Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PERFORMANCE AREAS SENSORY-MOTOR | - | Fall Semester | 2+2 | 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 | Assoc.Prof. Devrim TARAKCI |
| Name of Lecturer(s) | Assist.Prof. İbrahim Yavuz TATLI |
| Assistant(s) | Res. Asst. İbrahim ERARSLAN |
| Aim | Knowledge, skills and behavior are developed in terms of explaining sensory systems and their relationship with daily life, basic principles of theory and techniques of sensory integrity, evaluation of sensory perception and motor disorders based on clinical evaluation and treatment approaches, and occupational therapy principles. |
| Course Content | This course contains; Neurophysiological foundations of the tactile system,Neurophysiological foundations of the vestibular system,Neurophysiological bases of proprioceptive sense,Neurophysiological foundations of the visual system,Neurophysiological foundations of the auditory system,Neurophysiological foundations of the smell and taste system,Neurophysiological basis of interoceptive sense,Sensory development,Ayres sensory integration theory,Sensory integration disorders and neuroscience basis,Sensory processing and sensory integration assessment tools,Application of sensory integration theory and sensory-based interventions,Article discussion related to sensorimotor systems,Case discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the neurophysiological foundations of sensory systems. | 9 | A |
| Explains sensory integration theory. | 13, 9 | A |
| Knows tools to evaluate sensory processing and sensory integration disorders. | 6, 9 | A |
| Defines sensory processing and sensory integration disorders. | 13, 9 | A |
| Knows the use of sensory integration theory and how to apply sensory-based interventions. | 10, 16, 4, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Neurophysiological foundations of the tactile system | Mebis Notes |
| 2 | Neurophysiological foundations of the vestibular system | Mebis Notes |
| 3 | Neurophysiological bases of proprioceptive sense | Mebis Notes |
| 4 | Neurophysiological foundations of the visual system | Mebis Notes |
| 5 | Neurophysiological foundations of the auditory system | Mebis Notes |
| 6 | Neurophysiological foundations of the smell and taste system | Mebis Notes |
| 7 | Neurophysiological basis of interoceptive sense | Mebis Notes |
| 8 | Sensory development | Mebis Notes |
| 9 | Ayres sensory integration theory | Mebis Notes |
| 10 | Sensory integration disorders and neuroscience basis | Mebis Notes |
| 11 | Sensory processing and sensory integration assessment tools | Mebis Notes |
| 12 | Application of sensory integration theory and sensory-based interventions | Mebis Notes |
| 13 | Article discussion related to sensorimotor systems | Reading the articles in the course files |
| 14 | Case discussion | Mebis Notes |
| Resources |
| Smith, M. C., Lane Shelly J. (2019). Sensory integration: Theory and practice. FA Davis. |
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 | 17 | 9 | 153 | |||
| Guided Problem Solving | 4 | 8 | 32 | |||
| 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 | 1 | 4 | 4 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 197 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(197/30) | 7 | |||||
| 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 |
|---|---|---|---|---|---|
| PERFORMANCE AREAS SENSORY-MOTOR | - | Fall Semester | 2+2 | 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 | Assoc.Prof. Devrim TARAKCI |
| Name of Lecturer(s) | Assist.Prof. İbrahim Yavuz TATLI |
| Assistant(s) | Res. Asst. İbrahim ERARSLAN |
| Aim | Knowledge, skills and behavior are developed in terms of explaining sensory systems and their relationship with daily life, basic principles of theory and techniques of sensory integrity, evaluation of sensory perception and motor disorders based on clinical evaluation and treatment approaches, and occupational therapy principles. |
| Course Content | This course contains; Neurophysiological foundations of the tactile system,Neurophysiological foundations of the vestibular system,Neurophysiological bases of proprioceptive sense,Neurophysiological foundations of the visual system,Neurophysiological foundations of the auditory system,Neurophysiological foundations of the smell and taste system,Neurophysiological basis of interoceptive sense,Sensory development,Ayres sensory integration theory,Sensory integration disorders and neuroscience basis,Sensory processing and sensory integration assessment tools,Application of sensory integration theory and sensory-based interventions,Article discussion related to sensorimotor systems,Case discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the neurophysiological foundations of sensory systems. | 9 | A |
| Explains sensory integration theory. | 13, 9 | A |
| Knows tools to evaluate sensory processing and sensory integration disorders. | 6, 9 | A |
| Defines sensory processing and sensory integration disorders. | 13, 9 | A |
| Knows the use of sensory integration theory and how to apply sensory-based interventions. | 10, 16, 4, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Neurophysiological foundations of the tactile system | Mebis Notes |
| 2 | Neurophysiological foundations of the vestibular system | Mebis Notes |
| 3 | Neurophysiological bases of proprioceptive sense | Mebis Notes |
| 4 | Neurophysiological foundations of the visual system | Mebis Notes |
| 5 | Neurophysiological foundations of the auditory system | Mebis Notes |
| 6 | Neurophysiological foundations of the smell and taste system | Mebis Notes |
| 7 | Neurophysiological basis of interoceptive sense | Mebis Notes |
| 8 | Sensory development | Mebis Notes |
| 9 | Ayres sensory integration theory | Mebis Notes |
| 10 | Sensory integration disorders and neuroscience basis | Mebis Notes |
| 11 | Sensory processing and sensory integration assessment tools | Mebis Notes |
| 12 | Application of sensory integration theory and sensory-based interventions | Mebis Notes |
| 13 | Article discussion related to sensorimotor systems | Reading the articles in the course files |
| 14 | Case discussion | Mebis Notes |
| Resources |
| Smith, M. C., Lane Shelly J. (2019). Sensory integration: Theory and practice. FA Davis. |
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 | |