Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| OCCUPATIONAL THERAPY in NEURODEVELOPMENTAL DISORDERS | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Devrim TARAKCI |
| Name of Lecturer(s) | Assoc.Prof. Devrim TARAKCI |
| Assistant(s) | Res.Assist.Kübra SEZER |
| Aim | Etiology, pathology, epidemiology of different neurodevelopmental disorders And clinical findings |
| Course Content | This course contains; Introduction to pediatric ergotherapy,Typical neurodevelopmental process and atypical neurodevelopmental process,Cerebral palsy etiology, pathology, epidemiology and clinical findings,Etiology of muscle diseases and spina bifida pathology, epidemiology and clinical findings,Etiology, pathology, epidemiology and clinic of Down syndrome findings,Autism spectrum and special learning difficulties etiology, etiology, epidemiology and clinical findings,Mental disorders and developmental coordination disorders include etiology, pathology, epidemiology and clinical findings,Neurodevelopmental Reference Frame,Sensory integration reference frame,Visual Perception Reference Framework,Motor Skill Reference Frame and Biomechanical Reference Frame,Recyclable Reference Frame,Social Participation Reference Framework,Case Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| To be able to learn different neurodevelopmental disorders that they will encounter in the clin | 10, 16, 9 | A, E |
| It describes the theories, models and reference frames to be used in intervention and their theoretical bases related to the field of pediatric occupational therapy | 10, 16, 9 | A, E |
| Pediatric occupational therapy learns the evaluation and ergotherapy interventions used and applies | 10, 16, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to pediatric ergotherapy | 2. Chapter of the Book p. 23-29 |
| 2 | Typical neurodevelopmental process and atypical neurodevelopmental process | 3. Chapter of the book p.31-48 |
| 3 | Cerebral palsy etiology, pathology, epidemiology and clinical findings | 7. Chapter of the book |
| 4 | Etiology of muscle diseases and spina bifida pathology, epidemiology and clinical findings | 81. Chapter of the 2. book p.347-351 |
| 5 | Etiology, pathology, epidemiology and clinic of Down syndrome findings | 32. Chapter of the 2. Book p.145-151 |
| 6 | Autism spectrum and special learning difficulties etiology, etiology, epidemiology and clinical findings | 6. Chapter of the 1. Book |
| 7 | Mental disorders and developmental coordination disorders include etiology, pathology, epidemiology and clinical findings | 80. Chapter of the 2. Book p.343-347 |
| 8 | Neurodevelopmental Reference Frame | To be prepared for the case given in advance |
| 9 | Sensory integration reference frame | 30. Chapter of the 2. book p.139-143 |
| 10 | Visual Perception Reference Framework | 76. Chapter of the 2. Book |
| 11 | Motor Skill Reference Frame and Biomechanical Reference Frame | To be prepared for the handouts given in advance |
| 12 | Recyclable Reference Frame | 77. Chapter of the 2. Book p.331-335 |
| 13 | Social Participation Reference Framework | To be prepared for the handouts given in advance |
| 14 | Case Discussion |
| Resources |
| 1. Kramer P, Hinojosa J. Frame of Reference for Pediatric Occupational Therapy, Lippincott Williams& Wilkins, 2010 2. Rodger S, Ziviani J. Occupational Therapy with Children Understanding Children’s Occupations and Enabling Participation, Blackwell Publishing, 2006. 3. Christiansen CH, Baum CM. Occupational Therapy Performance, Participation, and Well Being, Slack Incorporated, 2005. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | 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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 4 | 4 | 16 | |||
| General Exam | 4 | 4 | 16 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 102 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(102/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| OCCUPATIONAL THERAPY in NEURODEVELOPMENTAL DISORDERS | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Devrim TARAKCI |
| Name of Lecturer(s) | Assoc.Prof. Devrim TARAKCI |
| Assistant(s) | Res.Assist.Kübra SEZER |
| Aim | Etiology, pathology, epidemiology of different neurodevelopmental disorders And clinical findings |
| Course Content | This course contains; Introduction to pediatric ergotherapy,Typical neurodevelopmental process and atypical neurodevelopmental process,Cerebral palsy etiology, pathology, epidemiology and clinical findings,Etiology of muscle diseases and spina bifida pathology, epidemiology and clinical findings,Etiology, pathology, epidemiology and clinic of Down syndrome findings,Autism spectrum and special learning difficulties etiology, etiology, epidemiology and clinical findings,Mental disorders and developmental coordination disorders include etiology, pathology, epidemiology and clinical findings,Neurodevelopmental Reference Frame,Sensory integration reference frame,Visual Perception Reference Framework,Motor Skill Reference Frame and Biomechanical Reference Frame,Recyclable Reference Frame,Social Participation Reference Framework,Case Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| To be able to learn different neurodevelopmental disorders that they will encounter in the clin | 10, 16, 9 | A, E |
| It describes the theories, models and reference frames to be used in intervention and their theoretical bases related to the field of pediatric occupational therapy | 10, 16, 9 | A, E |
| Pediatric occupational therapy learns the evaluation and ergotherapy interventions used and applies | 10, 16, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to pediatric ergotherapy | 2. Chapter of the Book p. 23-29 |
| 2 | Typical neurodevelopmental process and atypical neurodevelopmental process | 3. Chapter of the book p.31-48 |
| 3 | Cerebral palsy etiology, pathology, epidemiology and clinical findings | 7. Chapter of the book |
| 4 | Etiology of muscle diseases and spina bifida pathology, epidemiology and clinical findings | 81. Chapter of the 2. book p.347-351 |
| 5 | Etiology, pathology, epidemiology and clinic of Down syndrome findings | 32. Chapter of the 2. Book p.145-151 |
| 6 | Autism spectrum and special learning difficulties etiology, etiology, epidemiology and clinical findings | 6. Chapter of the 1. Book |
| 7 | Mental disorders and developmental coordination disorders include etiology, pathology, epidemiology and clinical findings | 80. Chapter of the 2. Book p.343-347 |
| 8 | Neurodevelopmental Reference Frame | To be prepared for the case given in advance |
| 9 | Sensory integration reference frame | 30. Chapter of the 2. book p.139-143 |
| 10 | Visual Perception Reference Framework | 76. Chapter of the 2. Book |
| 11 | Motor Skill Reference Frame and Biomechanical Reference Frame | To be prepared for the handouts given in advance |
| 12 | Recyclable Reference Frame | 77. Chapter of the 2. Book p.331-335 |
| 13 | Social Participation Reference Framework | To be prepared for the handouts given in advance |
| 14 | Case Discussion |
| Resources |
| 1. Kramer P, Hinojosa J. Frame of Reference for Pediatric Occupational Therapy, Lippincott Williams& Wilkins, 2010 2. Rodger S, Ziviani J. Occupational Therapy with Children Understanding Children’s Occupations and Enabling Participation, Blackwell Publishing, 2006. 3. Christiansen CH, Baum CM. Occupational Therapy Performance, Participation, and Well Being, Slack Incorporated, 2005. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |