OSB605 - CURRENT APPROACHES IN EDUCATION of INDIVIDUALS W
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| CURRENT APPROACHES IN EDUCATION of INDIVIDUALS W | OSB605 | 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 | It is aimed to identify the methods based on current applied behavior analysis approach, methods based on natural behavioral development intervention approaches, technology based practices and new research trends in the teaching of skills to individuals with OSD and to discuss research findings and advanced research proposals within the scope of advanced researches | |||||
| Learning outcomes |
| |||||
| Course Content | Educational approaches in individuals with ASD Current research trends in individuals with ASD Current natural behavioral intervention approach in individuals with ASD Research on current applied behavior analysis approach in individuals with ASD Current technology-based applied research in individuals with ASD Intervention approach research based on metacognitive strategies in teaching academic skills in individuals with ASD Discussion of current intervention approach research findings in individuals with ASD Determination of advanced research proposals in individuals with ASD within the framework of current intervention approaches. | |||||
| References | Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., ... & McNerney, E. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of autism and developmental disorders, 45(8), 2411-2428. Makrygianni, M. K., Gena, A., Katoudi, S., & Galanis, P. (2018). The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study. Research in Autism Spectrum Disorders, 51, 18-31. Lee, C. S., Lam, S. H., Tsang, S. T., Yuen, C. M., & Ng, C. K. (2018). The Effectiveness of Technology-Based Intervention in Improving Emotion Recognition Through Facial Expression in People with Autism Spectrum Disorder: a Systematic Review. Review Journal of Autism and Developmental Disorders, 5(2), 91-104. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Education approaches in individuals with ASD Current research trends in individuals with ASD |
| Week 2 | Current natural behavioral intervention approach in individuals with ASD |
| Week 3 | Investigate current applied behavior analysis approach for individuals with ASD |
| Week 4 | Applied research based on current technology in ASD individuals |
| Week 5 | Based on metacognitive strategies in the teaching of academic skills in individuals with ASD |
| Week 6 | Midterm |
| Week 7 | Discussion of research findings on current intervention approaches in ASD children |
| Week 8 | Determination of advanced research proposals within the framework of current intervention approaches in ASD individuals |
| Week 9 | Discussion of research findings on current intervention approaches in ASD |
| Week 10 | Determination of advanced research proposals within the framework of current intervention approaches in ASD |
| Week 11 | Determination of advanced research proposals within the framework of current intervention approaches in ASD |
| Week 12 | Discussion of research findings on current intervention approaches in Determination of advanced research proposals within the framework of current intervention approaches in ASD patients |
| Week 13 | Determination of advanced research proposals within the framework of current intervention approaches in ASD individuals |
| Week 14 | Discussion of research findings on current intervention approaches |
| Week 15 | Determination of advanced research proposals within the framework of current intervention approaches in ASD individuals |
| Week 16 | Final |
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. He/she discusses advantages and disadvantages of research methods in education for different research problem | X | ||||
| 2. He/she uses theoretical and practical knowledge about educational research methods in proficiency level according to graduate competences and improves and deepens this knowledge. | X | ||||
| 3. He/she forms new knowledge by combining knowledge coming from different kinds of disciplines. | X | ||||
| 4. He/she brings proposals of solution to the questions required proficiency by using quantitative scientific research techniques. | X | ||||
| 5. He/she develops new strategically approach as against the complex situations that he /she couldn?t predict in practices of autism education field and create solutions by taking responsibilities. | X | ||||
| 6. He/she takes part in team works about autism education effectively and becomes leader. | X | ||||
| 7. He/she evaluates the knowledge about autism education critically and leads learning. | X | ||||
| 8. He /she transfers developments in autism education and his/her own studies to the groups in field or out of fields in written, oral and visual ways systematically. | X | ||||
| 9. He/ she examines social relationships in occupational and Professional environments and also examines models that lead these relationships with a critical view point and acts in order to develop and change them when it is necessary. | X | ||||
| 10. He/she uses the computer and communication technologies together in autism educational discipline required in advance level. | X | ||||
| 11. He/she comments strategically, political and practical plans of autism education, develops these plans and evaluates the results gathered within the frame of quality processes. | X | ||||
| 12. He/she controls the processes of gathering data, commenting and announcing them in scientific and ethical values base and teaches these values. | X | ||||
| 13. He/she applies the knowledge and abilities gained from autism education in interdisciplinary studies. | X | ||||
| 14. He/she evaluates daily developments according to national values and realities of country. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest