment and stimulation of early speech at 0-3 years of age.

- Articulation therapy in preschool age.

- Possibilities of intervention and therapeutic stimulation of disordered resonance. Effective and noneffective approaches.

interim/final

During the course student will gain knowledge: on different types of clefts and their etiology; on definition and classification of different types of velo-pharyngeal dysfunction; oronasal communications and other typical structural anomalies in children with clefts and their influence on speech and language development; main syndromes accompanied with clefts; and interdisciplinary intervention and treatment.

Next the course will focus on identification and classification of symptoms of cleft palate speech; principles of application of diagnostic therapy and evaluation of VP function; basics of intervention decision making; basics of assessment of cleft palate speech; and main principles of planning a therapy for this population. Student will be able to compare symptoms of cleft palate speech with other forms of SSD.

Additionally, course will describe cleft palate speech from developmental point of view starting from the earliest age and showing developmental theories and their meaning and purpose in planning of early intervention for cleft palate toddlers. Described aspects will show interdependence of speech and language domains and also dependence of child’s speech and language development to parental behavior and naturalistic speech stimulation.

Student will have plenty of opportunities to evaluate speech of cleft palate children from video recordings and will learn to plan the structure of intervention. The course will stimulate critical thinking and approach comparisons according to principles of EBT.

Method of teaching: lectures+seminar

Weekly: 4

Per semester: 44

Method of study: in-person teaching

Student workload:

44 hours of in-person teaching

5 hours of case study presentation

10 hours of participation in a research project

10 hours of development of a diagnostic report

15 hours of preparation to mid-semester assessment

22 hours of preparation to final assessment

18 hours preparation of semester paper

A total of 120 hours of student work.

Education methods: lecture, interview with a clinical speech and language therapist, work in small groups; linking teaching with practice, problem-solving tasks with a focus on diagnostic and therapeutic conclusions based on evidence-based medicine, discussion of the topics covered

DRŠATA, J. et al. Foniatrie-Hlas. Praha: Tobiáš, 2011. ISBN 978-80- 7311-116-8.

KEREKRÉTIOVÁ A. 2016. Poruchy hlasu. In: KEREKRÉTIOVÁ a kol. Logopédia Bratislava: Univerzita Komenského. ISBN 97880-223-4165-3. s.57-82.

KEREKRÉTIOVÁ, A.: Poruchy hlasu. In: Lechta, V. a kol.: Diagnostika narušenej komunikačnej

schopnosti. Martin : Osveta 2002. ISBN 80-88824-18-4

KEREKRÉTIOVÁ, A.: Terapia porúch hlasu. In: Lechta, V. a kol.: Terapia narušenej

komunikačnej schopnosti. Martin : Osveta 2002. ISBN 80-8063-092-5

KEREKRÉTIOVÁ, A., KRASŇANOVÁ, V.: Diagnostika porúch hlasu. In: Cséfalvay, Zs. –

Lechta, V.: Diagnostika narušené komunikační schopnosti u dospělých. Praha : Portál 2013.

ISBN 978-80-262-0364-3

Activity during the semester (55 points), presentation of a case report/video about voice disorder (10 points), participation in a research project (18 points), mid-term test (40 points), final exam (50 points), and processing of the semester paper ( 20 points) and drafting a diagnostic report (7 points).

A student who is awarded an A grade: must obtain at least 91 points, has acquired knowledge about the physiology and pathophysiology of the voice, can perform auditory-perceptual, acoustic and aerodynamic voice evaluation, administer and complete a subjective voice evaluation. He can think critically about the rationale for the selection and application of basic therapeutic methods for voice disorders, he can determine its goals. During the lesson, he actively engages with questions and relevant comments. During the implementation of the semester paper, he will demonstrate an exceptional ability to analyze relevant sources on the given topic, synthesize them into a written form of work and present them.

A student who is awarded a grade B: must obtain at least 81 points, be able to apply the acquired knowledge about the physiology of voice production, pathophysiology, be able to perform auditory-perceptual, acoustic and aerodynamic evaluation of the voice, administer and complete a subjective evaluation of the voice. Can determine the goals of therapy for voice disorders. He knows and knows how to express the possibilities of therapy for voice disorders and set the goals of therapy based on the conclusions from the diagnosis. When processing the case report, he is able to analyze the case and present its important parts and draw a relevant conclusion. When writing a term paper, he orients himself in domestic and foreign literature, knows how to analyze them and present them at an excellent level.

For grade C, the student must obtain at least 73 points, be able to perform auditory-perceptual, acoustic and aerodynamic voice evaluations and complete a subjective voice evaluation. He/she can partially analyze the case and justify the choice of voice therapy. When processing the case report, he presents the described diagnostic and therapeutic strategies. The student's semester paper analyzes current sources, but the level of processing is assessed as good, the student does not use current sources, or there are terminological errors in the semester paper.

At least 66 points are required for the D grade, it is awarded to a student who partially understands the theoretical knowledge and basic terminology of the physiology and pathophysiology of the voice, but does not know how to logically apply diagnostic and therapeutic methods. When processing the case report, he analyzes the case insufficiently and does not draw relevant conclusions for therapy. He is less active during the semester and his semester paper does not adequately analyze current literary sources and does not draw relevant conclusions.

Grade E is awarded to a student who: obtains at least 60 points during the semester, partially masters the terminology of voice disorders. He can partially perform voice evaluation, but cannot draw conclusions for therapy from voice analyses; insufficiently processes the case report, while not being able to draw a therapeutic conclusion from it. He has significantly weak activity during the semester, and his semester paper does not contain relevant sources from the literature and does not sufficiently analyze the given topic.

In order to successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.

Slovak

1. Voice, voice parameters from the point of view of vocology; Subsystem coordination - phonation, respiration, resonance

2. Classification of voice disorders, diagnoses related to voice disorders

3. Voice during life - from childhood to old age, voice in specific groups

4. Screening, clinical and instrumental voice diagnosis - traditional and new procedures

5. Voice evaluation from the point of view of a speech and language therapist, voice analysis, measurement

6. Voice disorders in children - specifics of diagnosis, therapy and possible solutions

7. Possibilities of solving voice disorders - surgical, pharmacological, conservative

8. Therapy of voice disorders - principles, options, types; how to choose therapy for voice disorders

9. Multidisciplinary cooperation of speech and language therapists and physicians

interim/final

After completing the Voice Disorders course, the student:

• can describe the physiology and pathophysiology of the voice in the pediatric and adult population in the context of other diseases and as an independent nosological unit,

• understands the diagnostic process, the principles of creating goals in voice therapy,

• knows the basic options for identifying voice disorders and knows how to implement them,

• analyzes the acoustic recording with the aim of identifying voice parameters,

• can evaluate the relevance of conservative, surgical and pharmacological approaches in solving voice disorders,

• orients himself in the tasks and competences of a speech therapist in the care of a person with a voice disorder,

• is able to create a therapeutic plan, determine its goals and implement the therapy of voice disorders from the point of view of a speech therapist.

4 hours per week: 2 hours in the form of a lecture and 2 hours in the form of a seminar, combined form (primarily full-time).

Student workload:

2P (3 credits): 11 x 2 hours of direct instruction = 22 hours; 2S (3 credits): 11 x 2 hours of direct instruction = 22 hours; 11 x 2 hours preparation for seminars = 22 hours; 14 hours preparation of semester work; 30 hours of study of literature and preparation for continuous assessment; 50 hours of study of literature and preparation for the final test. A total of 160 hours of student work.

Teaching methods: discussion of the topic covered; small group work; problem solving of tasks; study of literature; watching and analyzing videos.

1. LECHTA, V.: Koktavost. Praha: Portál, 2010. ISBN 978 80 7367 643 8

2. LECHTA, V.: Zajakavosť – integratívny prístup: diagnostika. Bratislava: Liečreh Gúth, 2005. ISBN 80 88931 17 3

3. LECHTA, V. A KOL.: Zajakavosť – integratívny prístup: terapia. Bratislava: Liečreh Gúth, 2006. ISBN 80 88932 21 1

4. PÁLFYOVÁ, E.: Chronická zajakavosť. Implementácia metódy MIDVAS do praxe. Bratislava: Dialóg, 2012.

5. TARKOWSKI, Z.: Diagnostika brblavosti. In: Lechta, V. a kol.: Diagnostika narušenej komunikačnej schopnosti. Martin: Osveta, 1995, s. 210 – 216. ISBN 80 88824 18 4

6. TARKOWSKI, Z.: Terapia brblavosti. In: Lechta, V. a kol.: Terapia narušenej komunikačnej

schopnosti. Martin: Osveta, 2002, s. 239 – 250. ISBN 80 8063 092 5

During the semester there will be 1 continuous written test (20 points), the course is completed by a final written test (60 points). During the semester, students will prepare and present a semester work at the end of the semester (20 points).

It is necessary to obtain at least 91 points to obtain the final grade A, at least 81 points to obtain the grade B, at least 73 points for the grade C, at least 66 points for the grade D and at least 60 points for the grade E. Credits will not be awarded to a student who obtains less than 60% of points in the final test.

The rating is given on a scale:

A (100-91%, excellent - excellent results),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - additional work required).

Verbal evaluation: A-excellent performance: the student knows / masters / creates / critically evaluates and applies the acquired knowledge without mistakes; B-excellent performance: the student knows / masters, but critical thinking is borderline; errors sometimes occur in the application of knowledge, but they can correct them after a warning; C-good performance: although the student knows / has learned, but does not know how to apply it in practice - he often makes mistakes that he is not aware of, after warning he can correct some, others not; D-acceptable results: the student has certain shortcomings in the acquired knowledge, but their lack in application can be replaced by other knowledge, but sometimes he makes mistakes out of ignorance, which he cannot correct; E-sufficient: the results meet the minimum criteria, the student masters basic but not advanced knowledge, when applied due to lack of knowledge and skills, he makes many mistakes that he cannot correct; Fx-insufficient: additional work is required, the student lacks basic knowledge, for their lack he makes a lot of mistakes, he cannot critically evaluate and compare.

Slovak, English

The course provides basic information about the most common types of fluency disorders. The focus of the course is mainly on diagnostic and therapeutic procedures, applied depending on age and type of stuttering. The course also deals with cluttering and acquired speech fluency disorders (neurogenic and psychogenic stuttering).

interim/final

Learning objectives and outcomes:

The student develops their digital skills, the ability of analytical and critical thinking or the ability to think in context, as well as communication and interpersonal skills. Last but not least, his learning ability, organizational skills and motivation develop.

The graduate of the course will master the knowledge about the etiopathogenesis and manifestations of impaired speech fluency, the most frequently applied methods of assessment (quantitative and qualitative) as well as methods of speech and language therapy intervention in stuttering, cluttering and acquired speech fluency disorders.

Type of activities, number of hours and form of the course:

26 hours per semester, combined method (mainly face-to-face), 13x2 hours of direct teaching = 26 hours

Student workload: 14 hours of seminar work preparation, 20 hours preparation for the interim assessment, 30 hours preparation for the final exam. A total of 90 hours of student work.

Teaching methods: focus on activating methods of education, dialogic (discussion) methods, group teaching methods, project methods - projecting research in psycholinguistics, methods developing critical thinking, argumentation.

Compulsory readings:

Nebeská, I.(1992). Úvod do psycholingvistiky. HaH.

Štefánik, J. (2003). Antológia bilingvizmu. Academic Electronic Press.

Recommended readings:

Průcha, J. (2011). Dětská řeč a komunikace. Poznatky vývojové psycholingvistiky. Grada.

Kapalková, S., Slančová, D., Bónová, I., Kesselová, J., Mikulajová, M. (2010) Hodnotenie komunikačných schopností detí v ranom veku. Bratislava: Slovenská asociácia logopédov.

