Logopedics

Observations of communication behaviour of heterogeneous age groups in everyday life based on selected criteria

Personal perception in dealing with heterogeneous age groups and reflection

• Students are able to link and describe basic knowledge in reference science and ICF-based SLP within the framework of the exploration of occupational fields with observations of behaviour and communication in the everyday life of heterogeneous age groups.

• Students are able to communicate with people of different ages in a respectful and appreciative manner when exploring their professional fields.

• Students are able to reflect on their personal approach to people of different ages.

Internship

Continuous assessment

Historical outline of the development of the profession

legal basis (MTD Act; FH Training Regulation) - and its consequences for studies and profession (professional duties, professional rights)

Job description (fields of activity);

Code of Ethics incl. diversity-related principles;

patient rights patient advocacy

Other relevant legal bases (FH Training Regulation; Austria. Quality Act (ÖQG); Health Professions Register Act (GRG); Basic Data Protection Regulation (DSGVO) ...)

Classification of the profession in the context of health professions - relevant other health professions (interdisciplinarity- health care professions)

National and international associations/representations

Basics of the Austrian health care system (actors, financing...)

Basics of the SDGs and their significance for speech and language therapy

Professionally relevant technical terms

• Students are able to describe the profession of a speech therapist* in the health care system as a health care profession both nationally and internationally.

• Students are able to present the rights and duties derived from the relevant legal foundations.

• Students are able to describe ethical, diversity-related aspects of speech therapy as well as the essential points of view of the patient's perspective.

• Students are able to present professional, technical, legal and ethical aspects of data processing and digital applications in the context of health care.

performing

working out

Online Teaching

Final exam: Written final exam;

• Human motor development through the different stages of life
• Basics kinesiology
• Technical terminology to describe intra- and extrapersonal health and movement behaviour in a logopaedically relevant context
• Principles of the motor learning process
• Biomechanics
• Ergonomics
• Work posture
• Prevention of one's own health and movement behaviour

• Students are able to name the principles of movement theory in the correct professional terminology and to relate them to SLP questions and processes.

• Students are able to assess postures and movements relevant to SLP according to structured criteria.

• Students are able to describe the basics of developing self-competence for ergonomic behaviour in the profession and to demonstrate their relevance for the exercise of their profession as speech therapists.

Presenting and elaborating

Continuous assessment: Theoretical-practical

Basic models of oral communication

Cooperative appreciative therapeutic attitude and dialogical principle

Partner reference and perspective-acceptance

Non-directive, communication-promoting conversation through active listening

Resource orientation, solution orientation and constructive feedback in therapeutic discussions

Motivating interaction

Symmetry in the relationship, even with complementary roles

Basic principles of efficient, non-violent negotiation and participative decision-making

Cooperative communication as a quality assurance element of speech therapy

• Students are able to explain basic communicative aspects of SLP.

• Students are able to define cooperative, professional communication strategies as the basis for patient-centered communication.

• The students are able to present cooperative communication and conversation as quality assuring elements of SLP

Presenting, elaborating, exploring

Continuous assessment: Theoretical-practical

service recording in partial services (50% / 50%)

• Areas and settings of speech therapy
• Significance of the logopaedic profession as an independent scientific discipline
• Elements of the logopaedic process and the diagnostic-therapeutic procedure in speech therapy
  • Problem identification through anamnesis interview and hypothesis-guided examination procedures
  • Creation and implementation process of logopaedic therapy
  • Retrospective case analysis and report of findings
• ICD and ICF classification systems as a diagnostic and planning basis
• Clinical reasoning, problem-solving competence and participative decision-making in speech therapy
• identification through anamnesis, therapy plan, therapeutically relevant goals
• evidence-based practice / evidence-based speech therapy - E4BP
• Basics of scientific thinking and working steps
• Core competencies of a speech therapist*in
• the patient*in the patient's perspective
• Patient*internally centred cooperative communication as an element of quality assurance in the speech therapy context
• Participation
• Multifactorial etiology, complex interventions and multiaxial outcomes in the speech therapy context
• Diversity of methods in the context of logopaedic therapy
• Quality assurance in logopaedics
• Guidelines and standards in logopaedics
• Legal foundations
• Guidelines for documentation
• Ethical aspects in logopaedics
• Interprofessional cooperation as a quality assurance factor
• Case vignettes
• Experiences in the concrete logopaedic process using examples

• Students are able to define themselves as a logopaedic expert in the fields of communication, speech, speaking, voice, hearing and swallowing.

• The students are able to demonstrate the importance of the logopaedic profession as an academic health profession in the Austrian health care system.

• The students are able to describe the systematics and the working steps of the diagnostic-logopedic process, to discuss evidence-based and ICF-oriented diagnostic findings, therapy planning, therapy implementation and documentation and to explain the interaction of the individual process elements.

• The students are able to present the elements of the logopaedic decision-making process.

• The students are able to name aspects of qualitiy assurance in the SLP process.

• The students are able to explain the importance of adopting a perspective, patient-centred cooperative communication and participatory decision-making with the help of practical experience using the example of a precise logopaedic intervention process.

Presenting and elaborating and exploring

Continuous assessment: Theoretical-practical

performance recording in partial performances (25%/ 25%/ 25%/ 25%)

• Definition of supervision as distinct from the forms of counselling Intervision, coaching and mediation
• Overview of concepts of the forms of counselling Supervision, intervision, coaching and mediation
• Possibilities and limits of the forms of counselling Supervision, intervision, coaching and mediation
• Tasks and fields of application of supervision, intervision, coaching and mediation in the health care system
• self-perception and perception of others in interaction - basis of self-competence development for self-reflective action

• Students are able to define the form of counselling supervision and to distinguish its methodological possibilities and limits from counselling intervision, coaching and mediation.

• Students are able to name tasks, fields of application and legal claims regarding supervision and other forms of counselling in the context of the health care system.

• Students are able to describe the basics of developing self-competence for self-reflective action and to transfer their relevance to the logopaedic context.

Presenting and elaborating

Final exam: Theoretical

final test

• Requirements and phases of scientific work
• Characteristics of scientific questions
• Structure and scientific work
• Citation and research
• Structure and subdivide
• Scientific writing
• Literature processing

• Students are able to explain basic scientific terms in their relevance for logopaedic action.

• Students are able to research scientific literature relevant to speech therapy in databases, to cite and reference it correctly.

• Students are able to analyse trains of thought from different sources and to argue scientifically in writing.

Presenting and elaborating

Continuous assessment: Written work orders

Terminology and definition of sound, sound pressure, period of oscillation, frequency, wavelength, sound propagation, sound velocity

Stimulus distribution, peripheral and central auditory processing

Hearing field

Psychoacoustic parameters: loudness, pitch perception, masking effects, beating, roughness, directional hearing, sound source localization, hearing threshold, auditory perception, perception of sound intensity, adaptation, superposition

Sound field magnitudes

Programs for signal processing

• Students are able to explain acoustic-physical and psychoacoustic basics.

• Students are able to demonstrate the relationship between the acoustic-physical basics and psychoacoustics and speech therapy science.

Presenting

Final exam: Final oral examination

- Subject of psychology and developmental psychology

- professional groups and training (psychology, psychiatry, psychotherapy)

- perception, learning, thinking, memory, intelligence, emotion, motivation, social Interaction, game

- images of people and personality models

- Social psychology

- development theories and areas

- phases of human development and their meaning: pregnancy, birth, first year of life, infancy, school age, adolescence, adulthood, age(s), death and dying

- developmental measures, educational issues

- developmental psychological characteristics in selected areas

- Physical and mental disability and its effect on mental development -

- gerontopsychology

• Students are able to name objectives and areas of psychology in contrast to other professional groups.

• Students are able to describe psychological and developmental psychological basics.

• Students are able to illustrate developmental psychological aspects of all phases of human development.

• Students are able to discuss (developmental) psychological knowledge as a necessary component of logopaedic action.

Presenting, elaborating

Continuous assessment: Oral examination, cooperation

Linguistics: Tasks and fields of application

The concept of language: Language as a cultural carrier, high level language, colloquial language, dialect etc.

Subject and areas of phonetics and phonology, introduction to the international phonetic alphabet IPA, transcription, phonological processes, insight into sounds and phonological processes of other languages

Topic and types of grammar

Subject matter and areas of morphology, morpheme analysis, inflection, word formation, word type classification, lexical morphology

Object and areas of syntax, traditional syntax, phrase structure grammar, valence grammar, generative syntax

Object and area of semantics, sign models, semantic relations, semantic analysis, cognitive semantics

Object and area of pragmatics, speech act theory, text analysis, conversation analysis

• Students are able to name tasks and fields of application of linguistics.

• Students are able to recognise linguistics as the basis for speech therapy science.

• Students are able to describe linguistic basics.

• Students are able to illustrate knowledge of the international phonetic alphabet IPA.

Presenting, elaborating

Final exam: in writing

Mental health and stress management measures

• The students are able to deal with the topic of mental hygiene and stress management in a personal, critical-reflective and discursive way.

Presenting, explorative

Continuous assessment: Participation (100% attendance; active cooperation)

Basics of economic voice use and economic speaking using the example of breath rhythmically adjusted phonation (Coblenzer / Muhar)

Voice function circuit (Haupt)

Use of own speaking and singing voice

Warm up

Song and lyrics interpretation

Giving feedback

Reflection of own voice use

• Students are able to explain criteria for economic singing and speaking.

• Students are able to demonstrate criteria for economic singing and speaking.

• Students are able to modify their own use of the speaking and singing voice in terms of vocal economy and expression.

Presenting, elaborating

Continuous assessment: Participation (50%)

Final presentation (50%)

Subject-specific terminology of the process of voice production

Phylogenesis and ontogenesis of the development of the human voice

Perception and expression of the voice

Encoding and decoding processes in communication regarding the role of the voice

Communicative and emotional aspects of voice

Historical overview of milestones in the development of voice pedagogy, phoniatrics and voice therapy relevant to speech therapy

Research landscape in the field of voice

• Students are able to explain different aspects of the voice phenomenon.

• Students are able to explain anatomical and functional correlations of voice formation using voice therapy terminology.

• Students are able to describe phases of voice development as a prerequisite for the diagnostic assessment of voice disorders.

Presenting, elaborating

Final exam: written final exam (100%)

• Specialized terminology
• Milestones and landmarks of typical speech and language development as the basis of logopedic diagnostics
• Language and speech development as part of the general development process
• The acquisition of two or more languages in logopedic contex
• preconditions and influencing factors (neurobiological basics, organic, sensory, motor, general cognitive, language-specific cognitive, social preconditions; precursor abilities of speech perception, speaking communication, language comprehension as the foundation of active language development) in the context of the ICF-CY
• system of diagnosis
• Analysis of communication situations

• Students are able to describe milestones and boundary stones of a typical speech and language development as a prerequisite for a SLP diagnosis in this field.

• Students are able to describe language and speech development as part of the general developmental process, based on previously acquired reference-scientific knowledge.

• Students are able to present the classification of components of health (body function, body structures, activity and participation, environmental factors) according to the ICF-CY in the field of language and speech development.

• Students are able to discuss possible deviations based on the prerequisites for and factors influencing a typical language and speech development.

• Students are able to present bi- or multilingualism as challenge for the SLP process with bi- or multilingual children.

• Students are able to name types of diagnostic findings for a SLP diagnosis.

presenting, elaborating, explorative

Final exam: Written examination

General Anatomy:

• Introduction and Basic Terms
• Cell and Tissue
• Motor System/Cranium
• Cardiovascular System
• Digestive System
• Urogenital System
• Endocrine Organs
• Skin and Sensory Organs
• Nervous System, general

Special Anatomy

• Respiratory Organs
• Vocal and Speech Organs
• Oral and Balance Organs
• Nervous System, Special

• Students are able to name structures of the human organism in professional terms.

• Students are able to describe the basic system of the human organism.

• Students are able to name structures and system of those organs which are needed for food intake, speech processing and speech production and to describe their function in a basic way.

Predominantly presenting, supplementing.

