| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Educatıng Chıldren Wıth Serıous Autıstıc Features | ZEE 408 | 8 | 3 + 0 | 3 | 5 |
| Ön Koşul Dersleri | Autism Spectrum Disorder |
| Önerilen Seçmeli Dersler | Gaining Basic Skills in ASD |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Prof.Dr. BEKİR FATİH MERAL |
| Dersi Verenler | |
| Dersin Yardımcıları | Res. Assisst. Ahmet FİDAN |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | 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. |
| Dersin İçeriği | 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. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 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, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 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 |
| Kaynaklar | |
|---|---|
| Ders Notu | Course notes |
| Ders Kaynakları | 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. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 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 | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 85 |
| 1. Kısa Sınav | 5 |
| 1. Ödev | 5 |
| 1. Performans Görevi (Uygulama) | 5 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| 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 |
| Toplam İş Yükü | 112 | ||
| Toplam İş Yükü / 25 (Saat) | 4,48 | ||
| Dersin AKTS Kredisi | 5 | ||