Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| AUTISM | YÇGL3279750 | Spring Semester | 2+0 | 2 | 2 |
| Course Program | Çarşamba 15:30-16:15 Çarşamba 16:30-17:15 Çarşamba 19:30-20:15 Çarşamba 20:30-21:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Assist.Prof. Sinan KALKAN |
| Assistant(s) | |
| Aim | At the end of this course, the student; Be able to identify the distinctive features of autistic disorder, be in the autistic spectrum disorder diagnostic group Children with pervasive developmental disorders and their families who can classify domain subgroups in terms of communication and language-based characteristics will be able to develop suggestions for communication and language-focused interventions. |
| Course Content | This course contains; Defination about Autism,Definition and intervention approaches to ?autistic spectrum disorder? diagnostic groups according to DSM-IV diagnostic measures.,Rett Syndrome ,Asperger Syndrome ,Autistic disorder ,Childhood Disintegrative Disorder and pervasive developmental Disorder ,Reasons of autism,Diagnosis ,Family involvement ,Intervention approaches ,Individualized Education Programs ,Individualized Education Programs ,Individualized Education Programs ,Assessment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student defines the diagnostic groups that are considered autistic spectrum disorders according to the DSM-V diagnostic criteria. | 10, 13, 9 | A, E |
| Define the similarities and differences between communicative disorders and autistic disorders | 10, 13, 9 | A, E |
| Developmentally evaluates individuals with autistic disorders. | 10, 13, 9 | A, E |
| Explains the behavioral problems observed in autistic people and the intervention approaches used. | 10, 13, 9 | A, E |
| Explains the requirements for identifying and supporting communication and language characteristics specific to Rett Syndrome, Asperger Syndrome, Autistic disorder, Childhood Disintegrative Disorder, and Pervasive Developmental Disorders Not Otherwise Specified. | 10, 13, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Defination about Autism | Preparation of the related subject from the recommended sources |
| 2 | Definition and intervention approaches to ?autistic spectrum disorder? diagnostic groups according to DSM-IV diagnostic measures. | Preparation of the related subject from the recommended sources |
| 3 | Rett Syndrome | Preparation of the related subject from the recommended sources |
| 4 | Asperger Syndrome | Preparation of the related subject from the recommended sources |
| 5 | Autistic disorder | Preparation of the related subject from the recommended sources |
| 6 | Childhood Disintegrative Disorder and pervasive developmental Disorder | Preparation of the related subject from the recommended sources |
| 7 | Reasons of autism | Preparation of the related subject from the recommended sources |
| 8 | Diagnosis | Preparation of the related subject from the recommended sources |
| 9 | Family involvement | Preparation of the related subject from the recommended sources |
| 10 | Intervention approaches | Preparation of the related subject from the recommended sources |
| 11 | Individualized Education Programs | Preparation of the related subject from the recommended sources |
| 12 | Individualized Education Programs | Preparation of the related subject from the recommended sources |
| 13 | Individualized Education Programs | Preparation of the related subject from the recommended sources |
| 14 | Assessment | Preparation of the related subject from the recommended sources |
| Resources |
| Powerpoint presentation files. |
| Diken, İ. H., Bakkaloğlu, H. (Ed.). (2018). Zihin Yetersizliği ve Otizm Spektrum Bozukluğu (3. Baskı). Ankara: Pegem. Garland, T. (2018). Otizm ve Duyusal İşlem Bozukluğu-Çocuklar İçin Aktiviteler. İstanbul: Platform. Greenspan, S., Wieder, S. (2017). Volkmar, F.R. (2007). Autism and pervasive developmental disorders. Cambridge Child and Adolescent Psychiatry. |
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. | ||||||
| 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. | ||||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | ||||||
| 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. | ||||||
| 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 | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 42 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(42/30) | 1 | |||||
| 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 |
|---|---|---|---|---|---|
| AUTISM | YÇGL3279750 | Spring Semester | 2+0 | 2 | 2 |
| Course Program | Çarşamba 15:30-16:15 Çarşamba 16:30-17:15 Çarşamba 19:30-20:15 Çarşamba 20:30-21:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Assist.Prof. Sinan KALKAN |
| Assistant(s) | |
| Aim | At the end of this course, the student; Be able to identify the distinctive features of autistic disorder, be in the autistic spectrum disorder diagnostic group Children with pervasive developmental disorders and their families who can classify domain subgroups in terms of communication and language-based characteristics will be able to develop suggestions for communication and language-focused interventions. |
| Course Content | This course contains; Defination about Autism,Definition and intervention approaches to ?autistic spectrum disorder? diagnostic groups according to DSM-IV diagnostic measures.,Rett Syndrome ,Asperger Syndrome ,Autistic disorder ,Childhood Disintegrative Disorder and pervasive developmental Disorder ,Reasons of autism,Diagnosis ,Family involvement ,Intervention approaches ,Individualized Education Programs ,Individualized Education Programs ,Individualized Education Programs ,Assessment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student defines the diagnostic groups that are considered autistic spectrum disorders according to the DSM-V diagnostic criteria. | 10, 13, 9 | A, E |
| Define the similarities and differences between communicative disorders and autistic disorders | 10, 13, 9 | A, E |
| Developmentally evaluates individuals with autistic disorders. | 10, 13, 9 | A, E |
| Explains the behavioral problems observed in autistic people and the intervention approaches used. | 10, 13, 9 | A, E |
| Explains the requirements for identifying and supporting communication and language characteristics specific to Rett Syndrome, Asperger Syndrome, Autistic disorder, Childhood Disintegrative Disorder, and Pervasive Developmental Disorders Not Otherwise Specified. | 10, 13, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Defination about Autism | Preparation of the related subject from the recommended sources |
| 2 | Definition and intervention approaches to ?autistic spectrum disorder? diagnostic groups according to DSM-IV diagnostic measures. | Preparation of the related subject from the recommended sources |
| 3 | Rett Syndrome | Preparation of the related subject from the recommended sources |
| 4 | Asperger Syndrome | Preparation of the related subject from the recommended sources |
| 5 | Autistic disorder | Preparation of the related subject from the recommended sources |
| 6 | Childhood Disintegrative Disorder and pervasive developmental Disorder | Preparation of the related subject from the recommended sources |
| 7 | Reasons of autism | Preparation of the related subject from the recommended sources |
| 8 | Diagnosis | Preparation of the related subject from the recommended sources |
| 9 | Family involvement | Preparation of the related subject from the recommended sources |
| 10 | Intervention approaches | Preparation of the related subject from the recommended sources |
| 11 | Individualized Education Programs | Preparation of the related subject from the recommended sources |
| 12 | Individualized Education Programs | Preparation of the related subject from the recommended sources |
| 13 | Individualized Education Programs | Preparation of the related subject from the recommended sources |
| 14 | Assessment | Preparation of the related subject from the recommended sources |
| Resources |
| Powerpoint presentation files. |
| Diken, İ. H., Bakkaloğlu, H. (Ed.). (2018). Zihin Yetersizliği ve Otizm Spektrum Bozukluğu (3. Baskı). Ankara: Pegem. Garland, T. (2018). Otizm ve Duyusal İşlem Bozukluğu-Çocuklar İçin Aktiviteler. İstanbul: Platform. Greenspan, S., Wieder, S. (2017). Volkmar, F.R. (2007). Autism and pervasive developmental disorders. Cambridge Child and Adolescent Psychiatry. |
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. | ||||||
| 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. | ||||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | ||||||
| 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. | ||||||
| 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 | |