SINGLE SUBJECT RESEARCH METHODS

Description

Course Title	Course Code	Semester	Required/Elective	Theory + Practice	ECTS
Single Subject Research Methods	ÖEÖ429	VII. SEMESTER	Elective Courses	3+0	4.0

Language of Instruction	Türkçe
Course Type	Elective Courses
Course Instructor(s)	DR. ÖĞR. ÜYESİ ERKAN KURNAZ
Mode of Delivery	The mode of delivery of this course is Face to face
Prerequisites	There is no prerequisite or co-requisite for this course.
Courses Recommended	N/A
Reading List	Acar, 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.
Assessment Methods	I Midterm Exam: Classical Exam Homework: Submitting a research proposal I Final Exam: Classical Exam
Work Placement	N/A