Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
CULTURE and AUTISM | - | Fall Semester | 3+0 | 3 | 6 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Prof.Dr. Gökhan MALKOÇ |
Name of Lecturer(s) | Assist.Prof. Neslihan SAYRAÇ |
Assistant(s) | |
Aim | This course will explore cultural notions related to etiology, diagnosis, and treatment of autism spectrum disorder (ASD). Autism is currently widely affecting 1 in 54 children in the US and it is considered a global health issue. The course will discuss in-depth the cultural considerations and issues around how autism is conceptualized, diagnosed, and treated with various intervention methodologies. In particular, the course will focus on the developmental perspective of autism in childhood. Students will also learn to conduct literature review, work collaboratively with peers, and use ASD screening instruments. |
Course Content | This course contains; The origin, history, and characteristics of Autism ,Screening and Diagnosis of Autism,Autism treatment and intervention,Autism treatment and intervention ,Autism and Ethnicity,Autism and Ethnicity,Midterm Review and Student Meetings,Midterm Week,Autism and Ethnicity,Assessment and Diagnosis,Autism and Ethnicity,Autism and Ethnicity,Autism and Ethnicity,Autism in Turkey,Student Presentation. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Teaching Methods: | |
Assessment Methods: |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | The origin, history, and characteristics of Autism | October 6 Overview of Class Volkmar, F.R., & Wiesner, L. (2009) Chapter 1: What is autism? In A Practical Guide to Autism. Wiley, pp. 1-24. October 8 Volkmar, F.R., & Wiesner, L. (2009) Chapter 2: What causes autism? In A Practical Guide to Autism. Wiley, pp. 25-44. |
2 | Screening and Diagnosis of Autism | Volkmar, F.R., & Wiesner, L. (2009) Chapter 3: Getting a diagnosis? In A Practical Guide to Autism. Wiley, pp. 45-86. |
3 | Autism treatment and intervention | October 20 Volkmar, F.R., & Wiesner, L. (2009) Chapter 6: Educational interventions? In A Practical Guide to Autism. Wiley, pp. 149-192. October 22 Volkmar, F.R., & Wiesner, L. (2009) Chapter 6 |
4 | Autism treatment and intervention | October 27 Volkmar, F.R., & Wiesner, L. (2009) Chapter 6 |
5 | Autism and Ethnicity | November 3 Perepa, P. (2019). Chapter 1: Autism and Ethnicity. In Autism, Ethnicity, and Culture. Jessica Kingsley Publishers, pp. 11- 36. Elsabbagh, M., Divan, G., Koh, Y-J, Kim, Y., Kauchali, S., Marcin, C. et al. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5, 160-179. November 5 Chapter 1: Autism and Ethnicity. |
6 | Autism and Ethnicity | November 10 Chapter 1: Autism and Ethnicity. |
7 | Midterm Review and Student Meetings | |
8 | Midterm Week | |
9 | Autism and Ethnicity | December 1 Perepa, P. (2019). Chapter 2: Assessment and Diagnosis. In Autism, Ethnicity, and Culture. Jessica Kingsley Publishers, pp. 37-69. Kleinman, A. (1987). Anthropology and psychiatry. The role of culture in cross-cultural research on illness. The British Journal of Psychiatry, 151(4), 447-454. December 3 Chapter 2: Assessment and Diagnosis. |
10 | Assessment and Diagnosis | Chapter 2: Assessment and Diagnosis. |
11 | Autism and Ethnicity | December 15 Amaral, D., Geschwind, D., & Dawson, G. (Eds.). (2011). Chapter 7: Culture and Autism Spectrum Disorders. Autism spectrum disorders. Oxford University Press. December 17 Continue |
12 | Autism and Ethnicity | December 22 Matson, J. L., Worley, J. A., Fodstad, J. C., Chung, K. M., Suh, D., Jhin, H. K., ... & Furniss, F. (2011). A multinational study examining the cross-cultural differences in reported symptoms of autism spectrum disorders: Israel, South Korea, the United Kingdom, and the United States of America. Research in Autism Spectrum Disorders, 5(4), 1598-1604. Dyches, T. T., Wilder, L. K., Sudweeks, R. R., Obiakor, F. E., & Algozzine, B. (2004). Multicultural issues in autism. Journal of autism and developmental disorders, 34(2), 211-222. December 24 Continue |
13 | Autism and Ethnicity | December 29 Chung, K. M., Jung, W., Yang, J. W., Ben-Itzchak, E., Zachor, D. A., Furniss, F., ... & Barker, A. A. (2012). Cross cultural differences in challenging behaviors of children with autism spectrum disorders: An international examination between Israel, South Korea, the United Kingdom, and the United States of America. Research in Autism Spectrum Disorders, 6(2), 881-889. |
14 | Autism in Turkey | January 5 Bilgin, H., & Kucuk, L. (2010). Raising an autistic child: Perspectives from Turkish mothers. Journal of Child and Adolescent Psychiatric Nursing, 23(2), 92-99. January 7 Eroglu, M., & Kilic, B. G. (2020). Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey. Research in Autism Spectrum Disorders, 75, 101572. Karal, M. A., & Riccomini, P. J. (2016). Comparative Investigation of Differences between Special and General Education Teachers' Perceptions about Students with Autism in Turkey. International Journal of Special Education, 31(1), 23-31. |
15 | Student Presentation |
Resources |
Volkmar, F.R., & Wiesner, L. (2009) A Practical Guide to Autism. Wiley:NY Perepa, P. (2019). Autism, Ethnicity, and Culture. Jessica Kingsley Publishers, London |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. |
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 |
---|---|---|---|---|---|
CULTURE and AUTISM | - | Fall Semester | 3+0 | 3 | 6 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Prof.Dr. Gökhan MALKOÇ |
Name of Lecturer(s) | Assist.Prof. Neslihan SAYRAÇ |
Assistant(s) | |
Aim | This course will explore cultural notions related to etiology, diagnosis, and treatment of autism spectrum disorder (ASD). Autism is currently widely affecting 1 in 54 children in the US and it is considered a global health issue. The course will discuss in-depth the cultural considerations and issues around how autism is conceptualized, diagnosed, and treated with various intervention methodologies. In particular, the course will focus on the developmental perspective of autism in childhood. Students will also learn to conduct literature review, work collaboratively with peers, and use ASD screening instruments. |
Course Content | This course contains; The origin, history, and characteristics of Autism ,Screening and Diagnosis of Autism,Autism treatment and intervention,Autism treatment and intervention ,Autism and Ethnicity,Autism and Ethnicity,Midterm Review and Student Meetings,Midterm Week,Autism and Ethnicity,Assessment and Diagnosis,Autism and Ethnicity,Autism and Ethnicity,Autism and Ethnicity,Autism in Turkey,Student Presentation. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Teaching Methods: | |
Assessment Methods: |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | The origin, history, and characteristics of Autism | October 6 Overview of Class Volkmar, F.R., & Wiesner, L. (2009) Chapter 1: What is autism? In A Practical Guide to Autism. Wiley, pp. 1-24. October 8 Volkmar, F.R., & Wiesner, L. (2009) Chapter 2: What causes autism? In A Practical Guide to Autism. Wiley, pp. 25-44. |
2 | Screening and Diagnosis of Autism | Volkmar, F.R., & Wiesner, L. (2009) Chapter 3: Getting a diagnosis? In A Practical Guide to Autism. Wiley, pp. 45-86. |
3 | Autism treatment and intervention | October 20 Volkmar, F.R., & Wiesner, L. (2009) Chapter 6: Educational interventions? In A Practical Guide to Autism. Wiley, pp. 149-192. October 22 Volkmar, F.R., & Wiesner, L. (2009) Chapter 6 |
4 | Autism treatment and intervention | October 27 Volkmar, F.R., & Wiesner, L. (2009) Chapter 6 |
5 | Autism and Ethnicity | November 3 Perepa, P. (2019). Chapter 1: Autism and Ethnicity. In Autism, Ethnicity, and Culture. Jessica Kingsley Publishers, pp. 11- 36. Elsabbagh, M., Divan, G., Koh, Y-J, Kim, Y., Kauchali, S., Marcin, C. et al. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5, 160-179. November 5 Chapter 1: Autism and Ethnicity. |
6 | Autism and Ethnicity | November 10 Chapter 1: Autism and Ethnicity. |
7 | Midterm Review and Student Meetings | |
8 | Midterm Week | |
9 | Autism and Ethnicity | December 1 Perepa, P. (2019). Chapter 2: Assessment and Diagnosis. In Autism, Ethnicity, and Culture. Jessica Kingsley Publishers, pp. 37-69. Kleinman, A. (1987). Anthropology and psychiatry. The role of culture in cross-cultural research on illness. The British Journal of Psychiatry, 151(4), 447-454. December 3 Chapter 2: Assessment and Diagnosis. |
10 | Assessment and Diagnosis | Chapter 2: Assessment and Diagnosis. |
11 | Autism and Ethnicity | December 15 Amaral, D., Geschwind, D., & Dawson, G. (Eds.). (2011). Chapter 7: Culture and Autism Spectrum Disorders. Autism spectrum disorders. Oxford University Press. December 17 Continue |
12 | Autism and Ethnicity | December 22 Matson, J. L., Worley, J. A., Fodstad, J. C., Chung, K. M., Suh, D., Jhin, H. K., ... & Furniss, F. (2011). A multinational study examining the cross-cultural differences in reported symptoms of autism spectrum disorders: Israel, South Korea, the United Kingdom, and the United States of America. Research in Autism Spectrum Disorders, 5(4), 1598-1604. Dyches, T. T., Wilder, L. K., Sudweeks, R. R., Obiakor, F. E., & Algozzine, B. (2004). Multicultural issues in autism. Journal of autism and developmental disorders, 34(2), 211-222. December 24 Continue |
13 | Autism and Ethnicity | December 29 Chung, K. M., Jung, W., Yang, J. W., Ben-Itzchak, E., Zachor, D. A., Furniss, F., ... & Barker, A. A. (2012). Cross cultural differences in challenging behaviors of children with autism spectrum disorders: An international examination between Israel, South Korea, the United Kingdom, and the United States of America. Research in Autism Spectrum Disorders, 6(2), 881-889. |
14 | Autism in Turkey | January 5 Bilgin, H., & Kucuk, L. (2010). Raising an autistic child: Perspectives from Turkish mothers. Journal of Child and Adolescent Psychiatric Nursing, 23(2), 92-99. January 7 Eroglu, M., & Kilic, B. G. (2020). Peer bullying among children with autism spectrum disorder in formal education settings: Data from Turkey. Research in Autism Spectrum Disorders, 75, 101572. Karal, M. A., & Riccomini, P. J. (2016). Comparative Investigation of Differences between Special and General Education Teachers' Perceptions about Students with Autism in Turkey. International Journal of Special Education, 31(1), 23-31. |
15 | Student Presentation |
Resources |
Volkmar, F.R., & Wiesner, L. (2009) A Practical Guide to Autism. Wiley:NY Perepa, P. (2019). Autism, Ethnicity, and Culture. Jessica Kingsley Publishers, London |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | ||||||
2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | ||||||
4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
10 | Speaks English at least at B1 level to follow international professional developments. | ||||||
11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | ||||||
14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |