BibTex RIS Kaynak Göster

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Yıl 2015, Sayı: 20, 513 - 545, 31.08.2015

Hüsnü Kalaycı Oğuz Gürsel Şerife Yücesoy Özkan

https://doi.org/10.14520/adyusbd.27303
Cited By: 3

Öz

The purpose of this study is to investigate the effectiveness of simultaneous prompting presented with one-more-than strategy in teaching purchasing skills by using money for students with developmental disabilities. In addition, generalization, maintenance, and social validity were investigated. The study was conducted with four students with developmental disabilities by using multiple probe design across participants. The research consisted of baseline, training, full probe, daily probe, maintenance, and generalization session. All sessions were carried out one-to-one. Data regarding inter-observer reliability and treatment integrity were collected. Findings of the study indicated that simultaneous prompting presented with one-more-than strategy was effective in teaching using money skills to students with developmental disabilities. Students were determined to retain their skills one and three weeks after training sessions were maintained, and they were also noted to generalize the target skills across different settings, people, and materials. In addition, opinions of special education and class teachers were positive about simultaneous prompting presented with one-more-than strategy in teaching purchasing skills by using money

Anahtar Kelimeler

One-more-than strategy simultaneous prompting students with developmental disabilities using money purchasing skill

Kaynakça

  • Aeschleman, S. R. ve Schladenauffen, A. F. (1984). “Concept Learning by Retarded Children: A Comparison of Three Discrimination-Learning Procedures.” Journal of Mental Deficiency Research, 26: 229-238.
  • Alcantara, P. R. (1994). “Effects of Videotape Instructional Package on Purchasing Skills of Children with Autism.” Exceptional Children, 61: 40-55.
  • Billingsley, F. O., White, R. ve Munson, R. (1980). “Procedural Reliability: A Rationale and an Example.” Behavioral Assessment, 2: 229-241.
  • Browder, D. M. (2001).Curriculum and Assessment for Students with Moderate and Severe Disabilities. New York: The Guilford Press.
  • Browder, D. M. ve Grasso, E. (1999). “Teaching Money Skills to Individuals with Mental Retardation.” Remedial and Special Education, 20: 297-308.
  • Brown, P. (2000). “Linking Transition Services to Student Outcomes for Students with Moderate/Severe Mental Retardation.” Career Development for Exceptional Individuals, 23: 39-55.
  • Colyer, S. K. ve Collins, B. G. (1996). “Using Natural Cues within Prompt Levels to Teach the Next Dollar Strategy to Students with Disabilities.” The Journal of Special Education, 30: 305-318.
  • Cronin, M. (1996). “Life Skills Curricula for Students with Learning Disabilities: A Review of the Literature.” Journal of Learning Disabilities, 29: 53-69.
  • Çifci-Tekinarslan, İ. (2008). Zihinsel Yetersizliği Olan Öğrenciler. Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Ankara: Pegem Akademi.
  • Denny, P. J. ve Test, D. W. (1995). “Using the One More Than Technique to Teach Money Counting to Individuals with Moderate Mental Retardation: A Systematic Replication.” Education and Treatment of Children, 26: 422-32.
  • Erbaş, D. (2008). “Özel Gereksinimli Öğrencilere Genel Para Kullanımı Öğretme.” Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9: 35-52.
  • Frank, A. R. ve Sitlington, P L. (2000). “Young Adults with Mental Disabilities: Transition Planning Make Difference?” Education and Training in Mental Retardation, 35: 119-154.
  • Frank, A. R. ve Wacker, D. P. (1986). “Analysis of a Visual Prompting Procedure on Acquisition and Generalization of Coin Skills by Mentally Retarded Children.” American Journal of Mental Deficiency, 90: 468-472.
  • Fredrick-Dugan, A., Test, D. W. ve Varti, L. (1991). “Acquisition and Generalization of Purchasing Skills Using a Calculator by Students Who Are Mentally Retarded.” Education and Training in Mental Retardation, 26: 381-387.
  • Gardill, C. M. ve Browder, D. M. (1995). “Teaching Stimulus Classes to Encourage Independent Purchasing by Students with Severe Behavior Disorders.” Education and Training in Mental Retardation, 30: 254-264.
  • Haring, T. G., Kennedy, G. H., Adams, M. J. ve Pitts-Gonway, V. (1987).”Teaching Generalization of Purchasing Skills across Community Settings to Autistic Youth Using Videotape Modeling.” Journal of Applied Behavior Analysis, 20: 89-96.
  • Heward, W. L. (1996). Exceptional Children. An Introduction to Special Education. New Jersey: Prentice Hall.
  • Hughes, C., Eisenman, L. T., Hwang, B., Kim, J. H., Killian, D. J. ve Scott, S. V. (1997). “Transition from Secondary Special Education to Adult Life: A Review and Analysis of Empirical Measures.” Education and Training in Mental Retardation and Developmental Disabilities, 3: 85-104.
  • Kazdin, A. E. (1982). Behavior Modification in Applied Settings.
  • Homewood, IL: Dosey Press (Aktaran: Wolery, Bailey, & Sugai, 1988).
  • Kurt, O. (2012). Sosyal Geçerlik. Eğitim ve Davranış Bilimlerinde Tek-Denekli Araştırmalar. Ankara: Türk Psikologlar Derneği Yayınları.
  • LaCampagne, J. ve Cipani, E. (1987). “Training Adults with Mental Retardation to Pay Bills.” Mental Retardation, 25: 293-303.
  • Lowe, M. L. ve Cuvo, A. J. (1976). “Teaching Coin Summation to the Mentally Retarded.” Journal of Applied Behavior Analysis, 9: 483-489.
  • McDonnell, J. ve Ferguson, B. (1988). “A Comparison of General Case in Vivo and General Case Simulation plus In Vivo Training.” The Journal of the Association for Persons with Severe Handicaps, 13: 116-124.
  • McDonnell, J. ve Laughlin, B. (1989). “A Comparison of Backward and Concurrent Chaining Strategies in Teaching Community Skills.” Education and Training in Mental Retardation, 18: 279-286.
  • McDonnell, J. J., Horner, R. H. ve Williams, J. A. (1984). “Comparison of Three Strategies for Teaching Generalized Grocery Purchasing To High School Students with Severe Handicaps.” The Journal of the Association for Persons with Severe Handicaps, 9: 123-133.
  • Morse, T. R., Schuster. J. W. ve Sandknop, P. A. (1996). “Grocery Shopping Skills for Persons with Moderate to Profound Intellectual Disabilities: A Review of the Literature.” Education and Treatment of Children, 19: 487-517.
  • Patton, J. P., Cronin, M. E. ve Jairrels, V. (1997). “Curricular Implications of Transition: Life Skills Instruction as an Integral Part of Transition Education.” Remedial and Special Education, 18: 294-306.
  • Polloway, E. A., Patton, J. R., Serna, L. ve Bailey, J. W. (2013). Strategies for Teaching Learners with Special Needs. (10th Ed.). Boston: Pearson.
  • Rusch, F. R., Szymanski, E. M. ve Chadsey-Rusch, J. (1992). The Emerging Field of Transition Services. Transition from School to Adult Life: Models, Linkages, and Policy. Sycamore, IL: Sycamore Publishing Co.
  • Schloss, P J., ve Kobza, S. A. ve Apler, S. (1997). “The Use of Peer Tutoring For the Acquisition of Functional Mathematics Skills among Students with Moderate Retardation.” Education and Treatment of Children, 20: 189-208.
  • Stoddart, L. T., Brown, J., Hulbert, B., Manoli, C. ve McIlvane, W. J. (1989). “Teaching Money Skills through Stimulus Class Formation, Exclusion and Component Matching Methods: Three Case Studies.” Research in Developmental Disabilities, 10: 413-439.
  • Storey, K., Bates, P. ve Hanson. H. B. (1984). “Acquisition and Generalization of Coffee Purchasing Skills by Adults with Severe Disabilities.” Journal of the Association for Persons with Severe Disabilities, 9: 178-185.
  • Tekin-İftar, E. (2012). Çoklu Yoklama Modelleri. Eğitim ve Davranış Bilimlerinde Tek-Denekli Araştırmalar. Ankara: Türk Psikologlar Derneği Yayınları.
  • Test, D. W., Howell, A., Butkhart K. ve Beroth, T (1993). “The One-More-Than Technique as a Strategy for Counting Money for Individuals with Moderate Mental Retardation.” Education and Training in Mental Retardation, 7: 232-241.
  • Van den Pol, R. A., Iwata, B. A., Ivancic, M. T, Page, T. J., Neef, N, A. ve Whitley,P. P. (1981). “Teaching the Handicapped to Eat In Public Places: Acquisition, Generalization, and Maintenance of Restaurant Skills.” Journal of Applied Behavior Analysis, 14: 61-70.
  • Westling, D. L., Floyd, J. ve Garr, D. (1990). “Effects of Single Setting versus Multiple Setting Training On Learning to Shop in a Department Store.” American Journal on Mental Retardation, 94: 616-624.
  • Wheeler, J., Ford, A., Nietupski, J., Loomis, K. ve Brown, L. (1980). “Teaching Moderately and Severely Handicapped Adolescents to Shop in Supermarkets Using Pocket Calculators.” Education Training of the Mentally Retarded, 15: 105-111.
  • Xin, Y. P., Grasso, E., Dipipi-Hoy, C. M. ve Jitendra, A. (2005). “The Effects of Purchasing Skills Instruction for Individuals with Developmental Disabilities: A Meta-Analysis.” Exceptional Children, 71: 379-400.

GELİŞİMSEL YETERSİZLİĞİ OLAN ÖĞRENCİLERE PARA KULLANARAK ÜRÜN SATIN ALMA BECERİSİNİN ÖĞRETİMİNDE SONRAKİ LİRA STRATEJİSİNİN ETKİLİLİĞİ

Yıl 2015, Sayı: 20, 513 - 545, 31.08.2015

Hüsnü Kalaycı Oğuz Gürsel Şerife Yücesoy Özkan

https://doi.org/10.14520/adyusbd.27303
Cited By: 3

Öz

Bu araştırmanın amacı; gelişimsel yetersizliği olan bireylere para kullanarak ürün satın alma becerisinin öğretiminde sonraki lira stratejisiyle sunulan eşzamanlı ipucuyla öğretimin etkili olup olmadığını, öğretimi yapılan becerinin öğretimden bir ve üç hafta sonra korunup korunmadığını, becerinin farklı ortam, kişi ve araç gereçlere genellenip genellenmediğini belirlemek ve sonraki lira stratejisiyle sunulan eşzamanlı ipucuyla öğretime ilişkin özel eğitim ve sınıf öğretmenlerinin görüşlerini incelemektir. Araştırma, 8-13 yaşları arasında, gelişimsel yetersizliği olan dört birey ile tek-denekli araştırma yöntemlerinden yoklama evreli denekler arası çoklu yoklama modeli kullanılarak gerçekleştirilmiştir. Araştırma; başlama düzeyi, öğretim, günlük yoklama, toplu yoklama, izleme ve genelleme oturumlarından oluşmaktadır ve tüm oturumlar birebir öğretim düzenlemesi ile gerçekleştirilmiştir. Araştırmada hem gözlemciler arası güvenirlik hem de uygulama güvenirliği verileri toplanmıştır. Sonraki lira stratejisi ile sunulan eşzamanlı ipucuyla öğretimin etkililiği grafiksel analiz kullanılarak belirlenmiştir. Araştırma bulguları; sonraki lira stratejisiyle sunulan eşzamanlı ipucuyla öğretimin gelişimsel yetersizliği olan bireylere para kullanarak ürün satın alma becerilerinin öğretiminde etkili olduğunu, kazanılan becerinin öğretimden bir ve üç hafta sonra korunduğunu ve farklı ortam, kişi ve araç gereçlere genellendiğini, ayrıca sonraki lira stratejisiyle sunulan eşzamanlı ipucuyla öğretime ilişkin öğretmen görüşlerini olumlu olduğunu göstermektedir.

