Special Education Teaching | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | ÖZEP203 | ||||||||
Course Name: | Applied Behavior Analysis | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Compulsory | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi ÖZLEM ÇELİK | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi ÖZLEM ÇELİK |
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Course Assistants: |
Course Objectives: | Basic characteristics of applied behavior analysis, description in comparison with other models; target behavior identification and identification; attenuating appropriate behaviors and reducing inappropriate behavior; behavior modification plan preparation and implementation; to gain working skills within the framework of ethical responsibility |
Course Content: | The foundations of Applied Behavior Analysis (UDA), history, description, principles and importance; UDA and ethics; determining, defining, measuring and recording target behavior; analysis and evaluation of collected data on target behavior; use of the data to make teaching decisions; determining behavioral functions; behavior enhancement principles and transaction processes; reinforcement types and their use; symbol reinforcement; principles and process of gaining new behaviors; behavior reduction principles and processes; differential reinforcement: extinction; provision of generalization; UDA and single trial research methods |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Behavioral approach Applied behavior analysis | |
1) | Token reinforcement | |
2) | Definitional and ethical problems related to behavior reduction | |
3) | Applied behavior analysis in education Principles of ABA Importance of the defining behaviors Writing behavioral objectives | |
4) | Identfying and defining target behavior | |
5) | Measuring target behaviors Anecdotal recording (ABC) permanent product recording Event recording Behavioral checklist Duration and latency recording Reliability of interrater Kitabın ilgili bölümün okunması ve özet çıkarılması | |
6) | Interval recording Time sampling Reliability | |
7) | Graphing data | |
8) | ARA SINAV | |
9) | Interpretation of graphs | |
10) | Graphing data | |
11) | Increasing approriate behavior | |
12) | Reducing inapproriate behavior | |
13) | To present and discuss behavior management programs was prepared by students. To present and discuss behavior management programs was prepared by students. | |
14) | To present and discuss behavior management programs was prepared by students. To present and discuss behavior management programs was prepared by students. | |
15) | FİNAL SINAVI |
Course Notes / Textbooks: | Tekin-İftar, E. (2016) Uygulamalı Davranış analizi.Vize Yayınları.Ankara Vuran, S. (Editör). (2017). Uygulamalı Davranış Analizi. Ankara: Eğiten Kitap. |
References: | Tekin-İftar, E. (2016) Uygulamalı Davranış analizi.Vize Yayınları.Ankara Vuran, S. (Editör). (2017). Uygulamalı Davranış Analizi. Ankara: Eğiten Kitap. |
Learning Outcomes | 1 |
2 |
3 |
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Program Outcomes | |||||||||||||||||||
1) Evaluates nature of knowledge, source, boundaries, accuracy, reliability and validity. | |||||||||||||||||||
2) Has the information of teaching programs, teaching strategies, methods and techniques of measurement and evaluation about their field. | |||||||||||||||||||
3) Disclose information about the developmental characteristics of individuals with special education needs. | |||||||||||||||||||
4) Uses further sources of information related with the field. | |||||||||||||||||||
5) Conceptualizes events, and analyzes by scientific methods and techniques, interprets and evaluates the data. | |||||||||||||||||||
6) Adapts, adapts and develops appropriate scientific methods and techniques for special needs students. | |||||||||||||||||||
7) Develops material appropriate to subject area and needs of students. | |||||||||||||||||||
8) Evaluates acquisitions of students by using different methods. | |||||||||||||||||||
9) Selects and applies the achievements, themes, activities, test cases of the programs in accordance with the individual needs of the students. | |||||||||||||||||||
10) Develops and implements appropriate family and educational programs for children and families with special educational needs. | |||||||||||||||||||
11) Takes responsibility to solve unpredictable and complex problems encountered in practice as an individual or a member of a group. | |||||||||||||||||||
12) Instructs persons and institutions about the field. | |||||||||||||||||||
13) Shares his/her ideas and solution suggestions with experts and other people by the support of quantitative and qualitative data. | |||||||||||||||||||
14) Follows information about the field by using foreign language at least at the level of the European Language Portfolio B1 and communicate with colleagues. | |||||||||||||||||||
15) Determines the learning needs and manages his/her own learning process. | |||||||||||||||||||
16) Develops positive attitudes to lifelong learning. | |||||||||||||||||||
17) Uses ways of accessing to information effectively. | |||||||||||||||||||
18) Communicates with the persons and the institutions to create and to maintain a safe school environment. | |||||||||||||||||||
19) Develops awareness on the national and the universal values that are expressed in the National Education Basic Law. | |||||||||||||||||||
20) Adheres to laws, regulations and legislation related to duties rights and responsibilities. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Evaluates nature of knowledge, source, boundaries, accuracy, reliability and validity. | 5 |
2) | Has the information of teaching programs, teaching strategies, methods and techniques of measurement and evaluation about their field. | 5 |
3) | Disclose information about the developmental characteristics of individuals with special education needs. | 5 |
4) | Uses further sources of information related with the field. | 5 |
5) | Conceptualizes events, and analyzes by scientific methods and techniques, interprets and evaluates the data. | 5 |
6) | Adapts, adapts and develops appropriate scientific methods and techniques for special needs students. | 5 |
7) | Develops material appropriate to subject area and needs of students. | 5 |
8) | Evaluates acquisitions of students by using different methods. | 5 |
9) | Selects and applies the achievements, themes, activities, test cases of the programs in accordance with the individual needs of the students. | 5 |
10) | Develops and implements appropriate family and educational programs for children and families with special educational needs. | 4 |
11) | Takes responsibility to solve unpredictable and complex problems encountered in practice as an individual or a member of a group. | 1 |
12) | Instructs persons and institutions about the field. | 5 |
13) | Shares his/her ideas and solution suggestions with experts and other people by the support of quantitative and qualitative data. | 5 |
14) | Follows information about the field by using foreign language at least at the level of the European Language Portfolio B1 and communicate with colleagues. | 1 |
15) | Determines the learning needs and manages his/her own learning process. | 5 |
16) | Develops positive attitudes to lifelong learning. | 1 |
17) | Uses ways of accessing to information effectively. | 1 |
18) | Communicates with the persons and the institutions to create and to maintain a safe school environment. | 1 |
19) | Develops awareness on the national and the universal values that are expressed in the National Education Basic Law. | |
20) | Adheres to laws, regulations and legislation related to duties rights and responsibilities. |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Group study and homework | |
Problem Solving | |
Q&A / Discussion |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Midterms | 1 | 1 | 1 |
Final | 1 | 1 | 1 |
Total Workload | 44 |