TEK DENEKLİ ARAŞTIRMA YÖNTEMLERİ

Tanıtım

Ders Adı	Ders Kodu	Yarıyıl	Zorunlu/Seçmeli	Teori + Uygulama	AKTS
Tek Denekli Araştırma Yöntemleri	ÖEÖ429	VII.YARIYIL	Seçmeli Dersler	3+0	4.0

Ders Dili	Türkçe
Ders Türü	Seçmeli Dersler
Öğretim Eleman(lar)ı	DR. ÖĞR. ÜYESİ ERKAN KURNAZ
Dersin Veriliş Biçimi	Bu ders sadece yüz yüze eğitim şeklinde yürütülmektedir.
Dersin Önkoşulları	Bu dersin önkoşulu ya da eş koşulu bulunmamaktadır.
Önerilen Dersler	Yok
Okuma Listesi	BAcar, C., Tekin-Iftar, E., & Yikmis, A. (2017). Effects of mother-delivered social stories and video modeling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215-226. DOI: 10.1177/0022466916649164.Algozzine, B., Spooner, F., & Karnoven, M. (2002). Preparing special education research artciles in APA style. Remedial and Special Education, 23(1), 24-30.Bainbridge, N., & Myles, B. S. (1999). The use of priming to introduce toilet training to a child with autism. Focus on Autism and Other Developmental Disabilities, 14(2), 106-109.Odluyurt, S., Tekin-Iftar, E., & Adalıoglu, I. (2012). Does treatment integrity matter in promoting learning among children with developmental disabilities? Topics in Early Childhood Special Education, 32(3), 142-150.Reynhout, G. & Carter, M. (2007). Social Story™ efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 22(3), 173-182.Tankersley, M., Cook, B. G., & Cook, L. (2008). A preliminary examination to identify the presence of quality indicators in single-subject research. Education and Treatment of Children, 31(4), 523-548.Tekin-Iftar, E. (2003). Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. Education and Training in Developmental Disabilities, 38(1), 77-94.Tekin-Iftar, E., & Birkan, B. (2010). Small group instruction for students with autism: General case training and observational learning. Journal of Special Education, 44(1), 50-63.Tekin-Iftar, E., Collins, B., Spooner, F., & Olcay-Gul, S. (2017). Coaching teachers to use a simultaneous prompting procedure to teach core contents to students with autism. Teacher Education and Special Education, 40(3), 225-245. DOI: 10.1177/0888406417703751Tekin, E., & Kırcaali-İftar, G. (2002). Comparison of the effectiveness and efficiency of two response prompting procedures delivered by sibling tutors. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 283-299.Zimmerman, K., N.,Ledford, J. ve Severini, K. E. (2019). Brief report: The Effects of a weighted blanket on engagement for a student with ASD. Focus on Autism and Other Developmental Disabilities, 34(1), 15-19.
Değerlendirme	I Ara sınav:Klasik I ödev: Öneri teslimi 1 Final: Klasik
Staj & Uygulama	Bu ders için uygun değildir.