Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|
APPLIED BEHAVIOR ANALYSIS | PSK3265140 | Spring Semester | 3+0 | 3 | 6 |
Prerequisites Courses | |
Recommended Elective Courses | |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Prof.Dr. Kaasım Fatih YAVUZ |
Name of Lecturer(s) | Prof.Dr. Kaasım Fatih YAVUZ, Lect. Kübra İLKAY |
Assistant(s) | |
Aim | The aim of this course is to get basic knowledge about tecnics of applied behavior analysis. Students will have explain and discuss behavior problems and classroom management ways using by ABA. |
Course Content | This course contains; Basics of Learning andConditioning,Types of Reinforcement and Reinforcement Schedules,Using Reinforcer for Changing Behaviour,Recording Technics of ABA,Technics of Increasing Positive Behaviour,Technics of Decreasing Negative Behaviour,Fade Out, Generalization, Persistency ,Using ABA for Behaviour Problems,Using ABA for Behaviour Problems. Case Study: “Early Period Masturbation”,Using ABA for Child Psychopathology. Case Study: Spesific Learning Disability, Mental Retardation, Mutism,Using ABA for Child Psychopathology. Case Study:Enuresis, Encopresis, Disruptive Behaviour Disorder.,Using ABA for Child Psychopathology. Case Study: Otism, Eating Disorders, Obsessive Compulsive Disorder,Using ABA for Classroom Management,General Assessment . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. Be able to define to describes basic terms and tecnics of applied behavior analysis | 11, 9 | A |
2. Be able to describe classical conditioning | 13, 19, 4, 9 | A |
3. Be able to describe operant conditioning | 13, 19, 4, 9 | A |
4. Be able to formulate reinforcement schedule in accordance with behaviour. | 13, 14, 19, 4, 9 | A |
4. Be able to make classroom regulations by using applied behavior analysis methods and techniques in classroom management, find solutions to classroom problems | 12, 13, 14, 19, 4, 9 | A |
5. Be able to describe behavior problems with applied behavior analysis perspective | 12, 13, 14, 19, 4, 9 | A, E |
7. Be able to distinguish the place and form of applied behavior analysis in child psychopathology | 13, 14, 4, 9 | A, E |
Teaching Methods: | 11: Demonstration Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
Order | Subjects | Preliminary Work |
---|
1 | Basics of Learning andConditioning | |
2 | Types of Reinforcement and Reinforcement Schedules | |
3 | Using Reinforcer for Changing Behaviour | |
4 | Recording Technics of ABA | |
5 | Technics of Increasing Positive Behaviour | |
6 | Technics of Decreasing Negative Behaviour | |
7 | Fade Out, Generalization, Persistency | |
8 | Using ABA for Behaviour Problems | |
9 | Using ABA for Behaviour Problems. Case Study: “Early Period Masturbation” | |
10 | Using ABA for Child Psychopathology. Case Study: Spesific Learning Disability, Mental Retardation, Mutism | |
11 | Using ABA for Child Psychopathology. Case Study:Enuresis, Encopresis, Disruptive Behaviour Disorder. | |
12 | Using ABA for Child Psychopathology. Case Study: Otism, Eating Disorders, Obsessive Compulsive Disorder | |
13 | Using ABA for Classroom Management | |
14 | General Assessment | |
Resources |
Odluyurt, S. (Ed.)(2015).Uygulamalı Davranış Analizi, Ankara, Eğiten Kitap.
Alberto, P.&Troutman, A. (2014).Uygulamalı Davranış Analizi ( Eğitimciler İçin).Hakan Sarı (Çev.).Nobel Akademik Yayıncılık. |
Bolat, Ö. (2016). Beni Ödülle Cezalandırma, Doğan Kitap Yayıncılık. |
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 | 14 | 3 | 42 |
Guided Problem Solving | 0 | 0 | 0 |
Resolution of Homework Problems and Submission as a Report | 3 | 8 | 24 |
Term Project | 1 | 40 | 40 |
Presentation of Project / Seminar | 1 | 4 | 4 |
Quiz | 0 | 0 | 0 |
Midterm Exam | 1 | 25 | 25 |
General Exam | 1 | 30 | 30 |
Performance Task, Maintenance Plan | 0 | 0 | 0 |
Total Workload(Hour) | 165 |
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(165/30) | 6 |
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 |
---|
APPLIED BEHAVIOR ANALYSIS | PSK3265140 | Spring Semester | 3+0 | 3 | 6 |
Prerequisites Courses | |
Recommended Elective Courses | |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Prof.Dr. Kaasım Fatih YAVUZ |
Name of Lecturer(s) | Prof.Dr. Kaasım Fatih YAVUZ, Lect. Kübra İLKAY |
Assistant(s) | |
Aim | The aim of this course is to get basic knowledge about tecnics of applied behavior analysis. Students will have explain and discuss behavior problems and classroom management ways using by ABA. |
Course Content | This course contains; Basics of Learning andConditioning,Types of Reinforcement and Reinforcement Schedules,Using Reinforcer for Changing Behaviour,Recording Technics of ABA,Technics of Increasing Positive Behaviour,Technics of Decreasing Negative Behaviour,Fade Out, Generalization, Persistency ,Using ABA for Behaviour Problems,Using ABA for Behaviour Problems. Case Study: “Early Period Masturbation”,Using ABA for Child Psychopathology. Case Study: Spesific Learning Disability, Mental Retardation, Mutism,Using ABA for Child Psychopathology. Case Study:Enuresis, Encopresis, Disruptive Behaviour Disorder.,Using ABA for Child Psychopathology. Case Study: Otism, Eating Disorders, Obsessive Compulsive Disorder,Using ABA for Classroom Management,General Assessment . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. Be able to define to describes basic terms and tecnics of applied behavior analysis | 11, 9 | A |
2. Be able to describe classical conditioning | 13, 19, 4, 9 | A |
3. Be able to describe operant conditioning | 13, 19, 4, 9 | A |
4. Be able to formulate reinforcement schedule in accordance with behaviour. | 13, 14, 19, 4, 9 | A |
4. Be able to make classroom regulations by using applied behavior analysis methods and techniques in classroom management, find solutions to classroom problems | 12, 13, 14, 19, 4, 9 | A |
5. Be able to describe behavior problems with applied behavior analysis perspective | 12, 13, 14, 19, 4, 9 | A, E |
7. Be able to distinguish the place and form of applied behavior analysis in child psychopathology | 13, 14, 4, 9 | A, E |
Teaching Methods: | 11: Demonstration Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
Order | Subjects | Preliminary Work |
---|
1 | Basics of Learning andConditioning | |
2 | Types of Reinforcement and Reinforcement Schedules | |
3 | Using Reinforcer for Changing Behaviour | |
4 | Recording Technics of ABA | |
5 | Technics of Increasing Positive Behaviour | |
6 | Technics of Decreasing Negative Behaviour | |
7 | Fade Out, Generalization, Persistency | |
8 | Using ABA for Behaviour Problems | |
9 | Using ABA for Behaviour Problems. Case Study: “Early Period Masturbation” | |
10 | Using ABA for Child Psychopathology. Case Study: Spesific Learning Disability, Mental Retardation, Mutism | |
11 | Using ABA for Child Psychopathology. Case Study:Enuresis, Encopresis, Disruptive Behaviour Disorder. | |
12 | Using ABA for Child Psychopathology. Case Study: Otism, Eating Disorders, Obsessive Compulsive Disorder | |
13 | Using ABA for Classroom Management | |
14 | General Assessment | |
Resources |
Odluyurt, S. (Ed.)(2015).Uygulamalı Davranış Analizi, Ankara, Eğiten Kitap.
Alberto, P.&Troutman, A. (2014).Uygulamalı Davranış Analizi ( Eğitimciler İçin).Hakan Sarı (Çev.).Nobel Akademik Yayıncılık. |
Bolat, Ö. (2016). Beni Ödülle Cezalandırma, Doğan Kitap Yayıncılık. |
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 |
Numerical Data
Ekleme Tarihi: 05/10/2023 - 15:10Son Güncelleme Tarihi: 05/10/2023 - 15:15
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