Final exam: Written theoretical final examination

• Prerequisites of life, general physiology, homeostasis, regulatory circuits, cell physiology, neurophysiology, vegetative (autonomous) nervous system
• Muscle physiology, cardiovascular physiology
• Blood functions, blood coagulation, immune system
• Kidney, regulation of the water and electrolyte balance, hormones, nutrition, nutritional supplements
• Respiratory physiology- respiratory volumes, spirometry, respiratory gas circulation in the brain (cerebral perfusion), general sensory physiology, skin senses and depth sensitivity, performance and functioning of the senses of smell and taste
• Performances of the visual system, conduction, sensory cells and central nervous processing
• Hearing and balance: conduction, sensory cells, central nervous processing; functional test
• Reflexes: Spinal cord and brainstem functions
• Motor function. Physiology of voice formation and central nervous regulationFunctional
• structure of the brain, hemispheres, speech centres, EEG - electroencephalogram, endogenous rhythms, sleep-wake rhythm
• Emotion and motivation, limbic system, attention, learning, memory, cellular mechanisms, procedural and declarative memory

• Students are able to present the physiological basics of the function of the human body.

• Students are able to describe the basic physiological processes and functions of the human brain.

• Students are able to explain the basic physiological processes involved in the production and processing of language and in food intake.

Predominantly presenting, supplementing.

Final exam: Written exam, 60 minutes processing time, mixed free written answers, calculations, and multiple choice test questions as practiced in the lecture (also using "team based learning") and online (moodle tests = "distance learning").

Pathology

• Tasks and methods of pathology
• Cell and tissue reactions
• Inflammation
• Tumour diseases
• Genetic mechanisms
• Circulatory diseases
• Respiratory tract with special emphasis on larynx, pharynx and voice formation

Applied hygiene

• Terminology
• Microbiologyforfor the SLP work environment in general and specifically
• measures to combat infections in general and specifically
• Hygiene in SLP therapy
• Nosocomial infections and hospital hygiene for the SLP work environment

• Students are able to name the objectives and methods of pathology.

• Students are able to describe the basic course of pathological diseases.

• Students are able to discuss basic special medical knowledge in the field of hygiene.

• Students are able to present hygienic measures and their use that are relevant to their profession.

Predominantly presenting, supplementing.

Final exam: Final written theoretical examination (multiple choice MC and short answers KAF)

• Subject of Clinical Psychology
• Themes of Health Psychology
• Psychological Diagnostics and Survey Procedures
• Classification of Mental Disorders (ICD, DSM)
• Dealing with Selected Psychological Disorder Syndromes
• Clinical Psychology/Health Psychology and SLP
• Selected SLP-Related issues from the Field of Psychology/Health Psychology

• Students are able to describe the basics of clinical psychology and health psychology based on the knowledge of general psychology.

• Students are able to illustrate clinical psychology and health psychology as related science to the science of SLP.

• Students are able to describe selected clinical-psychological diagnostic procedures and discuss their relevance for SLP action.

• Students are able to illustrate the connection between clinical psychology, health psychology and SLP by means of selected psychological disorders.

performing, elaborating

Continuous assessment: Cooperation, preparation of certain topics, oral examination

Subject of pedagogy

Conception of man in pedagogy

Educational styles

Learning and learning theories

Definition of the concept of didactics

Didactic models and principles

Relevance of defined learning outcomes

• tudents are able to present basic concepts and principles of pedagogy and didactics.

• Students are able to compare didactic models.

• Students are able to illustrate didactic principles as a basis for therapeutic action.

performing, elaborating

Final exam: Final written or oral examination

Subject of psycholinguistics

Scientific findings of psycholinguistics on inconspicuous and conspicuous language acquisition

Monolingual and bi-/multilingual language acquisition in comparison

Speech acquisition theories

Development of linguistic and non-linguistic cognitive abilities in comparison

Insight into model theoretical considerations on language processing

• Students are able to explain the subject of psycholinguistics and its relation to the science of speech therapy, building on the basics of linguistics.

• Students are able to describe the unobtrusive and the conspicuous acquisition of one or more languages on the basis of current scientific findings in psycholinguistics, based on the theories of language acquisition.

• Students are able to compare models describing language processing.

Presenting

Final exam: Written final inspection

Basics of rhythmics/music-movement pedagogy: Learning areas and means of rhythmics, rhythmic principle

Application of rhythmic-musical elements in SLP

Examples for lesson plans in speech therapy prepared with rhythmic-musical means and application of the rhythmic principle

Cross-connections

Movement control and movement therapy

Exercises to connect music-movement-language-voice-exercises for creativity and improvisation

Rhythm work

Exercises for communication and interaction

Self experience and reflection

• Students are able to present the contents and working methods of rhythmics and rhythmic/musical education.

• Students are able to describe the connections between music, movement, language and voice.

• Students are able to demonstrate selected exercises for specific disorders that are relevant to SLP.

Presenting, explorative

Continuous assessment: work orders

cooperation

• Diseases of the nose, paranasal sinuses, oral cavity and salivary glands, pharynx, oesophagus, larynx, trachea and bronchi, ear and vestibular system, as well as functional and everyday effects of these diseases
• HNO-medical anamnesis, ENT status and selected diagnostic procedures in the field of ENT (in particular balance diagnostics, test
• Conservative therapy and surgical interventions (in particular ear surgery, tonsillotomy, adenotomy, septoplasty, tracheotomy and surgical interventions for tumours in the ENT area including laryngectomy)
• Specialist training in ENT, area of responsibility and inter-professional cooperation with other professional groups and medical disciplines, consultation with doctors, medical specialists and the medical profession. activity, expert opinion

• Students are able to describe the ENT education and the ENT objectives as well as the cooperation in an inter-professional context.

• Students are able to describe clinical pictures of the objectives of ENT relevant to the SLP objectives, functional effects and effects on the everyday participation of the same, as well as possible ENT treatment measures.

• Students are able to explain the ENT history, the ENT status and selected diagnostic procedures in the field of ENT.

• Students are able to describe ENT interventions relevant to the SLP field of activity and their functional and everyday effects.

• Students are able to carry out professionally selected procedures of vestibular diagnostics considering the hygienic guidelines.

Presenting, elaborating;

Final exam: final written examination

• Field of activity of the Department of Pediatrics, demarcation and interfaces with other relevant departments, in particular with speech therapy
• An overview of the physiological pre- and postnatal development of children
• Pediatric diagnostics and examination procedures, models for the clarification of fetal development
• Preventive examinations during pregnancy and childhood
• Born malformations, deformitiesand chromosomal anomalies
• Certain conditions that originate in the perinatal period (e.g. birth trauma, infections, complications during pregnancy or birth)
• Selected diseases in children and adolescents in the focus areas of neonatology, neuropaediatrics, paediatric haematology and oncology as well as paediatric cardiology
• Recommendations and vaccination risks - focus in education and counselling

• Students are able to name objectives in the field of paediatrics as well as interfaces to other relevant fields - especially SLP.

• Students are able to describe the physiological course of pre- and postnatal child development in an overview.

• The students are able to explain models and examination procedures for the assessment of child development, including the preventive examinations in pregnancy and childhood that are mandatory or common in Austria.

• Students are able to present selected pre-, peri- and postnatal diseases relevant to speech and language as well as developmental abnormalities in children and adolescents based on genesis and symptoms.

• Students are able to reflect current vaccination recommendations as well as risks associated with vaccinations.

Presenting, elaborating;

Final exam: Written theoretical final examination

• Fields of activity in the field of phoniatrics, interfaces to other relevant professional groups and medical disciplines;
• anatomy and function of the speech, voice and respiratory organs, as well as other structures relevant to voice function
• Physiological development of the primary and secondary vocal cords and secondary functions over the life-span
• Differentiation of organic, functional and psychogenic voice disorders on the basis of genesis and symptomatology;
• selected voice changes and disorders, in particular voice transition, mutation voice disorder, juvenile dysphonia, occupational dysphonia, dysody;
• diagnostic methods for assessing the larynx, in particular the vocal folds (e.g. laryngoscopy, stroboscopy, flexible endoscopy, microlaryngoscopy, ...)
• Instrumental diagnostic methods for testingphoniatric criteria of physiological and pathological vocal function;
• conservative therapeutic measures for impaired vocal function
• Surgical interventions on the larynx (phonosurgery) and their functional and effects on vocal function and everyday participation

• Students are able to name objectives in the field of phoniatrics as well as interfaces to other relevant professional groups and medical disciplines.

• Students are able to describe in detail the anatomical structures and functions of the vocal, speech and respiratory organs as well as other structures relevant to voice function.

• Students are able to differentiate functional, organic and psychogenic voice disorders based on their genesis and symptoms.

• Students are able to explain instrumental diagnostic procedures for the assessment of the vocal, speech and respiratory organs.

• Students are able to describe phoniatric criteria of physiological and pathological voice function.

• Students are able to describe conservative therapeutic measures in case of impaired voice function.

• Students are able to describe phonosurgical interventions and their functional effects on voice function.

Presenting, elaborating;

Final exam: final written exam

• Fields of activity of the discipline of dentistry, oral and maxillofacial surgery, as well as relevant reference disciplines
• Development and functions of the stomatognathic system
• Dental development and tooth eruption
• Pathologies of dental occlusion, temporomandibular joint, chewing function, periodontal apparatus as well as selected diseases in the field of dentistry and their functional effects (e.g. pitting of teeth)and the periodontal apparatus after radiotherapy and chemotherapy in tumor patients; dentition and problems of prosthetic care in old age, bruxism ...)
• Relevance of pathologies of dental occlusion, temporomandibular joint function, chewing function, periodontal apparatus and selected diseases in the field of dentistry and oral and maxillofacial medicine and their functional effects of dental, oral and maxillofacial diseases in the field of dentistry in relation to disturbances in the SLP department
• Anamnesis and diagnostics for the detection of occlusion disorders, disorders of the temporomandibular joint function and the chewing function
• Recognition of the limits of SLP disorders in the field of dentistry and overview of areas of activity of relevant reference disciplines (e.g. physiotherapy, ...);
• conservative and surgical treatment measures for diseases in the field of dentistry, oral and maxillofacial medicine (incl. prosthetics and orthodontics)
• oral hygiene and caries prophylaxis

• Students are able to name objectives in the field of dentistry, oral and maxillofacial medicine and relevant related disciplines.

• Students are able to describe the development and structure of the organic structures of the stomatognathic system and the function of these structures.

• Students are able to discuss pathologies of dental occlusion, temporomandibular joint function, chewing, parodontium and selected diseases in the field of dentistry, oral and maxillofacial medicine including their functional effects.

• Students are able to assess pathologies of dental occlusion, temporomandibular joint function and chewing using medical history and diagnostic procedures in order to be able to refer patients to specialized departments if necessary.

• Students are able to relate pathologies of dental occlusion, temporomandibular joint function, chewing, parodontium and selected diseases in the field of dentistry to symptoms in the field of SLP.

• Students are able to explain conservative and surgical treatment measures for selected diseases in the field of dentistry, oral and maxillofacial medicine, as well as preventive measures of oral hygiene and caries prophylaxis.

Presenting, elaborating, exploring;

Final exam: Written theoretical final examination

Terminology, etiology, symptoms, classification of pronunciation disorders including childhood apraxia of speech (CASP)

guidelines for disorders, diagnostics, therapy

Diagnostics - components, possibilities

Analysis of diagnostic possibilities taking into account bi- and multilingualism

Analysis and comparison of phonetically and phonologically oriented therapy approaches, taking into account bi- and multilingualism

possibilities of group therapy

analysis and comparison of therapeutic concepts for CASP

analysis of therapy-supporting materials including digital possibilities

Interdisciplinary cooperation in the context of diagnostic findings and therapy

ICF-CY oriented exemplary therapy planning (participation, activity, functional and contextual goals formulate, operationalize, methodical-didactical preparation)

• Students are able to name terminology, aetiology, symptoms and classification of functional pronunciation disorders including childhood speech apraxia.

• Students are able to evaluate selected pronunciation tests for mono- or bilingual children using internationally described construction criteria for a test procedure to examine pronunciation ability.

• Students are able to explain the scientific background and structure of current therapeutic concepts for pronunciation disorders and childhood speech apraxia.

• Students are able to analyse selected therapy material with regard to its applicability in the course of the SLP process for pronunciation disorders and childhood speech apraxia.

• Students are able to plan the SLP process in phonetic-phonological pronunciation disorders and childhood speech apraxia in an ICF-CY-oriented, culturally sensitive and exemplary manner, using related-scientific principles.

Presenting, elaborating, exploring

Continuous assessment: written partial exam

preparation of case studies

• Definition of health, illness, health literacy
• Rehabilitation process and health goals in Austria
• Classification systems (ICF and ICIDH, ICD-10; children, adolescents and adults)
• Forms of rehabilitation and organisational models in Austria
• Special features of SLP rehabilitation goals and the development of a possible goal
• Creation of simple progress and final reports
• Case analysis: SLP process in the areas of speech, speaking, voice, swallowing and hearing in relation to the ICF-oriented rehabilitation process à Comparison, classification and interpretation
• Inter-professional and multi-professional cooperation in the SLP process in rehabilitation

• Students are able to theoretically present and compare approaches and phases of ICF-oriented rehabilitation processes and to explain and justify the relation to the SLP process.

• Students are able to compare, allocate and interpret the results of all phases of the SLP process in the areas of speech, speaking, voice, swallowing and listening to the approaches of ICF-oriented rehabilitation processes theoretically and based on case analyses.

• Students are able to identify inter- and multi-professional measures required in the SLP process in rehabilitation and to integrate them into a case analysis as well as to prepare basic evaluation and final reports.

• Students are able to give professional advice to patients, caregivers and relatives with regard to everyday management.

Presenting, elaborating

Final exam: Final written or oral examination

• Structure and development of orofacial structures and their functions in relation to the SLP process
• Interaction with the stomatognathic system and logopaedically relevant dysfunctions of the orofacial system (orofacial dysfunctions)
• Correlations of the orofacial system with the body, posture and movement including practical implementation in regard to SLP
• Anamnesis and diagnosis of orofacial functions with practical implementation of the survey and SLP examination
• Selection and practical application of adaptive, digital and apparatus-based methods to support the SLP process
• Target setting and SLP therapy planning in theory and practical implementation
• Evaluation of SLP therapy in the field of orofacial dysfunctions
• Preparation of therapy documentation, progress and final report in compliance with the DSGV
• Theoretical and practical implementation of all phases of the SLP process in the case of orofacial dysfunctions by means of case studies and practical exercises

• Students are able to recognize the functions of the orofacial area, to classify them using SLP specific clinical diagnostic tools and to record a SLP diagnosis out of them.

• On the basis of a previously established SLP diagnosis, students are able to independently plan all necessary steps of the SLP process in orofacial dysfunctions and to carry them out competently.

• Students are able to select and use digital and instrumental procedures that support the diagnosis and treatment process and to recognize, organize and implement necessary interprofessional measures.

• Students are able to analyse, assess and discuss their evidence-based and ICF-oriented decisions in the context of the SLP process in orofacial dysfunction.

• Students are able to advise caregivers and relatives professionally and to instruct them in patient-centered support and the implementation of the therapy contents.

Presenting, elaborating, exploring

Continuous assessment: 1. Partial achievement: Submission of a completed assessment form (exam points) - submission in the Moodle folder is a prerequisite for completing the course

2. Partial performance: Demonstration of a practical therapeutic measure during the exercise blocks (exam points) - implementation is a prerequisite for completing the course

3. Partial achievement: written preparation of a case study in attendance (exam points)

Final exam grade: all points of the 3 parts will be put together

Theory focus:

• ICF-oriented, subject-specific terminology including voice-relevant bodily functions, structures, activity, everyday participation
• ELS-based diagnostics/examination methods/ SLP-relevant voice tests (voice status, impaired voice anamnesis)
• Qualitative and quantitative vocal, aerodynamic and physical voice-related parameters
• Objective and subjective measurement procedures in voice diagnostics
• Multifactorial etiology and functional as well as biopsychosocial-cultural interactions in the case of functional, non-organic, voice disorderstions
• Differentiated recording of dysfunctions of breathing, posture, movement, voice as well as articulation as well as voice-relevant emotion and voice-related situation
• Clinical Reasoning in voice therapy
• ICF-orientedand SMART-based voice therapy planning and voice counselling planning
• Evaluation and state-of-the-art argumentation of multiaxial voice therapy outcomes
• complex Voice-therapeutically relevant interventions and therapy concepts
• relevant historical and current voice therapy concepts
• Examplerary therapy implementation using different voice therapy concepts
• Preventive and voice hygiene measures
• Possibilities and necessities of interprofessional cooperation in the context of voice therapy and prevention

Practice focus:

• Self-experience and independent implementation of breathing, voice and speech exercises in the context of complex voice therapy interventions
• Voice therapy relevant compensation mechanisms, blockages and interactions with oneself and others, as well as being able to regulate them constructively
• Experience of multiaxial connections between voice therapy relevant body-oriented interventions and the emotional and situational context

• Students are able to interpret functional voice disorders in terms of their multifactorial etiology and their participation-related interactions using structured criteria and to formulate these interactions in a patient-centered and scientifically correct manner.

• Students are able to plan, perform and reflect on the SLP process in functional voice disorders based on currently accepted scientifically relevant voice therapy models.

• Students are able to carry out and reflect on complex voice therapy interventions based on currently accepted scientifically relevant voice therapy models.

• Students are able to plan, carry out and reflect on exemplary preventive vocal interventions and vocal hygiene consultations on the basis of currently accepted scientifically relevant voice therapy models.

Presenting, elaborating, exploring

Continuous assessment: 2 partial exams:

1. oral practical (40%)

2. written theoretical (60%)

Conflict management and de-escalation techniques

• Students are able to deal with the topic of conflict and escalation personally, critically-reflexively and discursively.

Presenting, explorative

Module exam

• Structure of a scientific article
• Depth research in specialist databases
• Foundations of critical reading
• Methodology of the literature review

• Students are able to research current knowledge on practice-relevant issues in international databases.

• Students are able to cite criteria of the evidence hierarchy in connection with studies relevant to speech and language disorders.

• Students are able to read scientific articles critically and to classify them in the context of the exploration of occupational fields.

• Students are able to present the methodological structure of a literature review.

Developing and presenting

Continuous assessment: Written work orders

Observation in the real professional field

Introduction to the independent implementation of the SLP process under guidance and supervision in cases of pronunciation disorders, functional voice disorders or orofacial dysfunctions.

• Students are able to present their current state of knowledge about the course of a SLP process in the real professional field, no matter the disorder.

• In the course of the internship, the students are able to carry out partial steps of the SLP process on actual patients with selected disorders under the guidance and supervision of internship instructors.

• Students are able to communicate with individuals in a respectful and appreciative manner in a real professional environment.

Supervised internship

Module exam

Reflection Presentation vs. reality of the practical implementation of SLP process modules

Reflection Presentation vs. reality of the trainee*internal role

Role play for cooperative communication and conversation

• Students are able to reflect the current state of knowledge about the course of a SLP process.

• Students are able to reflect on the role of the intern as an introduction to independent therapeutic action.

• Students are able to demonstrate the practical application of the acquired basic knowledge on cooperative communication and conversation in selected practice-oriented situations.

elaborating, exploratory

Module exam

Diagnostics process module:

Requirements for speech diagnostics as a professional knowledge and decision-making process

ICF-CY-oriented assessment using selected case studies

Analysis/evaluation of tests already performed

Optional testing of tests on subjects* including evaluation

Assessing the need for treatment, deriving therapy priorities as a result of the test evaluations from the aspect of diagnostic reasoning (diagnosis, prognosis, treatment)

• By working on special tasks in the field of speech and language therapy for children, students are able to demonstrate their ability to transfer theoretical knowledge from the process module "diagnostics" into practice.

explorative

Module exam

Education and training of disabled, disadvantaged and marginalised people

Education and lifelong learning

Inclusive and special needs education

Themes, tasks and issues of inclusive education/special needs education with special attention to interdisciplinary cooperation

Integration and inclusion

• Students are able to reflect the essential objectives of the education and training of disabled, disadvantaged and marginalised people.

• Students are able to explain the concepts of education and lifelong learning.

• Students are able to describe the tasks of inclusive education/special education considering interdisciplinary cooperation.

• Students are able to specify the concepts of integration and inclusion using examples.

• Students are able to describe support and educational offers for disabled people.

• Students are able to explain and describe different training options and school and out-of-school support systems in the inclusive/special education field.

Presenting, elaborating and exploring

Continuous assessment: Orally and/or in writing

Introduction to the theoretical approaches and research topics of patho- and neurolinguistics

Connection of language processing and the underlying neuronal structure, neuronal representation of language

Neurologically induced speech disorders and their linguistic analysis

Neurologically conditioned deviations in language development 

Linguistic analysis of language ability in selected syndromes

history of aphasiology

• Building on the buildings of linguistics and psycholinguistics, students are able to explain the subject of neuro- and patholinguistics and its relation to SLP science.

• Students are able to present criteria for a survey of language developmental abnormalities using selcted methods based on linguistic evidence.

• Students are able to present criteria for an analysis of neurologically caused speech disorders using selected procedures based on lingutistic evidence.

Presenting

Final exam: Written exam

Organization and localization of neuropsychological skills

SLP-relevant neuropsychological disorders such as memory and attention disorders,

disorders of visual perception, spatial perception and spatial thinking (agnosia, neglect, apraxia,...),

disorders of disease insight (anosognosy, anosodiaphoria),

disorders of executive functions,

disorders of number processing and numerical abilities (acalculia)

Neuropsychological diagnostics and differential diagnosis

Neuropsychological rehabilitation

• Students are able to describe the tasks of neuropsychology.

• Students are able to recognize and assign neuropsychological syndromes based on characteristic symptoms and lesion patterns.

• Students are able to present neuropsychological diagnostics or differential diagnostics.

• Students are able to describe focal points of neuropsychological rehabilitation in an interdisciplinary team.

Presenting and elaborating

Final exam: Written examination

• Structure of the nervous system
• Basics of neurology and neurosurgery and their significance for the SLP process (terminology, neuropathology)
• Infections, tumours, TBI, cerebrovascular diseases, epilepsy, degenerative diseases of the CNS, developmental disorders of the CNS, peripheral nervous system, neurological syndromes, toxic damage,
• changes in speech through the life span
• Anamnesis, diagnostic procedures and clinical-neurological status/results as well as additional examinations and therapy
• Differential diagnosis of neurological and neurosurgical disorders
• SLP-specific interpretation of the findings

Neurorehabilitation

• The neurorehabilitative process from a specialist medical point of view - assessment, goal setting, interdisciplinary team
• Rehabilitation phases
• Guidelines and standards in neurorehabilitation

• Students are able to describe neurological, neurosurgical and neurorehabilitative specialized medical basics and to explain them in relation to SLP action.

• Students are able to define centrally conditioned disorders of breathing, voice, speech and language based on genesis and symptoms.

• Students are able to describe selected neurological diseases on the basis of their genesis and symptoms.

• Students are able to explain the examination including diagnostic procedures in the context of selected neurological diseases.

• Students are able to describe conservative and neurosurgical treatment measures for selected neurological diseases.

• Based on the acquired neurological, neurosurgical and neurorehabilitative knowledge, students are able to differentiate relevant regular functions from pathogenic functions in the core areas of speech, voice, speaking, swallowing and hearing.

• Students are able to interpret the results of the examination in relation to logopaedic action and logopaedic questions.

Presenting

Final exam: Final written or oral examination

• Peculiarities and changes in physiological swallowing over the life span
• Displacement mechanisms, coughing and salivary management (especially central and peripheral control)
• Classification of dysphagia and facial nerve palsy based on symptomatology and genesis
• Surgical procedures for head and neck tumors and their effects on swallowing function
• Tracheostoma and tracheal cannula: Surgical procedures
• Tracheal cannulae and their influence on voice (including voice prosthesis) and swallowing
• Phoniatric anamnesis and diagnostic procedures for assessing swallowing function and facial paresis
• Interpretation of medical and phoniatric findings
• Evaluation and assessment of imaging procedures in the context of dysphagia clarification(in particular video endoscopic and video cinematographic examination of the act of swallowing)
• Conservative, surgical and phonosurgical possibilities for the therapy of swallowing disorders and facialis paresis

• Students are able to define facial nerve palsies on the basis of their genesis and symptoms.

• Students are able to explain the physiological act of swallowing over the life span in detail .

• Students are able to differentiate between different forms of dysphagia, considering tracheostoma systems, on the basis of their genesis and symptoms, and to describe the respective characteristics of the individual swallowing phases.

• Students are able to explain and interpret the phoniatric anamnesis and diagnostic procedures in the context of the assessment of dysphagia and facial palsy.

• Students are able to describe conservative, surgical and phonosurgical measures for the treatment of swallowing disorders and facial nerve palsy.

Presenting

Final exam: Oral or written final examination

• Psychiatric disorders in childhood, adolescence and adulthood - etiology, diagnostics, differential diagnosis and therapy:
• Speech and language disorders in psychiatric diseases
• Alcohol, drug and drug addiction
• Personality, anxiety, compulsive, sexual, affective and delusional disorders
• Children of psychiatrically ill parents and risk factors of child development, interactional disorders
• Problems of children and adolescents with psychiatric illness
• Psychosomatics, organic psychoses, schizophrenia
• Psychotherapy and clinical psychology
• Geronto- and social psychiatry, forensic psychiatry
• Psychotropic drug therapy

• Students are able to describe selected psychiatric illnesses of any age on the basis of their genesis and symptoms and to explain them in relation to logopaedic action.

• Based on the acquired psychiatric knowledge, students are able to differentiate relevant regular functions from pathogenic functions in the core areas of speech, voice, speaking, swallowing and hearing.

• Students are able to present the psychiatric assessment including selected psychiatric diagnostic methods.

• Students are able to interpret the results of the examination in relation to logopaedic action and logopaedic questions.

Presenting

Final exam: Final written or oral examination

Etiology, symptomatology and possible effects of early language acquisition disorders

Terminology, etiology, symptomatology and possible effects of disorders of language development at lexical-semantic, morphological-syntactic level, taking into account the interfaces of the linguistic levels.

Preventive measures

Guidelines for disorders, diagnostics, therapy

Findings - components, possibilities

Analysis of diagnostic possibilities under consideration of bilingualism and multilingualism

Definition of language abilities - SLP therapy with special consideration of bi- and multilingualism

Analysis and comparison of selected therapeutic concepts

Analysis of therapy-supporting materials including digital possibilities

ICF-CY-oriented exemplary therapy planning (formulating and operationalizing participation, activity, functional and contextual goals, methodical-didactical preparation)

Possibilities of parental work under consideration of a migration-sensitive approach

Interdisciplinary cooperation in the context of diagnosis and therapy

• Students are able to name the aetiology, symptomatology and possible effects of early language acquisition disorders and disorders of language development on a lexical-semantic, morphological-syntactic level.

• Students are able to analyse selected diagnostic materials, considering monolingual and multilingualism, using given criteria.

• Students are able to explain the scientific background and structure of current therapy concepts for early language acquisition disorders and language development disorders.

• Students are able to analyse selected therapy material with regard to its practical relevance in the course of the SLP process in speech development disorders.

• Students are able to plan and evaluate the SLP process in early language acquisition disorders and language development disorders on the basis of case vignettes in an ICF-CY-oriented, culturally sensitive manner using related scientific principles.

Presenting, elaborating, exploring

Continuous assessment: Written part performance, case study, analysis of diagnostic possibilities and therapy material

Scientific basics of dyslexia research with special consideration of the SLPfield of action,

appearance and essential risk factors for the development of reading and writing disorders

Evidence-based diagnostics and SLP relevant therapeutic approaches

Significance of interdisciplinary cooperation

Guidelines of the DGKJP on reading, writing, arithmetic

Basics of dyscalculia

• Students are able to explain the phases and objectives of the SLP process of reading, writing and arithmetic disorders.

• Students are able to identify risk factors in the acquisition of reading and writing and to describe the appearance of reading and writing disorders by combining specialist knowledge from the field of language development and language development disorders with the scientific principles of dyslexia research.

• Students are able to plan the therapeutic process of disorders of reading, writing and arithmetic, considering SLP-specific examination procedures and evidence-based therapeutic approaches.

• Students are able to compare the objecives of the professional groups in the interdisciplinary team for the diagnosis and therapy of disorders in reading, writing and arithmetic.

Presenting, elaborating, exploring

Continuous assessment: Analysis of video examples, case studies, analysis of diagnostic possibilities

• Pathological changes in hearing, their causes and associated diagnoses
• Ear status and resulting relevant information for audiometric testing
• Indications and purpose of subjective and objective audiometric procedures
• Standards, guidelines and legal principles relating to the audiometric setting and functioning of devices or test systems in audiometry; in particular software for patient data management, software for audiometric procedures, sound audiometers and tympanometers
• Preparation of audiometric examinations: Ear status, setting, preparation and application of hardware, required software settings
• Comprehensible instruction of patients within the scope of audiometric examinations (purpose, procedure, required cooperation)
• Performance of subjective and objective audiometric examinations (sound audiometry, tympanometry, speech audiometry, ...)
• Hygiene measures: Premises and equipment, patient*internal contact
• Procedure in case of technical problems, recognition of the limits of one's own problem-solving competence
• Plausibility check of the measurement results under supervision consideration of anamnesis, ENT status and additional findings
• symbolism in audiometry and documentation of results (manual, electronic)
• interpretation of findings under consideration of anamnesis, ENT status and additional findings (audiological characteristics of hearing impairment and possible diagnoses, recognition of aggravation and simulation)

• Based on physiological principles, students are able to explain pathological changes and their causes in hearing, as well as possible associated diagnoses.

• Students are able to explain the indications and purpose of subjective and objective audiometric procedures.

• Students are able to assess the conditions for audiometric test procedures (compliance with standards within the audiometric setting, otoscopic findings and other relevant elements of the ENT status).

• Students are able to demonstrate the functioning of audiometric devices and test systems in a comprehensible way.

• Students are able to prepare the examination setting including the necessary hardware and software settings for subjective and objective audiometric procedures.

• Students are able to explain the purpose of the audiometric examination, the examination process itself as well as the necessary cooperation of the patient in simple and understandable terms.

• Students are able to perform subjective and objective audiometric procedures in a professional, patient-centered and culturally sensitive manner, while adhering to hygienic guidelines.

• Students are able to solve technical problems largely independently, drawing on knowledge of how devices and test systems work, or to request technical support if necessary.

• Students are able to critically check the plausibility of their measurement results based on the available preliminary information (anamnesis, ENT status, additional findings).

• Students are able to correctly document the examination results of audiometric procedures both manually and electronically, considering internationally standardised labelling.

• The students are able to interpret the present examination results in the context of simple case studies, taking into account the patient's medical history, ENT status and additional findings.

Presenting, elaborating;

Final exam: Oral theoretical final examination (50%), as well as practical final examination (50%); both parts of the examination must be passed;

• Practical implementation of the principles of motor learning and prevention of one's own health and movement behaviour
• Work posture and ergonomic therapy setting for patients and SLP's: design, qualify, correct and document in practical implementation (exercises)

• Students are able to consider their own ergonomic actions in the course of carrying out all phases of the SLP process in the areas of speech, speaking, voice, swallowing and hearing using the principles of movement theory, and to optimise them for the respective situation.

• Students are able to compare the principles of movement and positioning with the corresponding areas of the SLP process and to define their relevance for patients and SLPs.

• Students are able to define and design the ergonomic starting position for patients suitable for carrying out the SLP processe, to qualify their changes and, if necessary, to correct them competently.

Developing

Continuous assessment: Partial services

• Classify various phases of the rehabilitation process into the areas of speech, speaking, voice, swallowing and hearing, theoretically combine them with the phases of the logopaedic process and work them out (case studies)
• Classify various phases of the SLP and rehabilitation process, theoretically combine them and carry them out practically (exercises)

• Students are able to compare, combine and elaborate all phases of the speech and language therapy process in the areas of speech, speaking, voice, swallowing and hearing with the approaches of ICF-oriented rehabilitation processes.

• Students are able to carry out, evaluate and discuss all phases of the logopaedic process in rehabilitation in the areas of speech, speaking, voice, swallowing and hearing in a practical, ICF-oriented manner and implement them competently.

• Students are able to identify, plan and theoretically organise inter- and multi-professional measures required in the SLP process in rehabilitation.

working out

Continuous assessment: Assessment of practical group work

• Analysis, classification and discussion of medical findings (anamnesis)
• Clinical-SLP, apparative and instrumental possibilities for making an SLP diagnosis in upper motor neuron facial palsy and peripheral facial nerve palsy
• The practical rights of all steps in the SLP area in neurogenic and peripheral facial palsy
• Practical application of adaptive and instrumental methods and applications to support the SLP process

• Students are able to describe and differentiate upper motor neuron facial palsy and peripheral facial nerve palsy and to classify them using SLP-specific clinical diagnostic tools and to record a SLP diagnosis and identify problems.

• On the basis of a previously established SLP diagnosis, students are able to independently plan all necessary steps of the SLP process in upper motor neuron facial palsy and peripheral facial nerve palsy and to carry them out competently.

• Students are able to select and use appliances that support the diagnosis and treatment process.

• Students are able to identify, organise and carry out inter- and multi-professional measures required in the SLP process.

• Students are able to analyse, evaluate and discuss their evidence-based and ICF-oriented decisions in the SLP process in upper motor neuron facial palsy and peripheral facial nerve palsy.

• Students are able to advise patients, caregivers and relatives professionally and to instruct them in patient-centered support and/or the implementation of therapy contents.

Developing

Continuous assessment

• Central control of the physiological act of swallowing and the defence mechanisms (overview)
• Differentiation of swallowing from birth to old age in connection with the SLP process (based on LV Phoniatrie II)
• Pathological act of swallowing and its connections with the SLP process in neurogenic dysphagia with or without tracheal cannula
• Epidemiology, Ätiology, Epidemiology, Pathomechanisms and Symptomatology of Neurogenic Dysphagia with or without Tracheal Cannula
• Collection of History, Documentation and Evaluation of Neurogenic Dysphagia with or without Tracheal Cannula
• Clinical SLP Diagnosis of neurogenic dysphagia with or without tracheal cannula and its practical implementation using clinical and instrumental test and examination procedures including target creation
• FEES and suction within the scope of SLP practice
• Description and implementation of the SLP process in patients with neurogenic dysphagia with or without tracheal cannula on the basis of case studies and case analyses
• Practical implementation of all phases of the SLP process in neurogenic dysphagia with or without tracheal cannula
• Swallowing management in progressive diseases
• Nutritional forms and possibilities in neurogenic dysphagia with or without tracheal cannula
• Consultation and support of caregivers and relatives
• Use of digital media for anamnesis, diagnostics, therapy planning and implementation in patients with neurogenic dysphagia with or without tracheal cannula, biofeedback and electrostimulation

• Students are able to describe the swallowing function in neurogenic dysphagia with or without tracheal cannula, to classify it using clinical, digital and instrumental diagnostic tools and to record a SLP diagnosis and identify problems.

• On the basis of a previously established SLP diagnosis, students are able to independently plan all necessary steps of the ICF-oriented SLP process in neurogenic dysphagia with or without tracheal cannula, to carry out these steps competently and to select and use digital and instrumental procedures to support the diagnosis and treatment process.

• Students are able to recognize, organize and carry out inter- and multi-professional measures required within the scope of the SLP process, as well as to professionally advise caregivers and relatives and instruct them in patient-centered support and the implementation of the therapy contents.

Presenting, elaborating, exploring.

Final exam

• Pathological swallowing and its links with the SLP process in peripheral-organic dysphagia with or without tracheal cannula
• Etiology, pathomechanisms and symptomatology of peripheral-organic dysphagia with or without tracheal cannulale
• Anamnesis, documentation and evaluation of peripheral-organic dysphagia with or without tracheal cannula
• Clinical-SLP diagnosis of peripheral-organic dysphagia with or without tracheal cannula and their practical implementation using clinical and instrumental test and examination procedures including target setting

• Students are able to describe the swallowing function in structural dysphagia with or without tracheal cannula, to classify it using clinical, digital and instrumental diagnostic tools and to record a SLP diagnosis and identify problems.

• On the basis of a previously established SLP diagnosis, students are able to independently plan and competently carry out all necessary steps of the SLP process in structural dysphagia with or without tracheal cannula.

• Students are able to select and use technical and adaptive methods that support the treatment process.

• Students are able to analyse, evaluate and discuss their evidence-based and ICF-oriented decisions in the SLP process in structural dysphagia.

• The students are able to identify, organise and carry out inter- and multi-professional measures required in the SLP process.

• The students are able to advise caregivers and relatives professionally and to instruct them in patient-centered support and the implementation of the therapy contents.

Presenting, elaborating, exploring

Final exam: final oral or written examination

• Specialist terminology for the SLP process in organic voice disorders, in voice rehabilitation and special disorders (voice transition, infantile voice disorders, occupational dysphonia, disorders of the vocal cortex, and other disorders).
• aetiology of organic voice disorders, infantile voice disorders, occupational dysphonia and disorders of the singing voice
• Diagnostics/examination methods/SLP-relevant test procedures for voice disorders for the logopaedic process in organic voice disorders, in voice rehabilitation and special disorders (voice transition, infantile voice disorders, professional dysphonia, singing voice disorders)
• Differentiated recording of malfunctions of breathing, posture, movement, voice as well as articulation and emotion/intention
• Voice hygiene measures in relation to organic voice disorders
• Preventive measure measures in relation to organic voice disorders, childhood voice disorders, professional dysphonia and disorders of the singing voice
• Individual planning of voice therapy intervention (counselling and therapy)
• Therapeutic measures methods
• Evaluation possibilities
• Exercises on body perception, breathing, posture, voice and articulation in relation to organic voice disorders, voice rehabilitation and special disorders (childhood voice disorders, professional dysphonia, singing voice disorders) as well as gender transitional voice
• Compensatory mechanisms and blockages
• Current concepts of SLP-rehabilitative voice therapy after laryngectomy
• Initial methods and replacement strategies for voice production after total laryngectomy
• Use and handling of technical devices and aids
• Voice transition
• Structure and organisation of self-help groups

• Students are able to plan, carry out and reflect on the SLP process in organic voice disorders, in voice rehabilitation and special disorders (childhood voice disorders, professional dysphonia, singing voice disorders) as well as voice transition in an exemplary manner.

• Students are able to plan, carry out and reflect on exemplary preventive vocal interventions and vocal hygiene consultations for organic vocal disorders, in voice rehabilitation and special disorders (childhood vocal disorders, professional dysphony, singing voice disorders) as well as voice transition on the basis of currently accepted voice therapy scientifically relevant models.

Presenting, elaborating, explorative

Online: Tutorials, Assignments

Final exam: Oral theoretical-practical final examination

Professional distance and demarcation in the therapeutic relationship

• Students are able to deal with the topic of professional therapeutic relationship/closeness/distance personally, critically-reflexively and discursively.

Module exam

Introduction to the independent implementation of the SLP process under guidance and supervision optionally in the core areas of speech (developmental abnormalities), speaking (developmental abnormalities), voice, swallowing, hearing (diagnostics).

• Students are able to perform anamnesis interviews under supervision in selected SLP fields of activity.

• Students are increasingly able to independently select examination measures in selected SLP fields of action based on hypotheses.

• Students are able to stipulate under guidance a SLP diagnosis based on the results of the examination in selected SLP fields of action .

• Students are able to stipulate under guidance specfic therapeutic goals considering the ICF/ICF-CY .

• Students are able to select measures to achieve objectives in selected areas and to implement them under supervision.

• Students are able to evaluate their practice under supervision.

• Under the guidance of the internship instructors, the students are increasingly able to adopt a professional attitude towards patients and their relatives.

• Under guidance and supervision, students are able to integrate increasingly individual, intercultural, gender and generational aspects into the SLP process.

Supervised internship

Module exam

Reflection of SLP-methodical and social-communicative competence

Personal SWOT analysis

Example analysis of process documentation

• Students are able to reflect on the SLP-methodical and social-communicative challenges experienced during the internship.

• Based on identified methodical and communicative strengths and weaknesses, the students are able to develop personal goals for achieving a professional ability to act as an SLP in the context of further internships.

Exploratory, elaborating

Module exam

Process module therapy:

• Practical experience in the design of an SLP process for small groups using the example of voice
• Self-responsible design and (implementation) management of the SLP process, taking into account a professional ethical attitude as well as the medical and social context
• ICF and evidence-based formulation of objectives, planning, implementation and reflection of the process from different perspectives (therapist, respondent, process, methodology, outcome)
• During the design of the process, together with your respondents, develop and adapt relevant objectives and variations,
• develop own initiatives and independent action, develop and test new ideas, get involved in new situations, experience
• the importance of cooperative communication and intra-professional exchange in the SLP process

• Students are able to demonstrate their professional and scientific-theoretical competence using the example of a voice therapy process by planning, carrying out and reflecting on this process in a self-responsible and structured way.

• Students are able to adopt a professional, patient-centred and ethical attitude towards test persons, to reflect, analyse and discuss them constructively and critically in a team.

• Students are able to develop their own initiative, to establish a cooperative, SLP-therapeutic working relationship and to lead into participative decision-making processes on the basis of equal participation of both the test person and the therapist.

Exploratory and exploratory

Module exam

• Principles of evidence-based practice
• Evaluation of scientific quality criteria of studies - best scientific practice
• Evidence hardness, evidence pyramid
• Reporting Guidelines
• Possibilities and limits of EBP in the SLP research field
• Triangulative research approach
• Basics of research ethics

• Students are able to describe the basics of evidence-based practice and evidence-based actions.

• Students are able to lead a scientific discourse on relevant topics SLP.

Presenting and elaborating

Final exam: Written work order

• Introduction to the SLP project
• Planning the implementation of the project
• Project implementation including reflection
• Analysis of results derived from the project

• Students are able to carry out a SLP project.

• Students are able to reflect on the implementation of a SLP project.

• Students are able to analyse the results of a finished project.

presenting, elaborating, explorative

Continuous assessment: Implementation and evaluation of a SLP project

• Procedure and planning of an empirical study
• Qualitative research methods and approaches
• Quantitative research methods and approaches
• Triangulative research and method mix
• Basics of statistics

• Students are able to describe and apply common qualitative and quantitative methods in the field of empirical research.

• Students are able to present the basics of descriptive and conclusive statistics.

• Students are able to outline a survey design for a simple empirical study in SLP.

Presenting, elaborating

Continuous assessment: Written work orders and statistics test

• Developing and formulating a research question
• Formulating a working hypotheses
• Reporting guidelines, check lists
• Text structure of scientific papers
• Literature management tools

• Students are able to formulate a concise research question and select the appropriate scientific method to answer it.

• Students are able to write short scientific texts using adequate form, structure and writing style.

Developing

Continuous assessment: Writing a seminar paper

• Fundamentals of scientific knowledge gain
• Fundamental ethical considerations for research
• Central scientific methodological approaches
• Evidence hierarchy

• Students are able to roughly characterize those scientific methods which are applied in medical-therapeutic research and clinical routine.

• Students are able to describe fundamental ethical aspects of research.

Presenting

Final exam: Written final inspection

Classification, cause, symptoms, therapy of dysglossia;

classification, diagnostics and therapy of resonance disorders;

diagnostics and therapy of velum dysfunction;

clefts - origin, classification, terminology, Syndromes in association with lip-jaw-palate clefts, consequences of the cleft formation, diagnostics in Lip-jaw-palate clefts;

infant treatment and therapy in lip-jaw-palate clefts

• Students are able to identify, describe and explain the symptoms and problems of dysglossia and nasal disorders by combining clinical and SLP expertise.

• Students are able to select and apply adequate examination procedures using a hypothesis-guided approach.

• Students are able to select and apply treatment methods on the basis of recorded diagnoses in a patient-centred manner.

• Students are able to correctly use aids for suction, drinking and swallowing in the context of therapy with infants with orofacial cleft.

• Students are able to plan and carry out all phases of the SLP process for dysglossia and nasal disorders in an evidence- and ICF-based, culturally sensitive manner adapted to situational requirements.

Presenting, explorative

Final exam: Final inspection

Epidemiology, terminology, phenomenology, symptomatology, theories, effects of speech flow disorders (stuttering and rumbling)

SLP diagnosis/differential diagnosis of stuttering and rumbling

Therapy concepts: Stuttering modification and fluency shaping with practical exercises, therapy according to Van Riper, Wendlandt, Breitenbach, Sandrieser- Schneider, Katz-Bernstein, Zückner etc.

Therapy planning for affected children and adults, counselling and self-experience

• Students are able to present epidemiology, terminology, phenomenology, symptomatology and theories of fluency disorders.

• Students are able to discuss the effects of fluency disorders by combining related scientific and SLP knowledge.

• Students are able to compare and apply diagnostic tools for patients of all ages with fluency disorders.

• Students are able to analyse and compare therapy concepts for fluency disorders and to select the appropriate SLP treatment method.

• Students are able to plan and evaluate the SLP process in fluency disorders in an ICF-oriented, culturally sensitive manner and using related scientific principles.

Presenting, elaborating, exploring

Continuous assessment: Cooperation, written part performance, implementation of the practical exercises

• Specific terminology
• abnormalities of interuterine development in neurogenic developmental disorders
• Connection of hand and mouth sensitivity in developmental disorders
• abnormalities of orofacial functions, food intake, speech and language in children with cerebral palsy, selected syndromes and premature births and their detection using current methods, test procedures (Communication Function Classification System (CFCS), observation criteria for persistent early childhood reflexes ....)
• Special features in the diagnosis and therapy of childhood dysarthrias
• Tried and tested therapy concepts in the field of SLP based on B. Padovan and J. Brondo
• Exercises on the connection of hand and mouth sensitivity in theory and practice

• Students are able to describe the developmental challenges of orofacial functions, food intake, speech and language in children with cerebral palsy, selected syndromes and prematurely born children.

• Students are able to demonstrate the effects of persistent early childhood reflexes on the development of stability, orofacial functions, speech and language.

• Students are able to correctly demonstrate selected exercises.

• Students are able to exemplarily plan the SLP process in neurogenic developmental disorders in an ICF-orientated manner.

presenting, explorative

Final exam: Theoretical-practical final test

Terminology, aetiology, symptoms of disorders of pragmatic-communicative skills

Common features of communication skills in selected syndromes (e.g. Down's syndrome), mutism, profound developmental disorders, hyperkinetic disorders and childhood dysarthria of various causes.

Special features of diagnostics and differential diagnostics

Therapeutic concepts to promote communication skills

UN Convention on the Rights of Persons with Disabilities

Assisted communication and assistive technologies

Target groups for support and communication

Forms of communication

Fields of application of AAC with special regard to its use in the logopaedic process

Learn about counselling centres

Testing of different communication and assistive technologies

• Students are able to identify challenging conditions for the acquisition of communication skills using their medical, reference science and SLP knowledge.

• Students are able to describe relevant symptoms and problems of limited communication skills.

• Students are able to select and apply SLP relevant examination procedures to determine the ability to communicate for different causes.

• Students are able to select and apply adequate treatment methods in a patient-centred manner.

• Students will be able to discuss the use of AAC considering the UN Convention on the Rights of Persons with Disabilities.

• Students are able to plan, exemplarily perform and analyse all phases of the SLP process in communication disorders of different genesis based on ICF, culturally sensitively adapted to situational requirements.

Presenting, elaborating, exploring

Continuous assessment: Written partial performance, elaborations

• Hypothesis-guided aphasia diagnostics: Execution, evaluation and interpretation of selected disorder-specific screenings, questionnaires and standardized test procedures for diagnostics and differential diagnostics
• Classification of different types of aphasia
• Therapy planning and therapy modules in aphasia rehabilitation
• Presentation and application of concepts, methods and analog and digital materials for the treatment of aphasia
• Concepts, methods and materials for the treatment of non-aphasic speech disorders
• Development of the phase-oriented neurologopedic process for aphasia rehabilitation using case studies and role-playing
• Discussion of inclusive approaches and ethical considerations for living with aphasia
• Current national and international guidelines/guidelines for aphasia rehabilitation across phases

• Students are able to stipulate a hypothesis about possible central language disorders on the basis of neurological findings.

• Students are able to diagnose central neurogenic language disorders by selecting the appropriate instrument.

• Students are able to carry out the planning and stipulating of the therapy and its goals in central language disorders within the phase-orientated rehabilitation, considering further diagnoses and interprofessional ethical aspects.

• Students are able to assess the planned therapy implementation with regard to the selected interventions and treatment methods ICF- and evidence-oriented.

• Students are able to evaluate the therapeutic process in central speech disorders.

Mainly elaborating teaching methods such as group work, mind-mapping, case studies, presentations, supplementary teaching methods

Module exam

• Aetiology and pathomechanisms of the different main types of dysarthria/dysarthrophonia/dysarthropneumophonia
• Symptomatology and syndrome characterization of the types of dysarthria/dysarthritis
• Associated concomitant disorders
• Diagnostics, differential diagnosis and additional clinical, instrumental examinations
• Descriptive and standardized test procedures
• Therapy planning under consideration of the patient's needs
• Concepts and methods for stimulative, disorder-specific and consolidating therapy
• Choice and use of aids and electronic communication aids
• Ethical and including considerations about living with an-/dysarthria
• Current national and international guidelines for the rehabilitation of dysarthria and speech apraxia across phases

• Students are able to stipulate a hypothesis about possible central speech disorders based on neurological findings.

• Students are able to diagnose central neurogenic speech disorders by selecting the appropriate instrument.

• Students are able to carry out the planning and stipulating of the therapy and its goals in central speech disorders within the phase-orientated rehabilitation, considering further diagnoses and interprofessional ethical aspects.

• Students are able to assess the planned therapy implementation with regard to the selected interventions and treatment methods ICF- and evidence-oriented.

• Students are able to evaluate the therapeutic process in central speech disorders.

Mainly elaborating teaching methods such as group work, mind-mapping, case studies, presentations, supplementary teaching methods

Module exam

• Neuronal representation of language
• Connections of movement, action, thought and language conception
• Neuropsychological and neuropsychiatric epiphenomena and syndromes with an effect on the ability to communicate
• Symptom complexes in neurology
• Basic definitions of language-conceptual disorders:
  Aphasia, agraphia, alexia, acalculia
• Basic explanations of speech motor disorders:
  Dysarthria, speech apraxia (cerebral nerve paralysis)
• Neuromuscular and neurodegenerative diseases
• Symptom characterization and classification possibilities
• Differentiation of agnosia, akinesia, anarthria, apraxia and apallic syndrome
• Examples of different models of speech processing and communication
• Physiological changes in speech during the aging process

• Students are able to describe brain-organic functions and their neural networks in relation to speech, language, voice, swallowing and hearing.

• Students are able to characterize changes in speech, speaking, voice, swallowing and hearing due to pathological processes at the neuroanatomical, neurofunctional and neuromuscular level.

• Students are able to distinguish those neuronal functions and networks that have a specific influence on the ability to communicate, articulate and speak as well as their abnormalities, from accompanying neurological, neuropsychological and psychiatric disorders.

• Students are able to classify pathological changes of language.

• Students are able to correlate central speech, language and communication disorders to a differential diagnosis.

Presenting, elaborating

Module exam

• ENT status and resulting relevant information for audiometric testingIndications and purpose of subjective and objective audiometric procedures
• Configuration and functioning of devices or Test systems in audiometry; in particular hardware and software in paedaudiology, test systems for measuring otoacoustic emissions (= OAEs) and acoustically evoked potentials (= AEPs)
• Preparation of audiometric examinations: age-appropriate design of the examination setting, preparation and application of hardware, required software settings
• Age-appropriate and individually adapted patient*instruction and instruction of accompanying persons
• Professional, culturally sensitive and patient-centred performance of subjective and objective audiometric examinations (screening OAEs, Brainstem Evoked Response Audiometry (= BERA) for the determination of hearing thresholds, ...)
• Hygiene measures: Premises and equipment, patient*internal contact
• Procedure in case of complex technical disorders, recognition of the limits of one's own problem-solving competence
• Plausibility check of the measurement results taking into account the patient's medical history, ENT status and additional findings
• Symbolics in audiometry and documentation of results (manual, electronic)
• Interpretation of findings in the context of complex case studies with consideration of anamnesis, ENT status and additional findings (audiological characteristics of hearing impairments and possible diagnoses, combination of subjective and objective measurement results)
• identification of suitable further diagnostic measures on the basis of all previously collected information (anamnesis, ENT status, additional findings, results of audiometric tests)

• Students are able to describe the elements of the ENT status relevant for audiometric procedures.

• Students are able to explain the indications and purpose of subjective and objective audiometric procedures.

• Students are able to demonstrate the functioning of audiometric devices and test systems in a comprehensible way.

• Students are able to prepare the examination setting including the necessary hardware and software settings for subjective and objective audiometric procedures.

• Students are able to design the examination setting and instruction in a way that is age-based and comprehensible for accompanying persons.

• Students are able to perform subjective and objective audiometric procedures in a professional, patient-centered and culturally sensitive manner considering hygienic guidelines.

• Students are able to solve complex technical problems independently, drawing on knowledge of how devices and test systems work, or to request technical support if necessary.

• Students are able to critically check the plausibility of their measurement results based on the available preliminary information (anamnesis, ENT status, additional findings).

• Students are able to correctly document the examination results of audiometric procedures both manually and electronically, considering the internationally standardizd labelling.

• Students are able to independently interpret the available examination results within the framework of complex case studies, taking into account the medical history, ENT status and additional findings.

• Students are able to record adequate further diagnostic measures based on anamnesis, ENT status and all available findings and to make adequate recommendations.

Presenting, elaborating;

Final exam: Oral theoretical final examination (50%), as well as practical final examination (50%); both parts of the examination must be passed;

• Interpretation of hearing findings in connection with symptoms of audiogenically induced speech and language disorders
• Following an anamnesis interview taking into account the special communication situation with hearing-impaired patients
• Selection of adequate examination procedures for further diagnostics with reference to previous findings and anamnesis interview
• Execution of examination procedures for patients with hearing impairment (including documentation)
• Creation of a therapy plan with reference to anamnesis and examination results: Determination of the therapy goals (in cooperation with the patient), selection of suitable therapeutic measures
• Implementation of the therapy plan taking into account the individual needs of the patient
• Evaluation of the course of therapy and the interventions made for quality assurance: if necessary derivation of necessary changes
• Professional (parent) counselling: Intervention and rehabilitation measures outside of the SLP field of activity (e.g. recommendations regarding additional therapies, advice on ENT medical and audiometric monitoring, special childcare facilities and schools, hearing and speech therapy)early intervention, ...);
• introduction to the Austrian culture of the deaf, Austrian sign language, the international finger alphabet and the sign which accompanies sound;

• Students are able to explain the connection between existing findings on hearing and symptoms of audiogenic speech and language disorders.

• Students are able to carry out a structured anamnesis interview (including documentation) in a patient-oriented and culturally sensitive manner, considering the special communication situation with hearing-impaired patients and their accompanying persons.

• Students are able to select adequate examination procedures for further diagnostics based on existing findings and the results of the anamnesis interview.

• Students are able to carry out the chosen examination procedures (including documentation) in a professional manner.

• Students are able to draw up a therapy plan (including the definition of therapy goals and selection of suitable therapeutic measures) with reference to the results of anamnesis and examination procedures.

• Students are able to implement the therapy plan that has been created, considering the individual (communication) needs and cultural identity of patients.

• Students are able to evaluate the course of therapy, set interventions in terms of quality assurance and to adapt them if necessary.

• Students are able to give professional advice on intervention and rehabilitation measures outside the field of speech therapy.

Presenting, elaborating;

Final exam: Written theoretical final examination

• Causes of infantile hearing disorders, clinical pictures and diagnoses
• Test procedures in paedaudiology for the determination of hearing thresholds, screening procedures (e.g. newborn hearing screening)
• The hearing impaired child: special features of audiometric diagnostics and the supply of hearing systems or hearing improvement implants; the importance of parental counselling and cooperation with the child's caregivers
• Prerequisites, tests for the indication and necessary tests for follow-up control within the framework of the fitting of hearing systems or hearing-improving implants
• Structure, function and use of hearing systems, hearing-improving implants and technical accessories
• Consultation with hearing impairment: sequence of the first fitting and fitting process of hearing systems or hearing improving implants, as well as possible successes and limits in the improvement of hearing ability
• Professional consultation regarding further diagnostics and follow-up

• Students are able to describe the causes of childhood hearing disorders and possible clinical pictures or diagnoses.

• Students are able to explain various test procedures for determining hearing thresholds (including screening procedures) in children of all ages.

• Students are able to explain the special features of hearing-impaired children with regard to diagnostics and the fitting of hearing systems or implants to improve hearing.

• Students are able to explain the necessary requirements, the test procedures required to establish indications and the tests required for follow-up checks when fitting hearing aids or implants to improve hearing to people of all ages.

• Students are able to present the design, function and application of hearing systems or implants to improve hearing and technical accessories in a comprehensible manner.

• Students are able to explain the fitting process of hearing aids and implants to improve hearing in a comprehensible manner during consultations with patients and their accompanying persons.

• Students are able to assess the expected success or limitations of hearing improvement with hearing aids and implants.

• Students are able to professionally advise patients and accompanying persons with regard to further diagnostics and follow-up.

Presenting, elaborating

Final exam: Written theoretical final examination

Professional handling of chronic diseases/dyingand death

• Students are able to deal with the topic of chronic diseases/dying and death in a personal, critical-reflective and discursive way.

Presenting, explorative

Module exam

Introduction to the independent implementation of the SLP process under guidance and supervision optionally in the core areas of communication, speech, speaking, voice, hearing, swallowing.

• Students are increasingly able to perform anamnesis interviews under supervision in selected SLP fields of activity.

• Students are increasingly able to independently select examination measures in selected logopaedic fields of action based on hypotheses.

• Students are able to stipulate a SLP diagnosis increasingly independently on the basis of the results of the examination measures in selected SLP fields of action, under guidance.

• Students are able to stipulate specific goals oriented on the ICF/ICF-CY under guidance and increasingly independently.

• Students are able to select measures for achieving objectives in selected areas and to carry out these measures increasingly independently under guidance.

• Students are able to evaluate under supervision those measures taken .

• Students are able to document the SLP process.

• Students are able to adopt an increasingly professional attitude towards patients and their relatives.

• Students are able to increasingly integrate individual, intercultural, gender and generational aspects into the SLP process.

Module exam

Evaluation of the achievement of personal goals from previous internship reflections

Reflection of the SLP-methodical and social-communicative competence development

Personal SWOT analysis

• Students are able to reflect on the SLP-methodical and social-communicative challenges experienced during the internship.

• Based on identified methodological and communicative strengths and weaknesses, the students are able to develop personal goals for achieving a professional SLP ability to act in the context of further internships.

Exploratory, exploratory

Module exam

Process module Evaluation:

Evaluation of SLP-methodical approach

Analysis of therapy documentation from theSLP departments on the basis of selected criteria regarding diagnostic findings, formulation of therapy goals, therapy planning, methodical approach.

Interpretation with regard to transparency, conclusiveness and causality.

Evaluation of the selected methods in the context of professional and scientific theory.

Determination of process-oriented, continuative measures.

• Students are able to demonstrate their ability to transfer theoretical knowledge of the subject and science into practice by working on special tasks in the process module "Evaluation of SLP-methodical approach".

Exploratory, exploratory

Module exam

• Formal criteria for the bachelor thesis: text structure, structure, directories
• Content criteria for the bachelor thesis: presentation of results, hypotheses
• Methodological criteria: Data collection, data evaluation
• Organisational criteria: Sequences in the writing process, Structuring of the work steps

• Students are able to plan and write their bachelor thesis in all necessary phases with regard to the necessary content as well as ethical and formal criteria.

• Students are able to critically reflect their own research process.

• Students are able to articulate and reflect on problems while writing their bachelor thesis.

• Students are able to recognise deviations of the research process, to discuss possible solutions and to react adequately to current organisational and practical research conditions.

Explorative, elaborating

Continuous assessment: Active participation in the seminar

• Support in methodical-scientific aspects for the preparation of the bachelor thesis
• Possibilities and limits in the choice of methods
• Tips and suggestions for the empirical-scientific writing process

• The students are able to articulate questions regarding the choice of methods, data collection, evaluation and interpretation in the context of the bachelor thesis and to incorporate feedback.

Continuous assessment: Upload the methodological concept to moodle

• Common vocabulary and phrases in scientific texts
• Analyzing and editing different text materials
• Paragraph structure: unity, development, coherence
• Academic style
• Writing short text passages in English
• Applying text analysis questions to research articles

• Students are able to understand the meaning of texts in scientific English and to reproduce their contents.

• Students are able to structure and reproduce scientific texts in English both orally and in writing in a way that is understandable to outsiders.

Developing and presenting

Text analysis, group discussions, vocabulary expansion through pair work;  group evaluation of language function using relevant examples

Continuous assessment: Analysis of a research article comprising the following aspects:

- reading a research article and visually representing its structure

- presenting the content of the chosen research article and discussing a

relevant question in class

- analyzing a section of the scientific article according to formal and language

criteria as practiced in class

Profession, interprofessionalism and multiprofessionalism in an international context

Paradigms of the different professional groups (in the health care sector) in an international comparison

Interprofessional cooperation - opportunities and challenges in an international comparison

International view of challenging situations in the therapeutic field of action

Selected methods for coping with challenging situations

Analysis and processing of selected challenging situations from everyday therapeutic life in interprofessional and international teams

• Students are able to compare national and international perspectives on challenging situations in the therapeutic field of action.

• Students are able to analyse challenging situations in the therapeutic field of action in interprofessional and international teams.

• Students are able to present the position of their own profession in an inter-professional and international context.

• Students are able to deal with challenging situations in a therapeutic context in interprofessional and international teams in a solution-oriented manner.

• Students are able to apply selected methods to cope with challenging situations in a practice context.

• Students are able to adequately prepare strategies for coping with challenging situations in interprofessional and international teams and to present them in plenary sessions.

Presenting, elaborating and exploring

Final exam: Group presentations and reflection

Holding scientific presentations in English

• Presentation structure
• Levels of formality
• Opening techniques
• Slide design for scientific presentations
• Signposting / building rapport
• Closing a presentation

Describing results and trends

Chairing a discussion

Scientific posters

• Students are able to express themselves professionally in English in the medical-logopedic field. Students are able to give a scientific presentation in English.

• Students are able to conduct a professional discourse at an international level in English.

Developing

Discussion of relevant videos; language analysis and vocabulary expansion; role plays, group work

Continuous assessment: Classroom participation, scientific presentation and discussion of a relevant question, graph description

• Appreciative, open and cooperative communication as well as constructive criticism in groups
• Solution-and resource-oriented work as an inner attitude in the context of consulting
• The practical relevance of communication models for systematics in the consulting process
• The practical relevance of communication models for systematic approaches and techniques in the counselling process
• Consulting in the SLP context
  • Counseling
  • Consulting 
• questions of jointly developing and guiding therapist's internal behaviour in the SLP counselling context
• SLP-related coun selling services systemic approach
• methodical aspects of systemic counselling such as joining, impartiality, problem description, counselling
• contract work and transaction analysis in the counselling context
  • cooperative basic attitudes in the conversation
  • Resource- and solution-oriented questioning techniques
  • Targeted information transfer
• Information and advice in the context of consultation talks with
  • information talks
  • Consultation talks
  • Disclosure talks
  • meetings
  • Collegial consultations
  • Inter-professional cooperation
  • above mentioned selected questions

• Students are able to implement information, clarification and counselling interviews based on a therapeutic-ethical attitude in a professional, structured, partner-centred, appreciative, solution-oriented and efficient manner.

• Students are able to assess therapeutically relevant parameters of their personal and professional conversational and counselling behaviour and their effects in a constructive and critical reflective manner and to discuss them discursively.

• Students are able to present cooperative communicative skills, which are necessary to cope with complex inter-professional tasks, in the context of their own counselling sessions.

Presenting and elaborating and exploring

Continuous assessment: Oral

Practical

Service recording in partial services

Successful participation!

Concepts of psychotherapy, helper syndrome, co-dependence, dealing with psychopathologies in everyday professional life.

• Students are able to develop an understanding of their own patterns, psychosomatic mechanisms and unconscious processes through self-awareness in practice and theory.

• Students are able to recognise their own patterns and needs, to align with reality and to become aware of the limits of social possibilities in dealing with others.

Presenting, explorative

Module exam

• Analysis of medical and SLP findings and documentation
• Collection of medical history and clinical-instrumental SLP diagnostics, SLP findings, definition of objectives, therapy planning and implementation as well as evaluation and documentation
• Case preparation
• Positioning, handling and transfer as a starting point for the treatment of neurological patients with or without tracheal cannula
• Recognition and implementation of inter- and multi-professional measures to support the SLP therapy of neurological patients with or without tracheal cannula
• Self-reflection as a basis for partner work and teamwork

• The students are able to plan, carry out, analyse and discuss all phases of the logopaedic process in neurological patients with or without tracheal cannulas independently and ICF-oriented in a clinical practice setting under supervision.

• The students are able to engage in changing situations of clinical practice settings through self-initiative and self-reflective action, development and implementation of new ideas, to qualify them and to solve them competently under supervision with neurological patients with and without tracheal cannula.

• The students are able to professionally advise nursing staff and relatives as well as patients in a clinical practice setting under supervision and to instruct them in patient-oriented support and/or the implementation of the therapy contents.

Developing

Final exam: Module examination

Application of the SLP process under guidance and supervision, optionally in the core areas of communication, speech, speaking, voice, hearing, swallowing, taking into account the role of the logopaedist as an expert in speech therapy.as a professional, as a communicator, as a health promoter or advocate

evaluation of professional competence in selected areas:

Implementation of the basics of evidence-based SLP therapy in practice

Problem oriented procedure in the SLP process

Synopsis of SLP relevant basics and measures

• Students are able to perform anamnesis interviews under supervision in selected areas of SLP fpractice

• Students are able to independently select examination measures in selected areas of SLP practice guided by hypotheses.

• Students are able to independently stipulate a SLP diagnosis under supervision based on the results of the examination measures in selected areas of SLP action.

• Students are able to independently stipulate specific therapeutic goals based on the ICF/ICF-CY under supervision.

• Students are able to select measures for achieving objectives in selected areas and to carry out these measures independently under supervision.

• Students are able to evaluate measures taken under supervision.

• Students are able to document the SLP process.

• Students are able to adopt a professional attitude towards patients and their ralatives to generate an ethically correct approach in all in- and outpatient interactions and settings.

• Students are able to communicate with individuals, groups and communities in a respectful, appreciative, target-group oriented, cooperative and situational appropriate manner in the actual professional field.

• Students are able to identify the communication needs of individuals, groups and populations and develop patient-centred advocacy measures.

• Students are able to integrate individual, intercultural, gender and generational aspects into the SLP process.

Guided and supervised internship

Module exam

Evaluation of the achievement of personal goals from previous internship reflections

SWOT-analysis regarding the role as expert, professional, communicator, team worker, manager and

health promoter/spokesperson

• The students are able to reflect on the logopaedic-methodical and social-communicative challenges experienced during the internship.

• The students are able to reflect their professional attitude towards patients* and their relatives as a basis for an ethically correct approach in all clinical and extra-clinical interactions and settings.

• Based on identified methodological and communicative strengths and weaknesses, the students are able to develop personal goals for achieving a professional logopaedic ability to act in the context of further internships.

Exploratory, exploratory

Module exam

Process module Evaluation:

Evaluation of social-communicative competence

Analysis of observations/experiences from the internship on the topic of narrative reasoning in the SLP process and identification of good practice.

Evaluation of one's own social-communicative competence and derivation of lessons learned to optimize cooperative communication and conversation in the SLP field of action.

• Students are able to demonstrate their ability to transfer theoretical knowledge of the subject and science into practice by working on specific tasks in the field of "Evaluation of Social-Communicative Competence".

Exploratory, exploratory

Module exam

-Social, biological and physiological aspects of ageing; ICF

-neurobiology, neurology and psychology of ageing

-physiological changes in cognition, communication and sensorimotor functions in the elderly

-differentiation of the elderly, primary and secondary changes and pathologies during the process of ageing

-geriatric leading syndromes/chronicity and multimorbidity; basics of care and handling

-handling in gerontology: Basics and special features of the SLP process in swallowing, speech, language, speaking, voice and hearing disorders in old age (e.g. oro-pharyngo-esophageal choking and food management, logopaedics in dementia and speech decay (incl. cognitive impairment, cognitive aphasia, progressive aphasia, speech therapy and multimorbidity)

-Geriatric assessment

-diagnostics of cognition and communication in older people

-Diagnostics of swallowing and voice function and speech motor skills in older people

-Therapy for cognitive and communicative disorders (e.g.(e.g. biographical work, validation)

-therapy of sensorimotor disorders

-SLP process in the context of acute geriatrics and palliative care

- palliative SLP therapy

-care requirements and preventive measures

• The students are able to differentiate age-physiological changes from pathogenic changes in the areas of cognition, communication and sensorimotor functions in order to derive ICF-based care measures.

• Building on theoretical and logopaedic-methodological basic knowledge of the logopaedic process, the students are able to integrate the special features in the diagnosis and therapy of cognitive, communicative and sensorimotor disorders in older people into the exemplary planning of the logopaedic approach, taking into account the interdisciplinary work.

• The students are able to adapt logopaedic measures for the examination and treatment of people with palliative/hospital problems according to their needs and phases, and to organise the support of those affected in a patient-centred manner with the involvement of relatives.

Presenting and elaborating, case work

Final exam: theoretical-practical final examination

-Basics and organization of intensive care medicine (ICU vs. IMC)

-Intensive care, early rehabilitation and its basic medical principles

-Theory and practice of monitoring

-Theory and practice of ventilation (ventilation modes)

-Basics of pharmacotherapy (interpretation of laboratory parameters, vigilance-impairing medication)

-Resuscitation guidelines for children and adults, emergency management (incl. for cannula)

-selected assessment procedures and bedside -suitable SLP examination procedures for the evaluation of primary and secondary functions

-evaluation of the defence mechanisms

-cough evaluation, secretclearance and endotracheal/therapeutic suction

-tracheal cannula management, decannula

-Weaning process for ventilation and exploratory

-communication and interaction with intensive care patients and handling of intensive care patients

-Planning and adaptation of the SLP process for the treatment of primary and secondary functions to the intensive care environment

-Importance of intradisciplinary and interprofessional collaboration, documentation

• The students are able to describe the organisation and interprofessional treatment strategies of intensive care medicine, as well as the monitoring of patients requiring intensive care, in order to recognise potential danger moments in the context of early logopaedic mobilisation and rehabilitation.

• The students are able to plan and perform endotracheal suctioning in the context of initiation, facilitation and mobilization of the primary functions of breathing, sucking, chewing, coughing, swallowing, taking into account the individual respiratory and conditional starting position of the patient and to perform it in a simulated environment.

• The students are able to plan the weaning process for patients requiring intensive care for weaning from respiration, tracheal cannula and tube feeding, as well as the tracheal cannula management required in advance, taking into account medical-therapeutic and nursing aspects as well as the individual needs and context factors of the patients.

• The students are able to manage the selection and application of indicated examination and treatment procedures (taking into account contraindications and precautions), as well as the planning and execution of the logopaedic process (while maintaining intimacy, diversity aspects and the needs of the patients) adapted to the intensive care environment.

Presenting and activating methods, practising on the model (simulation)

Final exam: Theoretical and practical final test

Specialist terminology

Characteristics of babies of different gestational age with regard to food intake

General observation criteria and SLP diagnostics

Step-by-step concept of oral intake, pillars of therapy incl. parent counselling

Handling of premature and newborn babies on a model

• The students are able to describe the role of speech therapy in early childhood swallowing disorders and drinking difficulties.

• Building on theoretical and logopaedic-methodological basic knowledge of the logopaedic process, the students are able to integrate the particularities in the context of the diagnosis and therapy of early childhood swallowing disorders and drinking difficulties, taking into account the interdisciplinary work, into the exemplary planning of the logopaedic approach.

• The students are able to demonstrate the safe handling of premature infants and newborns in the context of speech therapy by testing the handling on a model.

Presenting, explorative

Final exam: theoretical and practical final test

Final exam

• Discussion, presentation and reflection of one's own research process
• Presentation of the results
• Reconsiderations on future research approaches
• Written completion of the Bachelor thesis

• The students are able to write the bachelor thesis in all required phases based on the necessary content and formal criteria.

• The students are able to critically reflect on their own research process.

• Students are able to articulate and reflect on problems when writing their Bachelor thesis.

• Students are able to recognise deviations from the research logical structure, discuss possible solutions and react adequately to current organisational and practical research conditions.

• The students are able to formulate and reflect on problems in the evaluation of the empirical study.

• The students are able to present empirical data for the bachelor thesis in a comprehensible way.

Explorative, elaborating

Final exam: Assessment of the Bachelor thesis

The course serves as preparation for the extended roles of the SLP as a "professional" and as a "learner/teacher" with regard to the required individual further education management due to the legal obligation for further education and training in the health care professions.

• Students are able to identify contributions with problem-solving potential of national and international services in the field of further education and training in accordance with the current discourse of the SLP discipline.

• Students are able to organize the completion of selected contributions on the basis of self-directed learning.

• Students are able to link the technical-methodological innovations and developments in the professional field with current evidence, as well as to discuss the cumulative knowledge gained in a collegial manner.

The students have to prove the required 0.5 ECTS from a pool of current continuing education courses or relevant courses by the end of the 6th semester. The workload can be covered either by attending congresses, further education courses or external seminars.

Examples of courses: (the list can be extended and must be updated according to the respective offers)

Logopaedic congresses; logopaedic symposia; logopaedic further training courses; workshops; public courses relevant to logopaedics from universities and universities of applied sciences

The nature and extent of the courses must be approved in advance by the course director (or the department coordinator*).

The individual knowledge gained by each student must be made available to the colleagues in written form for knowledge multiplication.

Final exam

Updating of professional duties with special consideration of data protection and ethical obligations

Professional law issues arising from the ASVG, or Social insurance institutions

Forms of professional activity: intramural area; extramural area: (possibilities of contractual situation with the SV institutions); possibility as an employer; other possibilities of exercising the profession (primary health care centres...) etc.

Canmed Roles - Relation to future activities

Institutions of the Austrian health care system - Health policy in Austria vs. international; health professions in international comparison

Future challenges for the health care sector (demography; climate change...)

• Students are able to develop solution strategies for questions concerning professional law and ethics as well as data protection.

• Students are able to design services in the context of intra- and extramural activities, taking into account economic, ecological and business management considerations and legal framework conditions.

• Students are able to communicate with groups and different stakeholders in the health care system in a respectful, appreciative, target group-oriented and situationally appropriate manner and to act interprofessionally in the interface context.

Presenting

Developing

Online Teaching

Continuous assessment: service recording in partial services

Basics of business administration

Specifics of service marketing - especially in health care facilities

Tools and information on the preparation of a business plan

Basics of organizing a practice (steps to self-employment, registration...)

• The students are able to explain the basics of business administration, which are necessary for the organisation of a practice.

• The students are able to plan the steps towards opening their own practice in terms of professional, organizational, coordinating and administrative professional requirements.

• The students are able to explain the steps to opening their own practice according to economic and ecological principles.

• Students are able to apply the knowledge they have acquired about marketing strategies and specifics of service marketing, which are necessary to cope with complex interdisciplinary tasks in the intra- and extramural area, according to the requirements.

Predominantly presenting, supplementing.

Final exam: Written test, case study,

Definitions, basic terms and concepts of ethics

Relationship between ethics and morals

Ethics in Health Care Organizations

Ethical reasoning - approach to ethical problem areas and ethical decision-making in speech therapy

Professional ethical aspects (ethics committee; code of ethics...)

Diversity in the health care professions; basics of inter- and transcultural competence and diversity - focus on intercultural communication

Diversity management in the health care system

Selected SLP relevant issues

• The students are able to name basic ethical concepts and explain ethical concepts.

• The students are able to present professional ethical aspects.

• Students are able to reflect and contrast their own and other people's attitudes and values.

• Students are able to reflect on and evaluate therapeutically relevant parameters of their personal and professional behaviour and their effects.

• Students are able to define categories of social diversity and to assess current discourses by means of transcultural competent attitudes.

Presenting, Developing;

Online Teaching ,Online Tutorials

Continuous assessment: performance evaluation in partial performances

Salutogenesis

Prevention and health promotion (as distinct from curative medicine)

Health Literacy,

Models and concepts for prevention and health promotion

Selected aspects of preventionprevention and health promotion, such as educational or social science prevention research

SLP prevention work and possible fields of activity

• Students are able to define the terms salutogenesis, prevention and health promotion more precisely and to show possibilities of prevention and health promotion.

• Students are able to describe models and concepts of prevention and health promotion and to present the basics of pedagogical or social science prevention research relevant to speech therapy.

• The students are able to identify and discuss prevention work and possible fields of activity for health promotion in speech therapy.

Presenting, elaborating, exploring

Final exam: viva voce

Definition -Health (WHO, Ottawa Charter,...) and economy

Historical and legal development;(introduction of social security; establishment of the welfare state of Austria...)

Health - Disease - Influencing factors; models, social inequality of health

Basics of epidemiology

Goals and tasks of the health care system (Österr. Framework Health Goals; Publications; Health Reform; §15a)

The Austrian health care system (structure, financing, health care, .......)

Structure and actors in the Austrian health care system

Millenium Goals of the UNO - Sustainable Development Goals...

Health promotion (at a glance - reference to teaching: Health Promotion and Prevention)

Principal Agent Theory

Primary Care in Austria

Challenges for the Austrian Health Care System

• The students are able to present the basics of health economics and public health.

• The students are able to describe the Austrian health care system in terms of structure, actors and financing.

• Students are able to present the different models and influencing factors of health and illness and to relate the social determinants to them.

• Students are able to recognise the processes affecting the health and well-being of patients* and society and to discuss suitable preventive and problem-solving measures.

Presenting, elaborating

Final exam: Written final inspection

Basic concepts of legal doctrine

Basics of civil and criminal lawBasics of fundamental

rights and freedoms with regard to patients' rights

Data protection in the health care system - basic data protection regulation

Sanitary law (establishment of authorities, occupational groups in the health care system, MTD Act, Medicines and Medical Devices Act)

Social insurance law; basic principles of labour law

Special legal provisions - exemplary: Liability law, consent, informed consent; confidentiality;

legal regulations for documentation in the health care system;

discussion of professional legal aspects and questions related to everyday life

• Students are able to describe the basic concepts of legal doctrine and explain the basics of civil and criminal law.

• The students are able to interpret the basic rights and freedoms with regard to patients' rights and to illustrate them with examples.

• The students are able to reproduce the guidelines of data protection in the health care system and to derive the necessary measures for the logopaedic-therapeutic area.

• The students are able to describe the principles of medical, social security and labour law and to transfer them to the special circumstances of speech therapy.

• The students are able to discuss aspects of professional law and questions from the logopaedic context that are close to everyday life.

Predominantly presenting, supplementing.

Final exam: Written examination

• The students are able to structure experiences, problems, challenges and conflicts on a personal, procedural and system level in the context of patient work in order to reflect on mechanisms and interactions on an intra- and interpersonal level in relation to patient work.

Exploratory, exploratory

Module exam

Application of the SLP process under supervision optionally in the core areas of communication, speech, speaking, voice, hearing, swallowing, taking into account the role of the SLP as an expert in the field of speech and language therapy as a professional, as communicator and team worker, as health promoter and advocate

evaluation of professional competence in selected areas:

Implementation of the basics of evidence-based SLP therapy in practice

Problem oriented procedure in the lSLP process

Synopsis of SLP relevant basics and measures

• The students are able to conduct departmental anamnesis interviews under supervision in selected logopaedic fields of activity.

• The students are able to independently select examination measures in selected logopaedic fields of action, guided by hypotheses.

• The students are able to independently formulate a logopaedic diagnosis under supervision based on the results of the examination measures in selected logopaedic fields of action.

• The students are able to independently formulate departmental goals based on the ICF/ICF-CY under supervision.

• The students are able to select measures for achieving objectives in selected areas and to carry out these measures independently under supervision and application.

• The students are able to evaluate measures taken under supervision.

• The students are able to act in their expert role in multi-, inter- and intra-professional teams for the benefit of the patients for whom they are responsible.

• The students are able to document the logopaedic process.

• The students are able to adopt a professional attitude towards patients and their relatives as the basis for an ethically correct approach in all clinical interactions and settings.

• The students are able to take responsibility for autonomous decisions for planning, organisation, implementation and evaluation of the logopaedic work process in different clinical and extra-clinical settings.

• Students are able to communicate with individuals, groups and communities in a respectful, appreciative, target-group oriented, cooperative and situational appropriate manner in the real professional field.

• Students are able to identify the communication needs of individuals, groups and populations and develop patient-centred advocacy measures.

• The students are able to integrate individual, intercultural, gender and generational aspects into the speech therapy process.

Module exam

Evaluation of the SWOT analysis with regard to the role of expert, professional, communicator, team worker, manager and

health promoter

lifelong learning

• After the internship, students are able to reflect on their role as experts, professionals, communicators, team workers, managers and health promoters.

• Students are able to take on the role of learner/teacher as a mandate for lifelong learning and professional development.

Exploratory, exploratory

Module exam

Documentation process module

Creation of SLP reports based on therapy documentation from various areas of SLP, taking into account the legal documentation obligation and data protection.

• Students are able to demonstrate their ability to transfer theoretical knowledge into practice by working on special tasks in the process module "Documentation/Logopedic Reports".

Exploratory, exploratory

Module exam

-discourse and reflection of acquired knowledge, skills and abilities from the areas of special clinical context, health promotion and prevention and interprofessional context against the background of current national and international trends and developments in health care

-problem identification and needs analysis in the context of the development

-solutions and ideas for specific professional fields using the steps of the creative process

• Students are able to derive open problems and needs specific to their professional field from the knowledge gained in the optional areas "special clinical context", "health-promoting and preventive context" and "interprofessional context".

• The students are able to develop suggestions for solutions and ideas for the further planning of innovative development approaches, in the context of problems and needs specific to the field of work, from the optional areas of "special clinical context", "health-promoting and preventive context" and "interprofessional context" using creative techniques in a team.

working out

Continuous assessment: In writing

- In connection with the innovation seminar, ideas from the fields of "special clinical context", "health promotion", "health care and health care policy", which have been externalized to solve the problem, will be discussed.preventive context", as well as "interprofessional context", development approaches and product proposals for the SLP care field are generated.

The drafts are backed up with a corresponding set of arguments and communicated to specific target groups according to methodical criteria.

• The students are able to communicate innovative proposals for solutions to open, occupational field-specific problems and development approaches as occupational field and care-specific innovation needs (by linking the "expert role" with the "learner/teacher role") in a didactically appropriate way and for specific target groups.

Exploratory, exploratory

Continuous assessment: verbally