Slančová, D. (Ed.). (2008). Štúdie o detskej reči. Filozofická fakulta Prešovskej univerzity v Prešove.

50% of the interim assessment + 50% of the final assessment

The interim assessment includes the seminar work (30% of the assessment) and the midterm test (20% of the assessment). The final assessment includes the final test (50% of the assessment). The seminar work consists of processing a topic from the field of psycholinguistics using min. three literary sources.

The final test consists of 20 open and closed questions reflecting the knowledge area of psycholinguistics.

The rating is given on a scale: A (100-94%, excellent - excellent results), B (93-86%, very good - above average standard), C (85-76%, good - ordinary reliable work), D (75 -68%, satisfactory - acceptable results), E (67-60%, sufficient - results meet the minimum criteria), Fx (59-0%, insufficient - additional work is required).

In order to successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.

The assessment is given on the A scale (excellent - excellent results, the student has mastered the knowledge of the subject at an excellent level, at an excellent level he can connect the acquired knowledge with the profiling subjects of the speech therapy study program, at an excellent level he understands the importance of psycholinguistics for understanding impaired communication skills), B (very good - above average standard, the student has mastered knowledge of psycholinguistics at an above average level, at an above average level he can connect the acquired knowledge with profiling subjects of the speech therapy study program, at a very solid level he understands the importance of psycholinguistics for understanding impaired communication skills), C (good - ordinary reliable work, the student has mastered the knowledge of the subject at an average level, at an average level he can connect the acquired knowledge with the profiling subjects of the speech therapy study program, at a solid level he understands the subject of psycholinguistics and its importance for understanding impaired communication her abilities), D (satisfactory - acceptable results, the student has mastered the knowledge of the subject at a satisfactory level, at a satisfactory level he can connect the acquired knowledge with the profiling subjects of the speech therapy study program, he understands the importance of psycholinguistics and its study for understanding processes in impaired communication skills), E (sufficient – the results meet the minimum criteria, the student only sufficiently understands the scope and significance of psycholinguistics for the theory and practice of speech therapy) and Fx (insufficient, the student has not gained enough insight into the subject of psycholinguistics and its relationship to impaired communication skills).

Slovak and English

The subject of psycholinguistics and its development. Paradigms in psycholinguistics - behavioral paradigm. Nativism in psycholinguistics, generative psycholinguistics, communication paradigm, cognitive paradigm.Eclectivism in psycholinguistics. Psycholinguistics in the 21st century - multidisciplinary approaches in psycholinguistics. Psycholinguistic processes of speech production and perception. Experimental language studies. Lexical semantics and mental dictionary. Speech communication. Bilingualism, species, mental representation of languages. Metalinguistic skills. Virtual residency at the Max Planck Institute for Psycholinguistics, Nijmege.

interim/final

The goal is to acquire basic knowledge from the scientific discipline of psycholinguistics, to orientate in the subject of psycholinguistics and its paradigms, to gain an overview of current topics in psycholinguistics, to acquire the ability to use the knowledge of psycholinguistics and to connect them with the knowledge obtained from the study of speech therapy. After successful completion of the education process in the subject, the student orients himself in the scientific discipline of psycholinguistics at the undergraduate level of study, knows how to use the knowledge acquired through the study of psycholinguistics for the understanding of impaired communication skills, is able to orient himself in the scientific paradigms of psycholinguistics, the methodology of psycholinguistics and knows how to connect knowledge about processes connected with the use of language and the mental representation of language in a person with the knowledge obtained by studying the profile subjects of speech therapy. The student is able to orient in psycholinguistic literature, obtain knowledge from it, supporting the creation of a complex view of impaired communication ability. He knows how to navigate current trends in psycholinguistic research. The study of psycholinguistics supports the development of analytical and critical thinking (relationships of psycholinguistics to speech therapy), aids the comprehensive integration of knowledge gained through the study of speech therapy) and generally develops students' intellectual and cognitive flexibility.

4 hours per week: 2 hours in the form of a lecture and 2 hours in the form of a seminar, combined form (primarily full-time).

Student workload:

2P (3 credits): 11 x 2 hours of direct instruction = 22 hours; 2S (3 credits): 11 x 2 hours of direct instruction = 22 hours; 11 x 2 hours preparation for seminars = 22 hours; 14 hours preparation of semester work; 30 hours of study of literature and preparation for continuous assessment; 50 hours of study of literature and preparation for the final test. A total of 160 hours of student work.

Teaching methods: discussion of the topic covered; small group work; problem solving of tasks; study of literature; watching and analyzing videos.

1. DOLNÍK, J., BAJZÍKOVÁ, E.: Textová lingvistika. Bratislava: Stimul, 1998, 134 s. ISBN 80 85697 78 5

2. KEVICKÁ, V., MARKOVÁ, J., BUNTOVÁ, D.: Analýza spontánnej reči a jej využitie v logopedickej praxi. Bratislava: Vydavateľstvo UK, 2021.

3. KRÁĽ, A., SABOL. J.: Fonetika a fonológia. Bratislava, SPN, 1989, 388 strán. ISBN 80 08000 36 8

4. ONDRUŠ, Š., SABOL, J.: Úvod do štúdia jazykov. Bratislava, SPN, 1987.

5. MARKOVÁ, J.: Vybrané kapitoly z aplikovanej lingvistiky a neurolingvistiky pre logopédov. Logopaedica IX. Bratislava: Liečreh Gúth, 2006. ISBN 80 88932 20 3

6. MARKOVÁ, J.: Základy lingvistiky: učebné texty pre logopédov. Bratislava: Mabag, 2012, 74 s. ISBN 978 80 89113 96 5

During the semester there will be 1 continuous written test (20 points), the course is completed by a final written test (60 points). During the semester, students will prepare and present a semester work at the end of the semester (20 points).

It is necessary to obtain at least 91 points to obtain the final grade A, at least 81 points to obtain the grade B, at least 73 points for the grade C, at least 66 points for the grade D and at least 60 points for the grade E. Credits will not be awarded to a student who obtains less than 60% of points in the final test. To successfully complete the course, it is necessary to obtain at least 60% of points.

The rating is given on a scale:

A (100-91%, excellent - excellent results),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, sufficient - results meet minimum criteria),

Fx (59-0%, insufficient - additional work required).

Verbal evaluation: A-excellent performance: the student knows / masters / creates / critically evaluates and applies the acquired knowledge without mistakes; B-excellent performance: the student knows / masters, but critical thinking is borderline; errors sometimes occur in the application of knowledge, but they can correct them after a warning; C-good performance: although the student knows / has learned, but does not know how to apply it in practice - he often makes mistakes that he is not aware of, after warning he can correct some, others not; D-acceptable results: the student has certain shortcomings in the acquired knowledge, but their lack in application can be replaced by other knowledge, but sometimes he makes mistakes out of ignorance, which he cannot correct; E-sufficient: the results meet the minimum criteria, the student masters basic but not advanced knowledge, when applied due to lack of knowledge and skills, he makes many mistakes that he cannot correct; Fx-insufficient: additional work is required, the student lacks basic knowledge, for their lack he makes a lot of mistakes, he cannot critically evaluate and compare.

Slovak

Linguistics is one of the basic supportive disciplines in speech and language therapy. Linguistic knowledge is a necessary prerequisite for the work of a speech and language therapist in both theoretical and practical areas. Students will gain basic knowledge of phonetics, phonology, morphology, syntax, semantics and vocabulary, pragmatics and text, and information about cognitive models of language processes. In addition, they will theoretically master the methods of speech and language analysis in terms of sound and meaning.

interim/final

Learning objectives and outcomes:

The student develops their digital skills, the ability of analytical and critical thinking or the ability to think in context, as well as communication and interpersonal skills. Last but not least, his learning ability, organizational skills and motivation develop.

Students will gain basic information from various areas of linguistics, acquire basic terminological apparatus and knowledge of the structure and function of the language. They will also get acquainted with neurocognitive models of language processes. They will learn theoretical methods of evaluation and analysis of language levels in the standard and with impaired communication skills, which form the basis for planning speech and language therapy.

Scope, type/method of teaching, and organizational form:

2 hours lecture + 2 hours seminar/week; total for the semester 44 hours, combined form (primarily full-time).

Student workload:

2L + 2S (6 credits): 13 x 4 hours of direct instruction = 52 hours; continuous preparation (continuous tests) = 40 hours, final oral exam = 20 hours and preparation of term papers = 60 hours. A total of 172 hours of student work.

Teaching methods: interpretation, discussion of the topic, activating methods, E-learning, application of theoretical knowledge on practical examples, work in small groups.

1. LECHTA, V. 2003. Kódex etiky v logopédii – etický kódex logopéda. In Logopaedica VI. Bratislava: Liečreh Gúth, 2003. s. 52 – 59. Dejiny logopédie:

2. LECHTA V. a kol. 1990. Logopedické repetitórium. Bratislava: Slovenské pedagogické nakladateľstvo, 1990. 1. vyd., 269 s.

3. KEREKRÉTIOVÁ, A. A KOL. 2016. Logopedická propedeutika. Bratislava: Univerzita Komenského v Bratislave, 2016. 234 s.

4. KEREKRÉTIOVÁ, A. A KOL. 2016. Logopédia. Bratislava: Univerzita Komenského v Bratislave, 2016. 341 s.

5. LECHTA, V. 2009. Základné poznatky o logopédii. In KEREKRETIOVÁ, A. A KOL. Základy logopédie. Bratislava: Základy logopédie, s. 15 – 32.

6. MANUÁL NA TVORBU BAKALÁRSKEJ A DIPLOMOVEJ PRÁCE. Dostupné na: https://www.fedu.uniba.sk/fileadmin/pdf/Studium/Celozivotne_vzdelavanie/Manual_pre_Bc_ a_Mgr_prace_2010.pdf (s. 29 – 31 a s. 37 – 40)

Student assessment consists of regular study of submitted topics through continuous assessment by short knowledge tests (40 points), final oral exam (10 points) and partial assignments - term papers - reflection on a selected topic from the Code of Ethics for Speech Therapists (5 points), processing of one stage of the history of speech therapy (10 points), presentation of speech therapy in a selected country (10 points), practical exercises focused on citations and recording of literature (5 points), processing of a selected ICS (20 points). To complete the course, obtaining at least 60% of the points is necessary.

The rating is given on a scale:

A (100-95 points, excellent – excellent results, theoretical mastery and practical application of knowledge),

B (94-85 points, very good – above average standard, some inaccuracies in the application of knowledge in practice),

C (84-75 points, good – normal reliable work, mastery of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactory – acceptable results, lower level of knowledge of less frequent approaches, worse interpretation),

E (64-60 points, sufficient – results meet minimum criteria),

Fx (59-0 points, insufficient – additional work required).

Slovak and English

The course is focused on getting acquainted with the historical development of communication disorders, the introduction of communication disorders as an independent scientific field, the acquisition of basic speech therapy terminology, as well as the theoretical basis of individual types of ICS.

Topics:

1. Basic knowledge of communication disorders

2. Communication disorders diagnostics

3. History of communication disorders

4. Basic knowledge of language development and bilingualism

5. Speech sound disorders

6. Developmental language disorder and dyslexia

7. Palatolalia, Voice disorders, Swallowing disorders

8. Fluency disorders

9. Neurogenic communication disorders

10. Basic knowledge of symptomatic speech disorders, augmentative and alternative communication

11. Work with literature, citations, and recording of literature from various sources

interim/final

The course aims to acquire basic knowledge in the field of communication disorders, which is necessary for further study of various types of impaired communication skills.

Upon successful completion of this course, students will acquire basic information in the field of communication disorders as a scientific field, they will get acquainted with the historical development of communication disorders, they will learn basic terminology from the theory of individual ICS, they will get acquainted with general principles of speech therapy intervention i. e. diagnostics, therapy and prevention and learn to correctly cite and record literature from various sources.

Scope, type/method of teaching and organizational form:

1hour lecture + 1hour seminar/week; total 22 hours per semester, combined form (mostly attendance)

Student workload:

Combined teaching (22 hours); continuous preparation for class (18 hours), preparation and implementation of seminar work in the range of 5-7 AH and ppt presentation (20 hours); analysis of case studies (15 hours preparation for the final exam – test (45 hours), total 120 hours.

Teaching methods:

Explanation of the topis is combined with group guided discussion on the topic, examples of application of knowledge and research findings in this area in practice are given; specific topics for critical reflection on the knowledge (development of knowledge, diversity of argumentation, current problems and open questions, case studies, etc.), convergent and divergent closed and open questions, questions for further reflection and study, guided self-study (work with text), heuristic method, active group work.

Required reading:

Nolen-Hoeksema, S., Frederickson, B. L., Loftus, G. R. & Wagenaar, W. A. (2012). Psychologie Atkinsonové a Hilgarda. Portál. Vybrané kapitoly: 1, 4, 5, 8-12, 14.

Kubáni, V. (2010). Všeobecná psychológia. Prešovská univerzita.

Recommended reading:

Nakonečný, M. (1997). Encyklopedie obecné psychologie. Academia.

Plháková, A. (2007). Učebnice obecné psychologie. Academia.

Šramová, B. (2020). Základy psychologie (nejen) pro marketingové komunikace. VeRBuM.

Jursová-Zacharová, Z., Lemešová, M., Miškolci, J., Cabanová, K., Horváthová, Ľ. & Sokolová, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Univerzita Komenského.

https://www.havava.eu/accounts/Zlatica/Predsudky_inkluzia_monog_JZ_Final.pdf.

Websites:

www.saup.sk

www.vudpap.sk

http://www.komorapsychologov.sk

https://psycnet.apa.org/search.

Over the course of the semester, students will complete a term paper (max. 35 points), present the term paper to classmates (20 points), complete a presentation evaluation (10 points), and successfully complete a final test (35 points).

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who achieves less than 50% marks in any of the assignments. To pass the course, a score of at least 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent – outstanding results),

B (90-81%, very good – above average standard),

C (80-73%, well – normal reliable work),

D (72-66%, satisfactory – acceptable results),

E (65-60%, sufficient – results meet minimum criteria),

Fx (59-0%), inadequate – extra work required).

For a grade of A, students need to continuously perform excellently throughout the semester, be capable of independent study, and be able to critically compare professional texts in psychology. Students are able to navigate through a patchwork of different literary sources, are able to select relevant sources for their study, are proficient in the fundamentals of psychology as a science and are able to present to a group based on their knowledge, are able to evaluate outcomes by comparing different modern psychological trends.

A grade of B means that students performed above average throughout the semester, were able to study independently, are proficient in basic information related to psychology as a science, are able to navigate the literature, speak in front of a group, and are able to evaluate outcomes their critical thinking is borderline.

A grade of C means that the students performed well during the semester, their theoretical knowledge of the subject is at a good level, but they lack the ability to apply this knowledge, critically evaluate and compare individual literary sources and psychological knowledge.

A grade of D means that students were less prepared during the semester, have slight deficiencies in theoretical knowledge related to the subject of education and have more problems in independent implementation work, as well as in group work, they cannot critically analyze information and have problems applying knowledge to practice.

A grade of E means that students fail more than one assignments, lack the ability to analyze and compare multiple pieces of knowledge, and fail to think critically and to apply theoretical knowledge to practice.

A grade Fx means that the student has not sufficiently fulfilled the course requirements and extra works is required.

Slovak, Czech and English

1. The subject of psychology, the mission of psychology, the basic dimensions of psyche, forms of psyche, psychic phenomena (processes, states, properties).

2. Basic psychological theories.

3. Sensory processes. Sensation.

4. Perceptions and ideas.

5. Attention.

6. Memory.

7. Thinking and intelligence, creativity.

8. Thinking, language and speech.

9. Emotions.

10. Motivation and volitional processes, frustration, stress, conflict, burden and its management.

11. Social-psychological cognition in pedagogical space (impression formation, distorting mechanisms about others, attitudes, stereotypes).

final

The aim of the Introduction to Psychology course is to make available basic information about the general laws of human experience and behavior so that they can form a platform for understanding the workings of the human psyche and to synthesize psychological knowledge, facts, theories, research approaches into a coherent view of psychological reality for the needs of creative professional application in speech therapy practice. Students after completing the course: know the terminology of general psychology, know basic psychological theories, can apply the knowledge of general psychology in a speech therapy context.

Scope, type/method of teaching, and organizational form:

15 hours of speech therapy practice in a combined form (primarily full-time).

Student workload:

15 hours of practice (3 credits): observation of a speech therapist during a speech therapy intervention = 15 hours, speech therapy case analysis with an expert = 15 hours, processing of 10 speech therapy sessions = 45 hours. A total of 75 hours of student work.

Teaching methods:

observation, learning by the subject from practice, case studies, application of theoretical knowledge on practical examples, activating methods, analysis, brainstorming, problem-solving, E-learning

1. KEREKRÉTIOVÁ, A. A KOL. 2016. Logopedická propedeutika. Bratislava: Univerzita Komenského v Bratislave, 2016. 234 s.

2. KEREKRÉTIOVÁ, A. A KOL. 2016. Logopédia. Bratislava: Univerzita Komenského v Bratislave, 2016. 341 s.

The student's assessment consists of completing a direct observation of a speech therapist during a speech therapy intervention (25 points), completion of a speech therapy analysis (25 points), and written processing of 10 speech therapy sessions (50 points). To complete the course, it is necessary to obtain at least 60% of the points.

The rating is given on a scale:

A (100-95 points, excellent – excellent results, theoretical mastery and practical application of knowledge),

B (94-85 points, very good – above average standard, some inaccuracies in the application of knowledge in practice),

C (84-75 points, good – normal reliable work, mastery of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactory – acceptable results, lower level of knowledge of less frequent approaches, worse interpretation),

E (64-60 points, sufficient – results meet minimum criteria),

Fx (59-0 points, insufficient – additional work required).

Slovak

Every student has the opportunity to observe speech therapists during professional speech therapy activities - speech therapy intervention, which includes speech therapy diagnostics, therapy, prevention, or counselling. The observations may encounter different types of impaired communication skills in children, adolescents, and adults, as well as a wide range of different comorbid disorders. Thanks to the analysis of individual casuistic cases under the guidance of a speech therapist, the student has the opportunity to orientate himself in basic speech therapy terminology, describe the basic symptoms of individual types of impaired communication skills, and get acquainted with therapeutic goals. During the direct work of the speech therapist with the patient/client, he has the opportunity to observe basic and specific methods of speech diagnostics, therapy, or prevention. At the same time, he has the opportunity to observe how a speech therapist solves various problems that may arise within a speech therapy intervention. In the task focused on individual processing of particular speech therapy sessions, the student has to describe 10 patients/clients using the correct basic speech therapy terminology in the form of the observation sheet, stating the age, type of impaired communication skill, goal, course and methods of intervention, observed symptoms as well as specifics of cooperation with patient/client. At the same time, he will get acquainted with the specifics of the work of a speech therapist at a speech therapy workplace, the course of speech therapy meetings, and based on observations and interviews, obtain information about the organization and functioning of a specific speech therapy facility.

final

Learning objectives and outcomes:

The aim of the course is to get acquainted with the work of an expert – speech therapist at a specific workplace who works with children, adolescents, and adults with various types of impaired communication skills.

During the Introductory practicum for speech and language therapists, the student has the opportunity to get acquainted with professional speech therapy activities - speech therapy intervention at a specific workplace in the field of health, education or work, social affairs, and family.

2 hours lecture + 2 hours seminar/week; 44 hours/semester,

2P+2S (6 credits): 11 x 4 hours attendance at lectures and seminars = 44 hours; 85 hours preparation of seminar projetcs; 20 hours preparation for interim evaluation; 30 hours final exam preparation. A total of 179 hours of student work.

Participation on discussion of the topic discussed, analysis, application of theoretical knowledge on practical examples, E-learning, work in small groups

KAPALKOVÁ, S. – VENCELOVÁ, L.: Vývin reči. In: Logopedická propedeutika. 2. vyd. Bratislava: Univerzita Komenského v Bratislave, 2020. s. 105 – 165.

KAPALKOVÁ, S.: Laheyovej metóda ako efektívny nástroj hodnotenia komunikácie rizikových detí v ranom veku. In: Listy klinické logopedie. Roč. 3, č. 1 (2019), s. 8 – 12

SLANČOVÁ, D. a kol.: Štútie o detskej reči. Prešov: Filozofická fakulta Prešovskej univerzity, 2008.

SLANČOVÁ, D. a kol.: Desať štúdií o detskej reči. Lexika – gramatika – pragmatika. Bratislava: Veda, 2018.

The student will be evaluated by an intermediate test (20 points) and a final examination (30 points) and will prepare a semester work (50 points). The work is focused on video-recording 1 child aged 8 months – 36 months for 1 hour, and the language sample will be transcribed according to the CHILDES system. The transcript will be evaluated and scored with the interpretation according to the Lahey method.

The evaluation shall be awarded on a scale of:

A (100–95 points, excellent – excellent results, practical application of theoretical knowledge),

B (94-85 points, very good – above average standard, minor problems in the application of thoeretical knowledge into practice),

C (84-75 points, good – normal, reliable work, acquisition of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactorily – acceptable results, lower level of knowledge of less frequent approaches, poorer interpretation),

E (64-60 points, sufficiently – results meet minimum criteria),

Fx (59-0 points, underperforming – extra work required).

Slovak and English

The course aims to get acquainted with the development of non-verbal communication, pragmatics, semantics, morphology, syntax, and the phonology and relationship between language components of children typically developing. Particular emphasis is placed on analyzing children's spontaneous production and elaborating on the process of evaluating communication from obtaining a sample. Students think and apply rules through child transcription, scoring to the elaboration of interpretation and assessment of a particular child's language development level.

Themes:

1. Philosophical-methodological approaches to the study of children's speech. Behaviorism, Nativism, Cognitivism, Interactionism, Russian School

2. Speech and cognition in development

3. The social basis of speech development. Child directed speech

4. The development of pragmatic functions of speech. The development of intentional non-verbal communication, the meaning of gestures in development.

5. Vocabulary development, semantic categories

6. Development of grammatical categories, acquisition of morphology and syntax

7. Development of the auditory plane of speech, phonological processes, and phonetic inventory

8. Lahey's model Part I: presentation, theoretical background, presentation of the material, and conditions for elicitation of a representative sample

9. Lahey's Model Part II: 5 Levels of Child Speech Analysis

10. The development of narrative ability in children of preschool and younger school age

11. Speech development in school-age children.

interim/final

After completing the course, the student will learn about the determinants of speech and language development in the norm and acquire basic knowledge about the development of language skills of Slovak-speaking children in different language areas. They practically use Lahey's model of language development.

As part of the course, students develop the ability to think in context, critically compare information, and plan and organize. An important part is to develop their communication skills and competencies, the perspective of thinking about a professional topic so that they can convey it even to non-specialists – parents of children.

Scope, type/method of teaching and organisational form

Lecture 2 hours/week, i.e. 22 hours/semester, full-time or combined method

Student workload:

22 hours of continuous teaching; continuous preparation for classes (16 hours), preparation of seminar paper presentation in an attractive form (e.g. 3-5 minute video or attractive interactive application) on modern research in developmental psychology (e.g. development of cognition, executive functions, theories of mind, speech, emotionality and personality, moral development) and its written completion of 5-7 pages (20 hours); preparation for the midterm test (16 hours); final essay on subjectively significant topics in developmental psychology and the use of this knowledge in speech therapy practice (6 hours); preparation for the final test (20 hours); preparation for the oral examination (20 hours). 120 hours in total

Teaching Methods:

Lecture, heuristic methods, group discussion, brainstorming, group work, analysis of videos and real situations (case studies), analysis of problem situations, guided independent study using professional-scientific texts.

