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Week
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Topics
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Study Metarials
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1
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Signs and symptoms accompanying swallowing disorder and the role of ergotherapy in the treatment of swallowing disorder
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R1,R2,R3
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2
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Swallowing training, including self-feeding, cognition, perception, sensory and motor skills, and postural control in swallowing disorder
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R1,R2,R3
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3
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Interventions and methods to promote or improve performance in safety and daily life activities (DLA)
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R1,R2,R3
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4
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Nutrition, eating and swallowing therapy to ensure eating and nutritional performance.
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R1,R2,R3
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5
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Assessment of swallowing disorder as part of basic ergotherapy training
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R1,R2,R3
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6
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Evaluation of swallowing disorder
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R1,R2,R3
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7
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Analysis of information
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R1,R2,R3
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8
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Individualized compensatory swallowing strategies, modified diets, adapted eating environments and advanced feeding skills
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R1,R2,R3
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9
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Caregiver training in individual feeding and swallowing strategies
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R1,R2,R3
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10
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Case discussion, practical application
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R1,R2,R3
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11
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Cognitive problems
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R1,R2,R3
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12
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Evaluation of cognitive problems
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R1,R2,R3
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13
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Sensory integration; Verbal vulnerability activities for premature babies
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R1,R2,R3
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14
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Final examination
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R1,R2,R3
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Prerequisites
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-
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Language of Instruction
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Turkish
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Responsible
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Asst. Prof. Meltem YAZICI GÜLAY, Asst. Prof .Tuğba ARSLAN, Lecturer Ayşenur KARAKUŞ
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Instructors
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-
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Assistants
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-
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Resources
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R1. Jenks K.N.& Smith G (2006). Eating and Swallowing. Pendleton H.M.& Schultz-Krohn W. (Eds.) Pedretti?s Occupational Therapy Practice Skills for Physical Dysfunction. St. Louis: Mosby, 609-645
R2. Case- Smith J. & Humphry R. (2005). Feeding Intervention. Case- Smith (Ed.) Occupational Therapy for children. St. Louis: Mosby. 481- 520
R3. Avery-Smith, W. (2002). Dysphagia. In C.A. Trombly & M.V. Radomski (Eds.) Occupational Therapy for Physical Dysfunction. Baltimore: Lippencott, Williams, & Wilkins, 1091-1109.
R4. American Occupational Therapy Association (2007). Specialized Knowledge and Skills in Feeding, Eating and Swallowing for Occupational Therapy Practice, The American Journal of Occupational Therapy, Volume 61, Number 6 http://ajot.aotapress.net/content/61/6/686.full.pdf
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Supplementary Book
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-
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Goals
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1. To discover the contribution of ergotherapy in the interdisciplinary healthcare team in the treatment of swallowing disorder
2. Describe the necessary conditions for evidence-based swallowing approaches to promote cooperation among healthcare professionals.
3. To discover common principles in swallowing disorder evaluation and interventions
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Content
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Determining the level of risk; make an informed decision against risk involving family and carers etc.
Early detection of risk indicators to improve outcomes, reducing mortality, reducing length of hospital stay, needs in health care
Comprehensive treatment of aspiration risk, malnutrition and dehydration,
Providing patient-centered care; active participation of the individual in the treatment of swallowing disorder
Training and involvement of caregivers in the treatment of the patient with swallowing disorder
Effective communication and documentation among healthcare practitioners
Ergotherapy approaches in swallowing disorder
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Program Learning Outcomes |
Level of Contribution |
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1
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It determines the biological, psychological and social nature of the individual, his participation in life, his needs in daily life and his performance related to these.
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3
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2
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Analyzes the individual with the knowledge of biological, psychological, social, technological and occupational therapy science.
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3
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3
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It works in a person-centered manner by critically interpreting activity and participation limitations and using its activities in rehabilitation and treatment.
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3
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4
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Plans the appropriate intervention by choosing appropriate theories and models to fulfill the activity and vital roles of individuals and communities and determine their health needs.
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-
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5
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It works to improve the social participation of the individual by creating accessible, adaptable environments.
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4
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6
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It works in collaboration and interdisciplinary with service providers, caregivers, team members and other stakeholders in ensuring roles and participation.
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-
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7
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It takes into account personal differences, cultural beliefs, customs and their effects on activity, role and participation.
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-
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8
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It continues lifelong learning by identifying research needs on occupational therapy practices and / or issues related to occupational therapy science.
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-
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9
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It takes the responsibility of the intervention implemented according to the management and quality principles.
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-
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10
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It fulfills all the roles required by its professional performance.
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-
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