OSB612 - CHALLENGING PROBLEM BEHAVIORS IN ASD.
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| CHALLENGING PROBLEM BEHAVIORS IN ASD. | OSB612 | Any Semester/Year | 3 | 0 | 3 | 8 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Team/Group Work | |||||
| Instructor (s) | Department chair | |||||
| Course objective | The objective of this course is to express how strategies that will be applied on coping with problem behaviors. | |||||
| Learning outcomes |
| |||||
| Course Content | Strategies that will be applied on coping with problem behaviors. | |||||
| References | Alberto P. A., & Troutman A. C. (2013). Applied behavior analysis for teachers (9. Baskı). Englewood Cliffs, NJ: Prentice Hall. Cooper, J., Heron, T., & Heward, W. (2007). Applied behaviour analysis. New Jersey: Pearson Education. Erbaş, D. & Yücesoy Özkan, Ş. (2010). Problem davranışları azaltmada olumlu davranışsal destek uygulamaları: Aile ve öğretmen eğitimi el kitabı. Ankara: Maya Akademi Yayın Dağıtım Eğitim Danışmalık. Erbaş, D., Kırcaali-İftar, G., ve Tekin-İftar, E. (2005). İşlevsel değerlendirme: Davranış sorunlarıyla başa çıkma ve uygun davranışlar kazandırma süreci (2. Baskı). Ankara: Kök Yayıncılık. Maag, J. W. (1999). Behavior management: From theoretical implications to practical applications. San Diego: Singular Press. Miltenberger, R. (1997). Behavior modification: Principles and procedures. Pacific Grove, CA: Brooks/Cole Publishing Company. Tekin-İftar,E. (2014). Uygulamalı davranış analizi. Ankara: Vize Yayıncılık. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | The Evoluation of Tecniques to Decrease Problem Behaviors in ABA From 1900 to Present |
| Week 2 | Determining and DefiningTarget Behavior Principals of Determining Target Behavior Determining Priority Target Behavior Determining Socially Important Behaviors DefiningTarget Behavior Writing Behavioral Goal |
| Week 3 | Measuring Behaviors Behavior Recording Techniques |
| Week 4 | Graphing Interpreting Graphs Single Subject Research Designs |
| Week 5 | Positive Behavior Supports (PBS) Definition of PBS Steps of PBS Developing Hypothesis Functional Assessment Functional Analysis |
| Week 6 | Preventing Problem Behaviors |
| Week 7 | Midterm |
| Week 8 | Increasing Positive Behaviors |
| Week 9 | Decreasing Problem Behaviors |
| Week 10 | Teaching New Skills |
| Week 11 | Functional Communication Training |
| Week 12 | Self Management |
| Week 13 | Self Management |
| Week 14 | Families and Collaboration with Families |
| Week 15 | Families and Collaboration with Families |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 10 |
| Presentation | 1 | 10 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 1 | 50 |
| Percentage of final exam contributing grade succes | 2 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 4 | 56 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 4 | 56 |
| Presentation / Seminar Preparation | 2 | 24 | 48 |
| Project | 0 | 0 | 0 |
| Homework assignment | 2 | 10 | 20 |
| Midterms (Study duration) | 2 | 10 | 20 |
| Final Exam (Study duration) | 1 | 40 | 40 |
| Total Workload | 35 | 92 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Knows the development of autism and comorbid disorders in individuals. | X | ||||
| 2. Knows and implements professional and publication ethics in the area of education of individuals with autism. | X | ||||
| 3. Follows educational and research developments in the area of autism and shares research findings with national/international stakeholders. | X | ||||
| 4. Completes the steps of a research study including conducting literature review, developing study methodology, collecting study data, analyzing and reporting research findings | X | ||||
| 5. Discusses the significance of inter-disciplinary roles and collaboration in the area of education of individuals with autism and uses knowledge and skills in inter-disciplinary works | X | ||||
| 6. Otizm alanındaki gelişimsel, eğitsel ve sosyal sorunlara farklı bilimsel araştırma paradigmaları ile çözümler sunar. | X | ||||
| 7. Knows, compares, and analyzes evidence based practices in the area of education of individuals with autism. | X | ||||
| 8. Conducts assessments, plans and implements educational/developmental interventions using theoretical and practical knowledge in the area of education of individuals with autism. | X | ||||
| 9. Support and maintain professional development and life-long learning following theoretical and practical developments | X | ||||
| 10. Uses effective technology-based practices in the area of education of individuals with autism. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest