TYPE OF COURSE UNIT	Elective Course
LEVEL OF COURSE UNIT	Bachelor's Degree
YEAR OF STUDY	-
SEMESTER	-
NUMBER OF ECTS CREDITS ALLOCATED	4
NAME OF LECTURER(S)	Assistant Professor Özgül Güler Bülbül Instructor Emine Arzu Oral
LEARNING OUTCOMES OF THE COURSE UNIT	At the end of this course, the students; 1) Explain ADHD diagnostic criteria and subtypes 2) Explain the basic principles of structuring the classroom environments of individuals/children with ADHD 3) In line with the basic characteristics of students with ADHD, it gives suggestions to teachers on how to adapt their programs 4) 5) 6) 7) 8)
MODE OF DELIVERY	Face to face
PRE-REQUISITES OF THE COURSE	No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT	Developmental Psychology I
COURSE DEFINITION	Description and characteristics of Attention Deficiency and Hyperactivity Disorder (ADHD); basic symptoms of ADHD (attention deficiency, hyperactivity and impulsivity); social, emotional, school achievement effects of ADHD on children, causes of ADHD; risk factors of ADHD; types of ADHD; different approaches to children with ADHD; orientation of children with ADHD; education of children with ADHD; school- family cooperation.
COURSE CONTENTS	WEEK TOPICS 1st Week Introduction to the course 2nd Week Classification of behavioral disorders ? Symptoms, criteria and causes of ADHD in perspective of Neurodevelopmental disorders 3rd Week Developmental processes and ADHD 4th Week Evaluation of DEHB: Familial factors 5th Week Measurement tools and methods for recognizing and diagnosing ADHD 6th Week ADHD and medical treatment and psychosocial interventions 7th Week ADHD and psychosocial interventions and educational processes (preschool) 8th Week Midterm 9th Week ADHD and psychosocial interventions and educational processes (primary-secondary-high school) 10th Week ADHD, family education and lifelong 11th Week ADHD and educational environments (classroom management-communication) and educational programs 12th Week ADHD and individualized education program, group education program: Preparation, Implementation and Evaluation 13th Week ADHD and individualized education program, group education program: Preparation, Implementation and Evaluation 14th Week General evaluation
RECOMENDED OR REQUIRED READING	Mukaddes, N.M. (2015). Yaşam boyu dikkat eksikliği hiperaktivite bozukluğu ve eşlik eden durumlar. Ankara: Nobel. Semerci, B. (2014). Bebeklikten erişkinliğe dikkat eksikliği hiperaktivite bozukluğu. Ankara: Alfa. Semerci, B., Aksoy, U (2018). Erişkinlerde Dikkat Eksikliği ve Hiperaktivite Bozukluğu - Tanı ve Tedavi Kılavuzu. TPD Çalışma Birimleri Dizisi 23. Sürücü, Ö. (2016) Dikkat eksikliği hiperaktivite bozukluğu. Anne baba el kitabı. İstanbul: Bilgi. Whitney, R. V., & Pickren, W. (2014). Self-Regulation: A Family Systems Approach for Children with Autism, Learning Disabilities, ADHD & Sensory Disorders Format: Book. Pesi Publishing & Media.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS	Lecture,Questions/Answers,Discussion,Case Study,Project
ASSESSMENT METHODS AND CRITERIA	Quantity Percentage(%) Mid-term 1 40 Total(%) 40 Contribution of In-term Studies to Overall Grade(%) 40 Contribution of Final Examination to Overall Grade(%) 60 Total(%) 100
ECTS WORKLOAD	Activities Number Hours Workload Midterm exam 1 1 1 Preparation for Quiz Individual or group work 14 2 28 Preparation for Final exam 1 6 6 Course hours 14 2 28 Preparation for Midterm exam 1 6 6 Laboratory (including preparation) Final exam 1 1 1 Homework 2 20 40 Research 1 5 5 Total Workload 115 Total Workload / 30 3,83 ECTS Credits of the Course 4
LANGUAGE OF INSTRUCTION	Turkish
WORK PLACEMENT(S)	No