Compulsory/Recommended readings:

Jursová Zacharová, Z. (2021). Od narodenia po maturitu. Poznatky vývinovej psychológie v kontexte vzdelávania. Univerzita Komenského v Bratislave.

Recommended readings:

LANGMEIER, J., KREJČÍŘOVÁ, D. (2006). Vývojová psychologie. 2. aktual. vyd. Grada.

Šramová, B. (2007). Osobnosť v procese ontogenézy. Melius, 2007. (vybrané časti)

Vágnerová, M. (2012). Vývojová psychologie. Dětství a dospívaní. Karolinum.

Journals:

Developmental Psychology Journal: https://www.apa.org/pubs/journals/dev

Child Development: https://srcd.onlinelibrary.wiley.com/journal/14678624

Psychológia a patopsychológia dieťaťa: https://vudpap.sk/x/cinnosti-vudpap/informacna-a-edicna-cinnost/casopisy-vudpap/papd/

Československá psychologie: https://ceskoslovenskapsychologie.cz/index.php/csps

50% of the interim evaluation + 50% of the final evaluation

There will be two written examinations during the semester with the possibility to score 15 points (15 closed questions), students will produce a seminar paper of 5-7 AH (20 points) and present the seminar paper in an interactive way for a maximum of 10 minutes (15 points).

The examination will consist of a written part (30 open and closed questions) (50 points).

The examination will consist of a written part (15 open and closed questions) (30 marks) and an oral part (20 marks).

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - extra work required)

For a grade of A, the student is required to produce consistently excellent results, be capable of independent study, and be able to reflect on the developmental psychology topics presented or the scientific and professional issues raised. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyze and select professional or scientific information, is proficient in the theoretical and empirical knowledge of developmental psychology and can apply it in speech-language pathology practice..

A grade of B means that the student has performed above average throughout the semester, has been able to study independently, has mastered all relevant knowledge of developmental psychology, can select relevant sources of information for his/her studies, and can apply the knowledge gained in speech therapy practice, but there are deficiencies in his/her critical and creative thinking.

A grade of C means that the student has performed standardly well during the semester, his/her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare individual literary sources and psychological knowledge is lacking. More weaknesses in critical and inductive thinking emerge.

A grade of D means that the student has been less well prepared during the semester, has moderate deficiencies in theoretical knowledge related to the subject of education and has more difficulties in independent implementation work as well as in group work, needs more frequent help in critical thinking and has more difficulties in applying knowledge to practice.

A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyse and compare multiple pieces of knowledge, and fails in critical thinking and applying theoretical knowledge to practice, but is proficient in most of the theoretical knowledge of the course.

Slovak, Czech and English (elementary reading comprehension of foreign research studies or review papers, understanding English videos)

1. The subject, methods of research in developmental psychology and its relationship to related disciplines.

2. General characteristics of psychological development: classification of developmental changes and processes, factors of psychological development, developmental norm, issues of periodization of psychological development.

3. Current theoretical models of psychological development in the context of the development of the discipline and new trends in research and its results: endogenistic, exogenistic and interactionist models psychic ontogenesis.

4. Motor development and its significance in overall psychological development: laws and developmental progression of gross and fine motor skills, their relationship to overall psychological development. Play and drawing and its place in psychic development (development and characteristics of play and drawing in the context of motor, cognitive and social development).

5. Cognitive development: the development of cognitive psychological functions and in relation to basic theoretical concepts (perception, attention, memory, imagination, thinking, language and its importance for overall psychological development, human action and behavioural regulation).

6. Personality development: the formation of self and psychological identity (self-image, self-concept, self-evaluation), needs, values and interests and their formative factors (family, school, peer group, friends, culture) and the cognitive contribution of the major theories of personality development. Interpersonal bond building (relational bonding/attachment): theory and empirical findings.

7. Emotion development: Stages and factors of emotion development in the context of socialization (differentiation of emotions and their expression, emotional intelligence, emotional regulation with respect to stages of ontogeny). Psychosexual development: physical and psychological components of human sexuality and its development (psychosexual orientation, gender, gender role, gender concept and ontogeny).

8. Social development: the development of the social self, social understanding and social relationships and the socialization of the individual (processes of socialization in the context of ontogeny and the critical social group - family, school, play/peer group, collective with respect to current socio-cultural challenges).

9. Moral development: psychological conceptions of moral development (conditions and developmental stages, moral judgement and moral action /prosocial behaviour, moral character, moral values, moral sentiments and moral identity; self-discipline and empathy).

10. Methods of developmental assessment: developmental screenings and scales and their diagnostic possibilities, aspects of school maturity.

11. Semester summary, discussion of topics covered and problem solving in the context of speech therapy practice.

interim/final

Learning objectives and outcomes:

By successfully completing the course, students will have critically acquired (to the extent indicated in the grading scale above) current theoretical and empirical knowledge of developmental psychology as a core psychological discipline (e.g. the subject and methods of research in ontogenetic psychology, the conceptual system of developmental psychology, interdisciplinary and transdisciplinary relationships and possibilities of application; theories and models of psychological development, laws of psychological development; conditions and characteristics of the course of developmental changes of individual psychological functions, personality and social competence in the context of lifelong ontogenesis of a person; basic psychological methods and techniques of assessment of the developmental level; current areas of research and development in developmental psychology and their results).

In addition to theoretical knowledge, students will acquire the ability to compare and critically evaluate professional and guided information and various information sources; they will be able to reproduce professional knowledge, graphs and tables, as well as to apply knowledge and acquired knowledge to real-life situations; they will be able to find logical connections in opinions and ideas and to differentiate individual findings, evaluate them and subsequently present them. They also develop organisational and digital skills when working with modern information technology.

2 hours seminar/week; 22 hours/semester,

2S (4 credits): 11 x 2 hours attendance at seminars = 22 hours; 90 hours preparation of seminar projetcs;

A total of 112 hours of student work.

Participation on discussion of the topic discussed, brainstorming, problem solving, analysis, application of theoretical knowledge on practical examples, E-learning, work in small groups, discussion

DANIŠKOVÁ, Z., FILAGOVÁ, M., KAPALKOVÁ, S., PÍŠOVÁ, J.: Dieťa hovoriace iným jazykom, možnosti kompenzačnej podpory v predškolskom vzdelávaní. Bratislava: Štátny pedagogický ústav, 2021

KAPALKOVÁ, S. : Bilingvizmus a vývin jazykových schopností detí v ranom veku. In: A. Kerekrétiová (ed.) Logopedická propedeutika. Bratislava: Univerzita Komenského v Bratislave, 2016. s. 129 - 144

KAPALKOVÁ, S., SLANČOVÁ, D., NEMCOVÁ, M.: MAIN: Slovak version (based on the revised version in English). ZAS Papers in Linguistics. Č. 64 (2020), s. 1 – 39

KAPALKOVÁ, S. – PALUGYAYOVÁ, L.: Narušená komunikačná schopnosť v multilingválnej spoločnosti. In: Logopédia. Bratislava: Univerzita Komenského, 2016. s. 36 -56

KAPALKOVÁ, S., a kol. Narrative abilities in early succesive bilingual Slovak – English children a cross-language comparison. In: Applied Psycholinguistics. Roč. 37, special issue1 (2016), s. 145 – 164

The student will be evaluated by an intermediate test (10 points), A final test (30 points), and during the semester, based on the submission of a series of elaborated works (60 points) aimed at examining one bilingual child with several diagnostic tools (PABIQ, LITMUS-MAIN, Repetition of quasi-universal non-words, LITMUS- CLT).

The evaluation shall be awarded on a scale of:

A (100–95 points, excellent – excellent results, practical application of theoretical knowledge),

B (94-85 points, very good – above average standard, minor problems in the application of thoeretical knowledge into practice),

C (84-75 points, good – normal, reliable work, acquisition of basic approaches and methods, lower level of perception of context and knowledge in context),

D (74-65 points, satisfactorily – acceptable results, lower level of knowledge of less frequent approaches, poorer interpretation),

E (64-60 points, sufficiently – results meet minimum criteria),

Fx (59-0 points, underperforming – extra work required).

Slovak and English

Themes:

1. Questions of raising bilingual children, myths

2. Classification of bilingualism, development of the bilingual child, a critical period

3. Bilingualism vs. Developmental language disorder

4. Basic information for parents and professionals, working with PABIQ questionnaires, Beirut tour

5. Quasi-universal pseudo-words test for bilingual children LITMUS NWR (FARMA test)

6. Vocabulary assessment of bilingual children LITMUS CLT test, CDI questionnaire

7. Examination of the narrative ability of bilingual children through the LITMUS MAIN battery

8. Analysis of macro and microstructure narratives

9. The case studies of the bilingual child

10. Principles of care and stimulation of bilingual children in speech therapy intervention

11. A students teamwork presentation on the topic of the benefits of bilingualism for the quality of life

interim/final

The student receives information about bilingualism and the rating system of multilingual children. He will get acquainted and practically try the administration of evaluation tools PABIQ, LITMUS MAIN, LITMUS CLT, and Repetition of quasi-universal non-words (Farm test).

At the same time, the student will understand the language development of bilingual children and the basic principles when working with multilingual children.

As part of the course, students develop the ability to think in context, critically compare information, and plan and organize. An important part is to develop their communication skills and competencies, the perspective of thinking about a professional topic so that they can translate it into a form for the non-specialist.

2 hours seminar/week; 22 hours/semester,

2S (3 credits): 11 x 2 hours attendance at seminars = 22 hours; 45 hours preparation of 5 case studies (5x9), 8 hours seminar projects; A total of 75 hours of student work.

Participation on discussion of the topic discussed, work in small groups. Problem solving of tasks with a focus on: diagnostic conclusions and planning of therapeutic goals, selection of therapeutic methods, planning of therapeutic sessions, choice and creative preparation of therapeutic aids, discussion of topics discussed, role play in the practice of therapeutic procedures, analysis of video recordings.

BOČKOVÁ B. 2015. Vybrané kapitoly z AAK. Brno: Masarykova univerzita. ISBN 978-80-210-7896-3 (online : pdf)

CSÉFALVAY Zs., MINÁRIKOVÁ M. 2016. Augmentatívna alternatívna komunikácia. In: Kerekrétiová, A. a kol.: Logopédia. Bratislava : Univerzita Komenského, 2016. ISBN 978-80-223-4165-3. s. 323 – 339.

LAUDOVÁ L. 2003. Náhradní komunikační systémy. In: Škodová, E., Jedlička, I. a kol: Klinická logopedie. Praha: Portál, 2003. ISBN 78-80-7367-340-6

The student will be continuously evaluated for analyzing 5 cases of children/adults belonging to the non-speaking population and for developing AAC strategy proposals (15 points for each client). The selection of diagnostic areas, tools, data analysis, diagnosis, selection of the initial goals, selection of AAC devices, description of the procedure for using the AAC device, description of the training of communication partners are evaluated. In the seminar work, the student processes one video of the AAC user and analyses it from the point of view of diagnosis, AAC user, communication channel and description of the AAC device. Maximum rating 25 points.

It is necessary to score at least 95/100 points for A, at least 85 points for rating B, at least 75 points for rating C, at least 65 points for rating D and at least 60 points for rating E.

Slovak and English

Diagnosis of the AAC user, diagnosis of learning barriers, levels of cooperation, planning of therapy, timetable, preparation of aids, training of the communication partner, evaluation of the effectiveness of therapy on the analysis of 5 case studies of children and adult non-speaking clients (special case studies elaborated within the framework of diploma theses of students of speech therapy, video-case studies, published case studies published in the professional literature).

interim/final