Child Development
Course Details
KTO KARATAY UNIVERSITY
Faculty of Health Sciences
Programme of Child Development
Course Details
Faculty of Health Sciences
Programme of Child Development
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| 01851306 | Applied Behavior Analysis | 3 | Autumn | 5 | 2+0+0 | 5 | 5 |
| Course Type | Elective |
| Course Cycle | Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6) |
| Course Language | Turkish |
| Methods and Techniques | Anlatım,soru-cevap,Tartışma |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| Coordinator | Prof. Filiz ERBAY |
| Instructor(s) | Prof. Filiz ERBAY |
| Instructor Assistant(s) | - |
Course Content
Bu ders, öğretmen rolüne uygun düşen ve düşmeyen davranış açıklamaları, bilimin özellikleri, uygulama davranış analizinin özellikleri, hedef davranışları tanımlama, belirleme ve ölçme, grafik oluşturma, uygulama güvenirliği ve gözlemciler arası güvenirlik, davranış ilkeleri, pekiştirme ve ceza işlem süreçleri ve tek denekli desenlerden AB deseni konularını kapsar.
Objectives of the Course
Students, - Describe and exemplifly the adequate and insufficient explanations of behavior. - Explain the characteristics of science and applied behavior analysis. - Separate experimental behavior analysis from applied behavior analysis. - Define the target behavior. - Explain the reasons for the target behavior. - Explain the measurement techniques used to identify and record target behaviors. - Record the target behavior and display it on the graph. - Make application reliability and inter-observer reliability calculations. - Exemplifly behavior principles (reinforcement and punishment). - Explain the processes of reinforcement and punishment procedures. - Explain the features and application steps of the AB design from single subject designs.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| Support Courses | |
| Transferable Skills Courses | |
| Humanities, Communication and Management Skills Courses |
Relationships between Course Learning Outcomes and Program Outcomes
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Program Learning Outcomes | Level |
|---|---|---|
| P1 | All children and adolescents aged 0-18 have the necessary level of up-to-date, theoretical and practical knowledge about the areas of mental, linguistic, motor, emotional, social and emotional development. | 4 |
| P2 | Based on his institutional and practical knowledge in the field of child development, he has the ability to evaluate the development of typical and atypical children with different methods and tools, develop different solutions with evidence-based approaches to problem situations, and develop support programmes, provide family counselling and inform society. | 3 |
| P3 | Using advanced knowledge in the field of child development, he conducts individual and group work independently, takes responsibility for interdisciplinary work and performs his task effectively. | 1 |
| P8 | Following national and international developments in child development, he strives to improve himself individually and professionally, assesses the knowledge gained from a critical perspective, and generates innovative ideas using qualitative and quantitative data. | 2 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Explains up-to-date theoretical information about the areas of mental, linguistic, motor, emotional, social and emotional development of all children and adolescents aged 0-18. | P.1.1 | 1 |
| O2 | Discerns the differences in current theoretical knowledge of all children and adolescents aged 0-18 about the areas of mental, linguistic, motor, emotional, social and emotional development. | P.1.2 | 1 |
| O3 | Classifies all areas of development of children and adolescents according to their stages of development. | P.1.4 | 1 |
| O4 | She/He distinguishes the developmental characteristics of children and adolescents with different developments. | P.1.5 | 1 |
| O5 | It evaluates the developmental processes of children and adolescents in all areas using different methods and techniques. | P.1.6 | 1 |
| O6 | She/he ranks children's developmental evaluation scores. | P.2.1 | 1 |
| O7 | She/He interprets the developmental problems of children with typical and atypical development with evidence-based approaches. | P.2.2 | 1 |
| O8 | Developing development support programmes with different approaches and methodologies. | P.2.3 | 1 |
| O9 | She/he compares the developmental characteristics of children with typical and atypical development. | P.2.4 | 1 |
| O10 | Remember advanced knowledge in child development. | P.3.4 | 1 |
| O11 | Discusses information on national and international developments related to child development | P.8.4 | 1 |
| O12 | Proposes innovative ideas with a critical perspective | P.8.5 | 1 |
| ** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7 | |||
Weekly Detailed Course Contents
| Week | Topics |
|---|---|
| 1 | Explanations of behaviors and insufficient explanations. |
| 2 | Adaquate explanations of behaviors. |
| 3 | Applied behavior analysis and its properties; Characteristics of science; Applied behavior analysis and experimental behavior analysis. |
| 4 | Basic concepts |
| 5 | Setting, Identifying and selecting target behaviors |
| 6 | Measuring and recording target behaviors |
| 7 | Measuring and recording target behaviors Percent and rate calculations, graph creation |
| 8 | Midterm exam |
| 9 | Measuring and recording target behaviors (continued) Percentage and ratio calculations, creating graphs |
| 10 | Application reliability and interobserver reliability |
| 11 | Behavioral principles reinforcement (positive and negative) and punishment (Type I and Type II) |
| 12 | Stimulus control, reinforcement types |
| 13 | Use of punishment in managing problem behaviors |
| 14 | Use of reinforcements to reduce behaviors |
| 14 | Final |
Textbook or Material
| Resources | Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill. |
| Özyürek, M. (2004) Sınıfta Davranış Değiştirme. Uygulamalı Davranış Analizi. Kök Yayıncılık, Ankara. | |
| Tekin-İftar, E. & Kırcaali-İftar (2004) Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Nobel Yayın Dağıtım. |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| Attendance | - | - |
| Practice | - | - |
| Field Study | - | - |
| Course Specific Internship (If Any) | - | - |
| Homework | - | - |
| Presentation | - | - |
| Projects | - | - |
| Seminar | - | - |
| Quiz | - | - |
| Listening | - | - |
| Midterms | 1 | 40 (%) |
| Final Exam | 1 | 60 (%) |
| Total | 100 (%) | |
ECTS / Working Load Table
| Quantity | Duration | Total Work Load | |
|---|---|---|---|
| Course Week Number and Time | 14 | 2 | 28 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 14 | 8 | 112 |
| Midterms | 1 | 5 | 5 |
| Quiz | 0 | 0 | 0 |
| Homework | 0 | 0 | 0 |
| Practice | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Workshop | 0 | 0 | 0 |
| Presentation/Seminar Preparation | 0 | 0 | 0 |
| Fieldwork | 0 | 0 | 0 |
| Final Exam | 1 | 5 | 5 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 150 | ||
| Total Work Load / 30 | 5 | ||
| Course ECTS Credits: | 5 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P1 | P2 | P3 | P8 |
|---|---|---|---|---|---|
| O1 | Explains up-to-date theoretical information about the areas of mental, linguistic, motor, emotional, social and emotional development of all children and adolescents aged 0-18. | 5 | - | - | - |
| O2 | Discerns the differences in current theoretical knowledge of all children and adolescents aged 0-18 about the areas of mental, linguistic, motor, emotional, social and emotional development. | 5 | - | - | - |
| O3 | Classifies all areas of development of children and adolescents according to their stages of development. | 5 | - | - | - |
| O4 | She/He distinguishes the developmental characteristics of children and adolescents with different developments. | 5 | - | - | - |
| O5 | It evaluates the developmental processes of children and adolescents in all areas using different methods and techniques. | 5 | - | - | - |
| O6 | She/he ranks children's developmental evaluation scores. | - | 5 | - | - |
| O7 | She/He interprets the developmental problems of children with typical and atypical development with evidence-based approaches. | - | 5 | - | - |
| O8 | Developing development support programmes with different approaches and methodologies. | - | 5 | - | - |
| O9 | She/he compares the developmental characteristics of children with typical and atypical development. | - | 5 | - | - |
| O10 | Remember advanced knowledge in child development. | - | - | 1 | - |
| O11 | Discusses information on national and international developments related to child development | - | - | - | 5 |
| O12 | Proposes innovative ideas with a critical perspective | - | - | - | 5 |