OSB616 - SINGLE SUBJECT DESIGNS
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| SINGLE SUBJECT DESIGNS | OSB616 | 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) | Course lecturer | |||||
| Course objective | The objective of this course is to describe the characteristics of single subject designs and discuss ABAB model, multiple baseline, multiple probe, comparative single subject methods. | |||||
| Learning outcomes |
| |||||
| Course Content | The characteristics of single subject designs and discuss ABAB model, multiple baseline, multiple probe, comparative single subject methods. | |||||
| References | Alberto, P.A.,Troutman, A.C (2015). Applied behavior analysis. USA: Pearson. Cooper, O. J.,Heron, E. T. ve Heward, L.W. (2007). Appliedbehavioranalysis. New Jersey: Pearson Tekin-İftar,E. (2016). Tek denekli araştırmalar. Ankara: Türk Psikologlar Derneği. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | What is research? What are the similarities and difference between research and teaching? |
| Week 2 | Special education: Is it a science or an art? Principle of applied behavior analysis Ethical behaviors when conducting research |
| Week 3 | Measuremnt and evaluation Effectiveness, efficiency Direct testing |
| Week 4 | Social validity Educational validity Internal and external validty |
| Week 5 | Reliability dependent variable reliability Independent variable reliability |
| Week 6 | Types of graphs Visual anlysis of data Replication |
| Week 7 | Midterm |
| Week 8 | Characteristics of single-subject research designs ABAB design Reversal design |
| Week 9 | Multiple baseline design |
| Week 10 | Multiple probe design |
| Week 11 | Comparison designs Characteristics of comparison designs ABC design |
| Week 12 | Alternating treatments design |
| Week 13 | Adapted alternating treatments design |
| Week 14 | Parallel treatments design |
| Week 15 | Writing research proposal |
| 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. 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