ATTAINMENT OF BASIC SKILLS IN AUTISM SPECTRUM DISORDER

Course Description

Autism spectrum disorder; the characteristics of individuals with autism spectrum disorders; basic skills for individuals with autism spectrum disorders; evaluation of basic skills for individuals with autism spectrum disorder; teaching basic skills in autism spectrum disorders: teaching visual and auditory perception skills; teaching of basic skills of imitation, teaching of basic imitation skills, teaching of two-step imitation skills, teaching of one-step and two-step instruction monitoring skills, teaching of basic recipient language skills, teaching of two-stage recipient language skills, common attention teaching of skills, teaching of expressive language skills; methods and techniques in teaching basic skills: discrete teaching, basic response teaching, reinforcement, presenting tips, error correction.

ATTAINMENT OF BASIC SKILLS IN AUTISM SPECTRUM DISORDER

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 Explain the definition and causes of ASD.
2. 02 Distinguishes the characteristics of children with ASD.
3. 03 Distinguishes what basic skills are in ASD.
4. 04 Applies basic skills.
5. 05 Evaluates basic skills.

Course Syllabus

Reference Books & Course Materials

1. 01 İftarTekin Elif.,Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri,Ankara,Vize Yayınları.
2. 02 Abidoğlu, P.Ü., Sevinç Ş., edif, S. (2017) Otizm Spektrum El kitabı. Ankara, Palme Yayınevi

Learning Outcomes

1. L01 Explain the definition and causes of ASD. SOLO 4
2. L02 Distinguishes the characteristics of children with ASD. SOLO 4
3. L03 Distinguishes what basic skills are in ASD. SOLO 4
4. L04 Applies basic skills. SOLO 4
5. L05 Evaluates basic skills. SOLO 5

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