Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EARLY INTERVENTION in OCCUPATIONAL THERAPY | - | Spring Semester | 2+2 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Halime AVUNÇ |
| Name of Lecturer(s) | |
| Assistant(s) | Res. Assist. Kübra SEZER |
| Aim | Teaching the concept of sensory integrity in premature infants and infants is to teach evaluation and interventions of ergotherapy in sensory integrity problems. |
| Course Content | This course contains; What is sensory integrity?,Indications of sensory integrity impairment,Why are prematurity at increased risk in terms of sensory integrity problems?,Early intervention in sensory disorders,Sosyal-duygusal beceriler, kaba motor becerileri, ince motor becerileri,Impact of Disorder on Sensory Processing and Learning,Clinical Decision and Diagnosis Process in Infancy and Early Childhood,Interactive disorders including patterns of symptoms such as anxiety and depression,Modulation-Sensory Process Disorders that include patterns of symptoms such as carelessness, overactivity, sensory seeking,Personal absorption, patterns of symptoms such as perseveration and dysfunctional communication Neurodevelopmental disorders of association and communication,Evaluation of sensory integrity problems,Special activities and games for sensory integrative therapy,Special activities and games for sensory integrative therapy,Case studies / Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Newborn assesses sensory integrity problems | 13, 5, 9 | A |
| The student defines the concept of developing sensory unity | 13, 5, 9 | A |
| It makes interventions to improve sensory integrity and adaptive behavior | 13, 5, 9 | A |
| Teaching Methods: | 13: Case Study Method, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is sensory integrity? | Reading the relevant chapter from the book Sensory Integration and the Child |
| 2 | Indications of sensory integrity impairment | Reading the relevant chapter from the book Sensory Integration and the Child |
| 3 | Why are prematurity at increased risk in terms of sensory integrity problems? | Reading the relevant chapter from the book Sensory Integration and the Child |
| 4 | Early intervention in sensory disorders | Reading the relevant chapter from the book Sensory Integration and the Child |
| 5 | Sosyal-duygusal beceriler, kaba motor becerileri, ince motor becerileri | Reading the relevant chapter from the book Sensory Integration and the Child |
| 6 | Impact of Disorder on Sensory Processing and Learning | Reading the relevant chapter from the book Sensory Integration and the Child |
| 7 | Clinical Decision and Diagnosis Process in Infancy and Early Childhood | Reading the relevant chapter from the book Sensory Integration and the Child |
| 8 | Interactive disorders including patterns of symptoms such as anxiety and depression | Reading the relevant chapter from the book Sensory Integration and the Child |
| 9 | Modulation-Sensory Process Disorders that include patterns of symptoms such as carelessness, overactivity, sensory seeking | Reading the relevant chapter from the book Sensory Integration and the Child |
| 10 | Personal absorption, patterns of symptoms such as perseveration and dysfunctional communication Neurodevelopmental disorders of association and communication | Reading the relevant chapter from the book Sensory Integration and the Child |
| 11 | Evaluation of sensory integrity problems | Reading the relevant chapter from the book Sensory Integration and the Child |
| 12 | Special activities and games for sensory integrative therapy | Reading Building Blocks for Learning: Occupational Therapy Approaches |
| 13 | Special activities and games for sensory integrative therapy | Reading Building Blocks for Learning: Occupational Therapy Approaches |
| 14 | Case studies / Discussion | Reading Building Blocks for Learning: Occupational Therapy Approaches |
| Resources |
| 1. Britt Collins , Jackie Linder OlsonSensory Parenting, From Newborns to Toddlers: Everything is Easier When Your Child's Senses are Happy, 2010 |
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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| 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) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| EARLY INTERVENTION in OCCUPATIONAL THERAPY | - | Spring Semester | 2+2 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Halime AVUNÇ |
| Name of Lecturer(s) | |
| Assistant(s) | Res. Assist. Kübra SEZER |
| Aim | Teaching the concept of sensory integrity in premature infants and infants is to teach evaluation and interventions of ergotherapy in sensory integrity problems. |
| Course Content | This course contains; What is sensory integrity?,Indications of sensory integrity impairment,Why are prematurity at increased risk in terms of sensory integrity problems?,Early intervention in sensory disorders,Sosyal-duygusal beceriler, kaba motor becerileri, ince motor becerileri,Impact of Disorder on Sensory Processing and Learning,Clinical Decision and Diagnosis Process in Infancy and Early Childhood,Interactive disorders including patterns of symptoms such as anxiety and depression,Modulation-Sensory Process Disorders that include patterns of symptoms such as carelessness, overactivity, sensory seeking,Personal absorption, patterns of symptoms such as perseveration and dysfunctional communication Neurodevelopmental disorders of association and communication,Evaluation of sensory integrity problems,Special activities and games for sensory integrative therapy,Special activities and games for sensory integrative therapy,Case studies / Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Newborn assesses sensory integrity problems | 13, 5, 9 | A |
| The student defines the concept of developing sensory unity | 13, 5, 9 | A |
| It makes interventions to improve sensory integrity and adaptive behavior | 13, 5, 9 | A |
| Teaching Methods: | 13: Case Study Method, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is sensory integrity? | Reading the relevant chapter from the book Sensory Integration and the Child |
| 2 | Indications of sensory integrity impairment | Reading the relevant chapter from the book Sensory Integration and the Child |
| 3 | Why are prematurity at increased risk in terms of sensory integrity problems? | Reading the relevant chapter from the book Sensory Integration and the Child |
| 4 | Early intervention in sensory disorders | Reading the relevant chapter from the book Sensory Integration and the Child |
| 5 | Sosyal-duygusal beceriler, kaba motor becerileri, ince motor becerileri | Reading the relevant chapter from the book Sensory Integration and the Child |
| 6 | Impact of Disorder on Sensory Processing and Learning | Reading the relevant chapter from the book Sensory Integration and the Child |
| 7 | Clinical Decision and Diagnosis Process in Infancy and Early Childhood | Reading the relevant chapter from the book Sensory Integration and the Child |
| 8 | Interactive disorders including patterns of symptoms such as anxiety and depression | Reading the relevant chapter from the book Sensory Integration and the Child |
| 9 | Modulation-Sensory Process Disorders that include patterns of symptoms such as carelessness, overactivity, sensory seeking | Reading the relevant chapter from the book Sensory Integration and the Child |
| 10 | Personal absorption, patterns of symptoms such as perseveration and dysfunctional communication Neurodevelopmental disorders of association and communication | Reading the relevant chapter from the book Sensory Integration and the Child |
| 11 | Evaluation of sensory integrity problems | Reading the relevant chapter from the book Sensory Integration and the Child |
| 12 | Special activities and games for sensory integrative therapy | Reading Building Blocks for Learning: Occupational Therapy Approaches |
| 13 | Special activities and games for sensory integrative therapy | Reading Building Blocks for Learning: Occupational Therapy Approaches |
| 14 | Case studies / Discussion | Reading Building Blocks for Learning: Occupational Therapy Approaches |
| Resources |
| 1. Britt Collins , Jackie Linder OlsonSensory Parenting, From Newborns to Toddlers: Everything is Easier When Your Child's Senses are Happy, 2010 |
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 | |