ERG664 - SENSORY INTEGRATION ASSESSMENT
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| SENSORY INTEGRATION ASSESSMENT | ERG664 | 2nd Semester | 3 | 2 | 4 | 7 |
| Prequisites | none | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Discussion Question and Answer Team/Group Work Preparing and/or Presenting Reports Drill and Practice Case Study Brain Storming | |||||
| Instructor (s) | Mine Uyanık PhD Prof., Gonca Bumin PhD Prof., Esra Akı PhD Prof.,Gamze Ekici Çağlar PhD Prof., Çiğdem Öksüz PhD Prof., Meral Huri PhD. Assoc. Prof., , Sedef Şahin, PhD. Assoc. Prof., Gökçen Akyürek PhD. Assoc. Prof., Onur Altuntaş, PhD , Assoc. Prof., Hatice Abaoğlu PhD , Assoc. Prof.,, Orkun Tahir Aran PhD , Assoc. Prof., | |||||
| Course objective | To provide that student can analyze and synthesize recent knowledge about sensory integration, nerve system funcitons, motor learning, motor control theories and assements and measurement. To provide the skill to plan original researches for sensory integration problems in developemental disorders. | |||||
| Learning outcomes |
| |||||
| Course Content | Sensory integration theory, disorder, handicap and activity participation relation, review of assessments, research planning and clinical study | |||||
| References | Ayres AJ, Developing norm-references standardized tests, Physical and occupational therapy in pediatrics, 1989, Bundy AC, Lane SJ, Sensbory Integration theory and practici , Davic company 2002 Kayıhan H Hemiplejide İş ve Uğraşı tedavisi , Hacettepe yayınları,1989 | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introduction to Sensory integration |
| Week 2 | Neurologic structures about sensory integration, function, sensory modulation and neurotransmission, stress and modulation |
| Week 3 | Principles and strategies in sensory integration assesement and measurement |
| Week 4 | Role of occupational therapist in sensory integation assessments |
| Week 5 | Modulation problems and review in developemental disorders |
| Week 6 | Praxia, apraxia and dyspraxia , |
| Week 7 | Related literature review |
| Week 8 | Review of sensory integration on emotional and behavioural perspective |
| Week 9 | Sensory integration tests in autism, developemental coordination disorders and cerebral palsy |
| Week 10 | Sensory integration, mental health and effect on community participation |
| Week 11 | Measurement of postural movement in a perspective of sensory integration |
| Week 12 | Physical sensory integration measurement |
| Week 13 | Oculomotor perception measurement |
| Week 14 | Vestibular system and sensory integration measurements |
| Week 15 | Praxis (postural, bilateral motor coordination, movement ordering) measurements |
| Week 16 | End term exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 1 | 20 |
| Specific practical training | 0 | 0 |
| Assignments | 3 | 5 |
| Presentation | 3 | 5 |
| Project | 1 | 20 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 0 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 0 | 50 |
| Percentage of final exam contributing grade succes | 0 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 15 | 3 | 45 |
| Laboratory | 0 | 0 | 0 |
| Application | 15 | 2 | 30 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 1 | 30 | 30 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 15 | 3 | 45 |
| Presentation / Seminar Preparation | 3 | 5 | 15 |
| Project | 1 | 16 | 16 |
| Homework assignment | 3 | 4 | 12 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 17 | 17 |
| Total Workload | 54 | 80 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Acquires advanced evidence-based knowledge in occupational therapy, enhancing health and life quality holistically. | X | ||||
| 2. Understands occupational therapy's approaches, thinks independently in health and rehabilitation, identifies research needs, and develops projects with various methods. | X | ||||
| 3. Comprehends occupational therapy's dynamic nature, becoming skilled as an educator, manager, and researcher using technology and languages. | |||||
| 4. Adheres to occupational therapy's ethical standards and professional independence. | X | ||||
| 5. Engages in interdisciplinary work, supervises students in clinical settings, and manages roles within occupational therapy. | X | ||||
| 6. Develops services to meet community needs while adhering to lifelong learning and teaching principles. | |||||
| 7. Critically evaluates knowledge on rehabilitation models, enhances collaboration across disciplines, and promotes the profession. | X | ||||
| 8. Develops policies supporting societal participation of marginalized groups like street children, immigrants, and the homeless. | X | ||||
| 9. Analyzes the impact of social, cultural, and economic factors on societal participation and organizes health-improving educational activities. | X | ||||
| 10. Gains deep knowledge of occupational therapy's dimensions, critically assesses field information, and proposes creative solutions. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest