Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
APPLIED BEHAVIORAL ANALYSIS | - | Fall Semester | 3+0 | 3 | 4 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
Name of Lecturer(s) | Prof.Dr. Dilek ERBAŞ |
Assistant(s) | |
Aim | Within the scope of this course, It is aimed to provide students with knowledge and experience about applied behavior analysis based on the behavioral approach and behavior change techniques (identification and evaluation of behaviors, techniques to increase desired behaviors and reduce undesirable behaviors) used within the scope of applied behavior analysis. |
Course Content | This course contains; Fundamentals of Applied Behavior Analysis,Target Behavior Identifying and Defining,Target Behavior Evaluation, Indirect-Direct Evaluation,Single subject research,Increasing Appropriate Behavior-Growing New Behavior Reinforcing,Pre-Behavioral Stimuli,Chaining-Shaping,Symbol Reinforcement,Behavior Reduction/Elimination,Differential Reinforcement,Appetitive stimulus,Aversive stimulus,Ensuring Persistence and Generalization in Behavior Change,Case examples. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Explains Applied behavior analysis techniques (identification and evaluation of behaviors, techniques to increase desired behaviors and reduce undesirable behaviors). | 16, 9 | A |
Uses applied behavior analysis techniques and presents case studies using appropriate techniques. | 15, 16, 6, 8 | A |
Defines the basic elements of Applied Behavior Analysis. | 16, 9 | A |
Teaching Methods: | 15: Role Play and Drama Technique, 16: Question - Answer Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Fundamentals of Applied Behavior Analysis | Tekin-İftar, E. (ed) (2016). Part 1 (ss.3-40) |
2 | Target Behavior Identifying and Defining | Tekin-İftar, E. (ed) (2016). Part 2- (ss.43-98) |
3 | Target Behavior Evaluation, Indirect-Direct Evaluation | Tekin-İftar, E. (ed) (2016). Part 3- (ss.99-144) |
4 | Single subject research | Tekin-İftar, E. (ed) (2016). Part 4- (ss.147-210) |
5 | Increasing Appropriate Behavior-Growing New Behavior Reinforcing | Tekin-İftar, E. (ed) (2016). Part 5- (ss.213-266) |
6 | Pre-Behavioral Stimuli | Tekin-İftar, E. (ed) (2016). Part 6 (ss.267-328) |
7 | Chaining-Shaping | Tekin-İftar, E. (ed) (2016). Part 7-8 (ss.329-388) |
8 | Symbol Reinforcement | Tekin-İftar, E. (ed) (2016). Part 10 (ss.415-440) |
9 | Behavior Reduction/Elimination | Tekin-İftar, E. (ED). (2014). Bölüm 5. Reducing problem behaiors of children with ASD. (ss.181-236) Vize Yayıncılık |
10 | Differential Reinforcement | Tekin-İftar, E. (ed) (2016). Bölüm 11- (ss.443-486) |
11 | Appetitive stimulus | Tekin-İftar, E. (ed) (2016). Part 12-13 (ss.487-560) |
12 | Aversive stimulus | Tekin-İftar, E. (ed) (2016). Part 14 (ss.565-604) |
13 | Ensuring Persistence and Generalization in Behavior Change | Tekin-İftar, E. (ed) (2016). Part 15-16 (ss.605-668) |
14 | Case examples | Related topics are researched. |
Resources |
Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar. E. (ed.).(2014). Otizm Specktum Bozukluğu Olan Çocuklar ve Eğitimleri. Vize Yayıncılık, Ankara. Erbaş, D., Kırcaali-İftar, G., Tekin-İftar, E. (2007). İşlevsel Değerlendirme. Kök Yayıncılık, Ankara. Özyürek, M. (2005). Sınıfta Davranış Değiştirme. Uygulamalı Davranış Analizi. Kök Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
9 | Uses Turkish accurately and effectively. | X | |||||
10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X |
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 | 3 | 42 | |||
Guided Problem Solving | 5 | 2 | 10 | |||
Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 1 | 15 | 15 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 1 | 20 | 20 | |||
General Exam | 1 | 20 | 20 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 107 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(107/30) | 4 | |||||
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 |
---|---|---|---|---|---|
APPLIED BEHAVIORAL ANALYSIS | - | Fall Semester | 3+0 | 3 | 4 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
Name of Lecturer(s) | Prof.Dr. Dilek ERBAŞ |
Assistant(s) | |
Aim | Within the scope of this course, It is aimed to provide students with knowledge and experience about applied behavior analysis based on the behavioral approach and behavior change techniques (identification and evaluation of behaviors, techniques to increase desired behaviors and reduce undesirable behaviors) used within the scope of applied behavior analysis. |
Course Content | This course contains; Fundamentals of Applied Behavior Analysis,Target Behavior Identifying and Defining,Target Behavior Evaluation, Indirect-Direct Evaluation,Single subject research,Increasing Appropriate Behavior-Growing New Behavior Reinforcing,Pre-Behavioral Stimuli,Chaining-Shaping,Symbol Reinforcement,Behavior Reduction/Elimination,Differential Reinforcement,Appetitive stimulus,Aversive stimulus,Ensuring Persistence and Generalization in Behavior Change,Case examples. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Explains Applied behavior analysis techniques (identification and evaluation of behaviors, techniques to increase desired behaviors and reduce undesirable behaviors). | 16, 9 | A |
Uses applied behavior analysis techniques and presents case studies using appropriate techniques. | 15, 16, 6, 8 | A |
Defines the basic elements of Applied Behavior Analysis. | 16, 9 | A |
Teaching Methods: | 15: Role Play and Drama Technique, 16: Question - Answer Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Fundamentals of Applied Behavior Analysis | Tekin-İftar, E. (ed) (2016). Part 1 (ss.3-40) |
2 | Target Behavior Identifying and Defining | Tekin-İftar, E. (ed) (2016). Part 2- (ss.43-98) |
3 | Target Behavior Evaluation, Indirect-Direct Evaluation | Tekin-İftar, E. (ed) (2016). Part 3- (ss.99-144) |
4 | Single subject research | Tekin-İftar, E. (ed) (2016). Part 4- (ss.147-210) |
5 | Increasing Appropriate Behavior-Growing New Behavior Reinforcing | Tekin-İftar, E. (ed) (2016). Part 5- (ss.213-266) |
6 | Pre-Behavioral Stimuli | Tekin-İftar, E. (ed) (2016). Part 6 (ss.267-328) |
7 | Chaining-Shaping | Tekin-İftar, E. (ed) (2016). Part 7-8 (ss.329-388) |
8 | Symbol Reinforcement | Tekin-İftar, E. (ed) (2016). Part 10 (ss.415-440) |
9 | Behavior Reduction/Elimination | Tekin-İftar, E. (ED). (2014). Bölüm 5. Reducing problem behaiors of children with ASD. (ss.181-236) Vize Yayıncılık |
10 | Differential Reinforcement | Tekin-İftar, E. (ed) (2016). Bölüm 11- (ss.443-486) |
11 | Appetitive stimulus | Tekin-İftar, E. (ed) (2016). Part 12-13 (ss.487-560) |
12 | Aversive stimulus | Tekin-İftar, E. (ed) (2016). Part 14 (ss.565-604) |
13 | Ensuring Persistence and Generalization in Behavior Change | Tekin-İftar, E. (ed) (2016). Part 15-16 (ss.605-668) |
14 | Case examples | Related topics are researched. |
Resources |
Tekin-İftar. E. (ed.). (2016). Uygulamalı Davranış Analizi. Vize Yayıncılık, Ankara. Tekin-İftar. E. (ed.).(2014). Otizm Specktum Bozukluğu Olan Çocuklar ve Eğitimleri. Vize Yayıncılık, Ankara. Erbaş, D., Kırcaali-İftar, G., Tekin-İftar, E. (2007). İşlevsel Değerlendirme. Kök Yayıncılık, Ankara. Özyürek, M. (2005). Sınıfta Davranış Değiştirme. Uygulamalı Davranış Analizi. Kök Yayıncılık, Ankara. Tekin-İftar, E., Kırcaali-İftar, G. (2017). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Vize Yayıncılık, Ankara. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
9 | Uses Turkish accurately and effectively. | X | |||||
10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |