BEHAVIOR MANAGEMENT IN AUTISM SPECTRUM DISORDER

Course Description

Autism spectrum disorder and behavior management approaches: basic concepts of applied behavior analysis, applied behavior analysis principles; cognitive behavioral approach; behavior, characteristics and functions of behavior: attention; acquiring interest; an unpleasant situation and escape from work; obtaining sensory stimuli; evaluation of problem behaviors; measurement of problem behavior; behavior problems specific to autism spectrum disorder; common behavior problems: not doing business associations, anger attacks, streotypic behavior, self-harm; rare behavior problems: sleep disturbances, refusal to eat and others; coping with behavioral problems: premise-based strategies; result-based strategies; preparing behavioral intervention plan; implementing the behavior plan; evaluation of the intervention plan and monitoring of the effect.

BEHAVIOR MANAGEMENT IN AUTISM SPECTRUM DISORDER

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

No course outcomes have been defined yet.

Course Syllabus

Reference Books & Course Materials

1. 01 Stephen C. Luce, Angela F. Smith (2015). PRO-ED Otizm Spektrum Bozukluğu Dizisi 8 PROBLEM DAVRANIŞLARI OLAN ÇOCUKLAR NASIL DESTEKLENİR?
2. 02 Tekin İftar, E. (2019). Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri. Vize Yayıncılık, Ankara.

Learning Outcomes

No learning outcomes have been defined.

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

The PO-LO matrix has not been populated yet.