Course Name Code Semester T+U Hours Credit ECTS
Educating Children With Serious Autistic Features ZEE 408 8 3 + 0 3 5
Precondition Courses <p>Autism Spectrum Disorder<br /> Individualized Education&nbsp;Programs<br /> Individualized Education and Training Programs<br /> Special Education Introduction<br /> Educational and Behavioral Measurement and Evaluation<br /> The Individuals with Intellectual Disabilities and Their Education<br /> Applied Behavior Analysis<br /> Teaching Skills and Concepts to&nbsp;Individuals with Intellectual Disabilities</p>
Recommended Optional Courses <p>Gaining Basic Skills in ASD</p>
Course Language Turkish
Course Level Bachelor's Degree
Course Type Optional
Course Coordinator Doç.Dr. BEKİR FATİH MERAL
Course Lecturers
Course Assistants

Res. Assisst. Ahmet FİDAN

Course Category
Course Objective

The aim of the course is to describe the defination and history of Early Intensive Behavioral Intervention (EIBI), related research, strengths and limitations, home and center-based implementation of EIBI and also provide detailed information regarding OCIDEP (Behavioral Interventıon For Children With Autism): Applications and research.

Course Content

In this course, will be described the definition, history, conducted research, benefits and limitations of  EIDE (Early Intensive Behavioral Education) and some home and intitute based applications.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Students describe the defination and history of EIBI. Lecture, Question-Answer, Discussion, Testing, Homework,
2 Students describe research related to EIBI, strengths and limitations of EIBI. Lecture, Question-Answer, Discussion, Testing, Homework,
3 Students describe basic concepts related to EIBI. Lecture, Question-Answer, Discussion, Role Playing, Case Study, Problem Solving, Testing, Homework,
4 Students explains home and center based implementations of EIBI Lecture, Question-Answer, Discussion, Testing, Homework,
5 Students describe OCIDEP. Lecture, Question-Answer, Discussion, Drilland Practice, Role Playing, Group Study, Testing, Homework,
6 Student explain the errorless teaching and discrete trial teaching methods with examples Lecture, Question-Answer, Discussion, Drilland Practice, Role Playing, Problem Solving, Testing, Homework,
7 Students explain the methods of coping with the problem behavior with sample works Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Role Playing, Group Study, Case Study, Self Study, Problem Solving, Testing, Homework,
Week Course Topics Preliminary Preparation
1 The definition and history of Early Intensive Behavioral Education (EIBE) Course notes-related slides
2 Research related to EIBI, its strengths and limitations Course notes-related slides
3 Basic concepts of EIBI Course notes-related slides
4 Home and center based implementations related to EIBI Course notes-related slides
5 Turkey implementations related to EIBI Course notes-related slides
6 Discrete Trial Teaching (DTT)/errorless teaching Course notes-related slides
7 Mid-term exam
8 Skill teaching within the scope of EIBI Course notes-related slides
9 Concept teaching within the scope of EIBI Course notes-related slides
10 Behavioral Education Program for Autistic Children (OCIDEP) 1 Course notes-related slides
11 Behavioral Education Program for Autistic Children (OCIDEP) 2 Course notes-related slides
12 Behavioral Education Program for Autistic Children (OCIDEP) 3 Course notes-related slides
13 Methods of coping with problem behaviors Course notes-related slides
14 Final exam
Resources
Course Notes <p>Course notes</p>
Course Resources

American Psychiatric Association (2013) Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).

Kırcaali-İftar, G. and Tekin-İftar, E. (2012). Program examples for autism spectrum disorders (Otizm spektrum bozukluklarına yönelik program örnekleri). E. Tekin (Ed.).  In Education of Children with Autism Spectrum Disorder, (pp. 239-265) Ankara: Vize Pub.

Kırcaali-İftar, G. (2003). Gaining The Communication Skills to Autistic Children (Otistik Özellik Gösteren Çocuklara İletişim Becerilerinin Kazandırılması). İstanbul: YA-PA.
Kırcaali-İftar, G. (2007). Autism Spektrum Disorders (Otizm Spektrum Bozukluğu). İstanbul: Daktylos Pub.
Lovaas, O. I. (2003). Teaching individuals with developmentay delays: Basic intervention techniques. Austin, Texas: Pro-Ed.
Scheuerman, B. ve Webber, J. (2002). Autism. U.K.: Wadsworth Group.

Order Program Outcomes Level of Contribution
1 2 3 4 5
1 Learner has the high level knowledge and the skills supported by the books including the most recent information, practice materials and other scientific sources about special education, pedagogy, culture and basic sciences. X
2 Learner feels ready to work with individual with developmental disabilities, and has effective communication skills. X
3 They investigate and evaluate the consepts, ideas and datas about special education and pedagogic information scientifically; diognise, analyze and negotiate comlicated problems and subjects and develops suggestions based on scientific datas and proofs. X
4 They inform to audiences about special education and teaching skills, explain thinks to them. X
5 They have the skills about learning how to learn, self-confidence, critical thinking, creative thinking; can carry on the works of his area individually. X
6 They take the responsibiliy of unexpected events in his job and try to find solutions. X
7 They know the all features ( additional disability, health problems(epilepsi, what medicine to take, etc.)of their students and their needs; know the socio-cultural and economic of the immediate environment. X
8 They can watch and understand the information about special education and pedagogy and have the second language knowledge to communicate with their collagues (“European Language Portfolio Global Scale”, Level B1). X
9 Instructor compares and contrasts the previous evaluation of the learners’ development, shares the results with the parents and the managers, develops the new instruction plan according to that result. X
10 X
11 X
12 X
13 X
14 X
15 X
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 85
1. Kısa Sınav 5
1. Ödev 5
1. Performans Görevi (Uygulama) 5
Total 100
1. Yıl İçinin Başarıya 50
1. Final 50
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 3 48
Hours for off-the-classroom study (Pre-study, practice) 16 2 32
Mid-terms 1 4 4
Quiz 1 3 3
Assignment 1 5 5
Project / Design 1 8 8
Performance Task (Laboratory) 1 6 6
Final examination 1 6 6
Total Workload 112
Total Workload / 25 (Hours) 4.48
dersAKTSKredisi 5