Programplaner og emneplaner - Student
MALKA217 Tidlig intervensjon overfor barn med omfattende utviklingsforstyrrelser Emneplan
- Engelsk emnenavn
- Early Intervention for Children with Pervasive Developmental Disorders
- Studieprogram
-
Masterstudium i atferdsvitenskap, deltidMasterstudium i atferdsvitenskap - spesialisering i innovasjon og implementeringMasterstudium i atferdsvitenskap - spesialisering i begreper og anvendelseEnkeltemner knyttet til Master i læring i komplekse systemer
- Omfang
- 10.0 stp.
- Studieår
- 2024/2025
- Pensum
-
HØST 2024
- Timeplan
- Programplan
- Emnehistorikk
-
Innledning
Emnebeskrivelsen finnes kun på engelsk. Velg engelsk versjon av nettsiden for å se fullstendig emnebeskrivelse.
Forkunnskapskrav
Admission to the study program
Læringsutbytte
On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and competence:
Knowledge
The student can
- describe the common elements of Early Intensive Behavioral Intervention, and discuss the pros and cons of different service delivery models
- discuss the outcomes reported in the literature, and the quality of the evidence for Early Intensive Behavioral Interventions and other interventions for Autism Spectrum Disorders.
- explain important predictors of outcome and describe quality control measures
- discuss the validity of the most commonly employed outcome measures
- describe commonly used assessment instruments
- describe the difference between standardized and non-standardized assessments
- discuss positive and negative aspects of Early Intensive Behavioral Intervention and explain arguments against applied behavior analysis and Early Intensive Behavioral Intervention proposed by the neurodiversity movement
Skills
The student can
- demonstrate and monitor Discrete Trial Teaching, Precision Teaching, shaping, chaining, and preference assessments
Competence
The student can
- discuss the application of intervention protocols for teaching listener responding
- discuss the application of Sufficient Exemplar Training
- discuss advanced considerations when teaching vocal imitation, assessments, target selection and procedures for teaching
- apply knowledge of single-case experimental designs in clinical settings, and give examples on how to achieve experimental control
Arbeids- og undervisningsformer
In the BSCA specialisation, campus-based lectures and seminars are the main teaching methods. Students read selected texts in advance for each day of class, and everyone is expected to participate in class through questions and through joining in discussion. In the BSII specialisation, the main teaching method is digital course sequences, and feedback on details of course content, and supervised discussion groups will be available during pre-determined time periods. Feedback on written assignments is used in both specialisations.
Arbeidskrav og obligatoriske aktiviteter
The following required coursework must be approved before the student can take the exam:
- 2 individual written assignments submitted digitally, each with a maximum length of 6000 characters, including spaces. References are to be included in the 6000 characters.
Vurdering og eksamen
Individual home examination, 5 hours. Exam questions are in English. Students may submit their exams in Norwegian, Swedish, Danish or English.
Hjelpemidler ved eksamen
All
Vurderingsuttrykk
Grade scale A-F
Sensorordning
All answers are assessed by one examiner.
An external examiner is used regularly, at a minimum of every third completion of the course. When selecting answers for external evaluation, a minimum of 10 percent of the answers shall be included, with no fewer than 5 answers. The external examiner’s assessment of the selected answers shall benefit all students.