Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BEHAVIORAL PROBLEMS and MANAGEMENT | YÇGL3235370 | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. İbrahim Haluk YAVUZER |
| Name of Lecturer(s) | Assist.Prof. Hakan DUMAN |
| Assistant(s) | |
| Aim | To teach the students to learn appropriate observation techniques such as recording and transcribing, how to set target behaviors and will have theoretical background about setting target behaviors |
| Course Content | This course contains; Introduction to behavior problems,Different approaches to behavior,Clinical properties of childhood behavior problems ,Assessment of behavior ,Assessment of behavior ,Assessment of behavior ,Assessment of behavior ,Intervention - use of reinforcements ,Intervention - use of reinforcements ,Student presentations (about developing intervention plan relevant to behavioral problem),Student presentations (about developing intervention plan relevant to behavioral problem),Student presentations (about developing intervention plan relevant to behavioral problem),Student presentations (about developing intervention plan relevant to behavioral problem),Student presentations (developing an intervention plan for the behavior problem). |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gains information about basic definitions of behavior. | 10, 4, 9 | A |
| Gains information about basic definitions of behavioral problems. | 10, 4, 9 | A |
| Evaluates effective assessment and intervention approaches. | 10, 4, 9 | A |
| Develops effective behavior intervention plan for children and their parents. | 10, 4, 9 | A |
| Teaching Methods: | 10: Discussion Method, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to behavior problems | Preparation of the related subject form the recommended sources |
| 2 | Different approaches to behavior | Preparation of the related subject form the recommended sources |
| 3 | Clinical properties of childhood behavior problems | Preparation of the related subject form the recommended sources |
| 4 | Assessment of behavior | Preparation of the related subject form the recommended sources |
| 5 | Assessment of behavior | Preparation of the related subject form the recommended sources |
| 6 | Assessment of behavior | Preparation of the related subject form the recommended sources |
| 7 | Assessment of behavior | Preparation of the related subject form the recommended sources |
| 8 | Intervention - use of reinforcements | Preparation of the related subject form the recommended sources |
| 9 | Intervention - use of reinforcements | Preparation of the related subject form the recommended sources |
| 10 | Student presentations (about developing intervention plan relevant to behavioral problem) | Preparation of the related subject form the recommended sources |
| 11 | Student presentations (about developing intervention plan relevant to behavioral problem) | Preparation of the related subject form the recommended sources |
| 12 | Student presentations (about developing intervention plan relevant to behavioral problem) | Preparation of the related subject form the recommended sources |
| 13 | Student presentations (about developing intervention plan relevant to behavioral problem) | Preparation of the related subject form the recommended sources |
| 14 | Student presentations (developing an intervention plan for the behavior problem) | Preparation of the related subject form the recommended sources |
| Resources |
| Özyürek, M. (2004). Sınıfta Davranış Değiştirme: Uygulamalı Davranış Analizi. Kök Yayıncılık: Ankara. Austin, V.L., Sciarra, D.T. / Çeviri Editörü: Dr. Mustafa Özekes (2012). Çocuk ve Ergenlerde Duygusal ve Davranışsal Bozukluklar / Children and Adolescents with Emotional and Behavioral Disorders. Nobel Yayıncılık. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | ||||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | ||||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 7 | 2 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 2 | 4 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 2 | 3 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 60 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(60/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BEHAVIORAL PROBLEMS and MANAGEMENT | YÇGL3235370 | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. İbrahim Haluk YAVUZER |
| Name of Lecturer(s) | Assist.Prof. Hakan DUMAN |
| Assistant(s) | |
| Aim | To teach the students to learn appropriate observation techniques such as recording and transcribing, how to set target behaviors and will have theoretical background about setting target behaviors |
| Course Content | This course contains; Introduction to behavior problems,Different approaches to behavior,Clinical properties of childhood behavior problems ,Assessment of behavior ,Assessment of behavior ,Assessment of behavior ,Assessment of behavior ,Intervention - use of reinforcements ,Intervention - use of reinforcements ,Student presentations (about developing intervention plan relevant to behavioral problem),Student presentations (about developing intervention plan relevant to behavioral problem),Student presentations (about developing intervention plan relevant to behavioral problem),Student presentations (about developing intervention plan relevant to behavioral problem),Student presentations (developing an intervention plan for the behavior problem). |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gains information about basic definitions of behavior. | 10, 4, 9 | A |
| Gains information about basic definitions of behavioral problems. | 10, 4, 9 | A |
| Evaluates effective assessment and intervention approaches. | 10, 4, 9 | A |
| Develops effective behavior intervention plan for children and their parents. | 10, 4, 9 | A |
| Teaching Methods: | 10: Discussion Method, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to behavior problems | Preparation of the related subject form the recommended sources |
| 2 | Different approaches to behavior | Preparation of the related subject form the recommended sources |
| 3 | Clinical properties of childhood behavior problems | Preparation of the related subject form the recommended sources |
| 4 | Assessment of behavior | Preparation of the related subject form the recommended sources |
| 5 | Assessment of behavior | Preparation of the related subject form the recommended sources |
| 6 | Assessment of behavior | Preparation of the related subject form the recommended sources |
| 7 | Assessment of behavior | Preparation of the related subject form the recommended sources |
| 8 | Intervention - use of reinforcements | Preparation of the related subject form the recommended sources |
| 9 | Intervention - use of reinforcements | Preparation of the related subject form the recommended sources |
| 10 | Student presentations (about developing intervention plan relevant to behavioral problem) | Preparation of the related subject form the recommended sources |
| 11 | Student presentations (about developing intervention plan relevant to behavioral problem) | Preparation of the related subject form the recommended sources |
| 12 | Student presentations (about developing intervention plan relevant to behavioral problem) | Preparation of the related subject form the recommended sources |
| 13 | Student presentations (about developing intervention plan relevant to behavioral problem) | Preparation of the related subject form the recommended sources |
| 14 | Student presentations (developing an intervention plan for the behavior problem) | Preparation of the related subject form the recommended sources |
| Resources |
| Özyürek, M. (2004). Sınıfta Davranış Değiştirme: Uygulamalı Davranış Analizi. Kök Yayıncılık: Ankara. Austin, V.L., Sciarra, D.T. / Çeviri Editörü: Dr. Mustafa Özekes (2012). Çocuk ve Ergenlerde Duygusal ve Davranışsal Bozukluklar / Children and Adolescents with Emotional and Behavioral Disorders. Nobel Yayıncılık. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | ||||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | ||||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |