APPLIED BEHAVIOR ANALYSIS

Course Description

Principal purpose of Applied Behavior Analysis (ABA) is to be able to determine target behavior, to write behavioral objectives, to be able to use data collection methods; to facilitate acquisition of the capability to prepare and implement a behavior modification plan. Theories of learning, characteristics of applied analysis of behavior, determining the function of problematic behavior, determining target behavior , indirect evaluation of target behavior –recording anecdotes , direct evaluation of target behavior : analysis of written records, observing tangible production, direct evaluation of target behavior : observation of behavioral samples, direct evaluation of target behavior : observation of behavioral samples, identifying the appropriate behavior to be acquired, techniques for increasing occurance of appropriate behavior, techniques for reducing occurance of inappropriate behavior, sample applications will be integrated when treating topics. Applied Behavior Analysis, types and use of reinforcement; token reinforcement, principles and operating processes in facilitating acquisition of new behavior, principles and operating processes in reducing occurance of behavior ; Differential reinforcement: extinction, response cost ; ensuring generalization ; Applied Behavior Analysis and single-participant research methods are also covered.

APPLIED BEHAVIOR ANALYSIS

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 Explain applied behavior analysis and its properties.
2. 02 Compares data collection methods related to behavior.
3. 03 Write behavioral purpose.
4. 04 Discuss the teaching methods based on ABA.
5. 05 Analyze behavior modification techniques based on ABA.
6. 06 Creates ABA-based behavior change plan.
7. 07 Analyze ABA-based behavior change plans.

Course Syllabus

Reference Books & Course Materials

1. 01 Hakan Sarı, (2018). Uygulamalı Davranış Analizi (Eğitimciler için) (çev. Alberto, P. A. and Troutman, A. C.). Ankara: Nobel Yayıncılık.
2. 02 Dilek Erbaş & Şerife Yücesoy-Özkan, (2017). Uygulamalı Davranış Analizi. Ankara: Pegem Akademi Yayınları.
3. 03 Elif Tekin-İftar (2014). Uygulamalı Davranış Analizi. (Ankara: Vize Yayıncılık).
4. 04 Sezgin Vuran (Ed.) (2018). Uygulamalı Davranış Analizi. Ankara: Eğiten Kitap.

Learning Outcomes

1. L01 1.Explains the basics, history, characteristics and principles of applied behavior analysis. (4) SOLO 4
2. L02 2. Explain the importance of collecting data about behavior and the process of determining target behavior. (4) SOLO 4
3. L03 3.Classifies the recording techniques used for behavioral data collection. (3) SOLO 3
4. L04 4.Writes target behavior according to the stages of learning. (2) SOLO 2
5. L05 5. Explain possible causes of problem behaviors. (4) SOLO 4
6. L06 6. Explains the appropriate behavior acquisition and enhancement techniques based on ABA. (4) SOLO 4
7. L07 7.Explains the techniques of eliminating and reducing inappropriate behaviors based on ABA. (4) SOLO 4
8. L08 8.Analyzes behavior change plans based on ABA. (4) SOLO 4
9. L09 9. Explain the adaptations and applications related to the prevention of problem behaviors. (4) SOLO 4
10. L10 10. Explain the relationship between single-subject research and applied behavior analysis. (4) SOLO 4

Program Outcomes

1. P01 To define current knowledge about special education, teaching as a job, general culture and basic sciences
2. P02 To share results of the evaluation with parents and administration after evaluating levels of students prior to teaching; to prepare and to use individualized education plan based on the results.
3. P03 To use skills and knowledge in job and daily life with considering formal and ethical rules.
4. P04 To use information and communication technologies together with computer software required by the field. (European Computer Driving License”, Advanced Level)
5. P05 To suggest solutions in unexpected situations about special education and teaching as a job.
6. P06 To use skills about self-regulation, learning to learn, critical thinking and creative thinking.
7. P07 To examine and produce new scientific products about special education and teaching as a job.
8. P08 To participate in seminars, conferences, workshops etc. about special education by developing positive attitudes towards life-long learning.
9. P09 To follow new knowledge about special education and teaching as a job and to study in collaboration with colleagues.
10. P10 To be able to follow information in the field and communicate with colleagues by using a foreign language (European Language Portfolio Global Scale”, Level B1).
11. P11 To prepare, apply and administer plans and projects about special education by considering students? socio-economic situations and cultural environment. To share results with society.
12. P12 To use effective communication skills when studying with individuals in special education needs, their families and other experts.
13. P13 To use skills and knowledge to increase social acceptance of individuals in special education needs and to teach communication and social skills.
14. P14 To use values about universal nature of social rights, social justice, quality culture, preserving cultural values, health in work and environmental protection in job and daily life.
15. P15 To make changes in line with all features of students and their needs.

Po-Lo Matrix