Anahtar Kelimeler

Bir lira daha stratejisi eşzamanlı ipucuyla öğretim gelişimsel yetersizliği olan öğrenciler para kullanma becerileri alışveriş becerisi

Kaynakça

  • Aeschleman, S. R. ve Schladenauffen, A. F. (1984). “Concept Learning by Retarded Children: A Comparison of Three Discrimination-Learning Procedures.” Journal of Mental Deficiency Research, 26: 229-238.
  • Alcantara, P. R. (1994). “Effects of Videotape Instructional Package on Purchasing Skills of Children with Autism.” Exceptional Children, 61: 40-55.
  • Billingsley, F. O., White, R. ve Munson, R. (1980). “Procedural Reliability: A Rationale and an Example.” Behavioral Assessment, 2: 229-241.
  • Browder, D. M. (2001).Curriculum and Assessment for Students with Moderate and Severe Disabilities. New York: The Guilford Press.
  • Browder, D. M. ve Grasso, E. (1999). “Teaching Money Skills to Individuals with Mental Retardation.” Remedial and Special Education, 20: 297-308.
  • Brown, P. (2000). “Linking Transition Services to Student Outcomes for Students with Moderate/Severe Mental Retardation.” Career Development for Exceptional Individuals, 23: 39-55.
  • Colyer, S. K. ve Collins, B. G. (1996). “Using Natural Cues within Prompt Levels to Teach the Next Dollar Strategy to Students with Disabilities.” The Journal of Special Education, 30: 305-318.
  • Cronin, M. (1996). “Life Skills Curricula for Students with Learning Disabilities: A Review of the Literature.” Journal of Learning Disabilities, 29: 53-69.
  • Çifci-Tekinarslan, İ. (2008). Zihinsel Yetersizliği Olan Öğrenciler. Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Ankara: Pegem Akademi.
  • Denny, P. J. ve Test, D. W. (1995). “Using the One More Than Technique to Teach Money Counting to Individuals with Moderate Mental Retardation: A Systematic Replication.” Education and Treatment of Children, 26: 422-32.
  • Erbaş, D. (2008). “Özel Gereksinimli Öğrencilere Genel Para Kullanımı Öğretme.” Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9: 35-52.
  • Frank, A. R. ve Sitlington, P L. (2000). “Young Adults with Mental Disabilities: Transition Planning Make Difference?” Education and Training in Mental Retardation, 35: 119-154.
  • Frank, A. R. ve Wacker, D. P. (1986). “Analysis of a Visual Prompting Procedure on Acquisition and Generalization of Coin Skills by Mentally Retarded Children.” American Journal of Mental Deficiency, 90: 468-472.
  • Fredrick-Dugan, A., Test, D. W. ve Varti, L. (1991). “Acquisition and Generalization of Purchasing Skills Using a Calculator by Students Who Are Mentally Retarded.” Education and Training in Mental Retardation, 26: 381-387.
  • Gardill, C. M. ve Browder, D. M. (1995). “Teaching Stimulus Classes to Encourage Independent Purchasing by Students with Severe Behavior Disorders.” Education and Training in Mental Retardation, 30: 254-264.
  • Haring, T. G., Kennedy, G. H., Adams, M. J. ve Pitts-Gonway, V. (1987).”Teaching Generalization of Purchasing Skills across Community Settings to Autistic Youth Using Videotape Modeling.” Journal of Applied Behavior Analysis, 20: 89-96.
  • Heward, W. L. (1996). Exceptional Children. An Introduction to Special Education. New Jersey: Prentice Hall.
  • Hughes, C., Eisenman, L. T., Hwang, B., Kim, J. H., Killian, D. J. ve Scott, S. V. (1997). “Transition from Secondary Special Education to Adult Life: A Review and Analysis of Empirical Measures.” Education and Training in Mental Retardation and Developmental Disabilities, 3: 85-104.
  • Kazdin, A. E. (1982). Behavior Modification in Applied Settings.
  • Homewood, IL: Dosey Press (Aktaran: Wolery, Bailey, & Sugai, 1988).
  • Kurt, O. (2012). Sosyal Geçerlik. Eğitim ve Davranış Bilimlerinde Tek-Denekli Araştırmalar. Ankara: Türk Psikologlar Derneği Yayınları.
  • LaCampagne, J. ve Cipani, E. (1987). “Training Adults with Mental Retardation to Pay Bills.” Mental Retardation, 25: 293-303.
  • Lowe, M. L. ve Cuvo, A. J. (1976). “Teaching Coin Summation to the Mentally Retarded.” Journal of Applied Behavior Analysis, 9: 483-489.
  • McDonnell, J. ve Ferguson, B. (1988). “A Comparison of General Case in Vivo and General Case Simulation plus In Vivo Training.” The Journal of the Association for Persons with Severe Handicaps, 13: 116-124.
  • McDonnell, J. ve Laughlin, B. (1989). “A Comparison of Backward and Concurrent Chaining Strategies in Teaching Community Skills.” Education and Training in Mental Retardation, 18: 279-286.
  • McDonnell, J. J., Horner, R. H. ve Williams, J. A. (1984). “Comparison of Three Strategies for Teaching Generalized Grocery Purchasing To High School Students with Severe Handicaps.” The Journal of the Association for Persons with Severe Handicaps, 9: 123-133.
  • Morse, T. R., Schuster. J. W. ve Sandknop, P. A. (1996). “Grocery Shopping Skills for Persons with Moderate to Profound Intellectual Disabilities: A Review of the Literature.” Education and Treatment of Children, 19: 487-517.
  • Patton, J. P., Cronin, M. E. ve Jairrels, V. (1997). “Curricular Implications of Transition: Life Skills Instruction as an Integral Part of Transition Education.” Remedial and Special Education, 18: 294-306.
  • Polloway, E. A., Patton, J. R., Serna, L. ve Bailey, J. W. (2013). Strategies for Teaching Learners with Special Needs. (10th Ed.). Boston: Pearson.
  • Rusch, F. R., Szymanski, E. M. ve Chadsey-Rusch, J. (1992). The Emerging Field of Transition Services. Transition from School to Adult Life: Models, Linkages, and Policy. Sycamore, IL: Sycamore Publishing Co.
  • Schloss, P J., ve Kobza, S. A. ve Apler, S. (1997). “The Use of Peer Tutoring For the Acquisition of Functional Mathematics Skills among Students with Moderate Retardation.” Education and Treatment of Children, 20: 189-208.
  • Stoddart, L. T., Brown, J., Hulbert, B., Manoli, C. ve McIlvane, W. J. (1989). “Teaching Money Skills through Stimulus Class Formation, Exclusion and Component Matching Methods: Three Case Studies.” Research in Developmental Disabilities, 10: 413-439.
  • Storey, K., Bates, P. ve Hanson. H. B. (1984). “Acquisition and Generalization of Coffee Purchasing Skills by Adults with Severe Disabilities.” Journal of the Association for Persons with Severe Disabilities, 9: 178-185.
  • Tekin-İftar, E. (2012). Çoklu Yoklama Modelleri. Eğitim ve Davranış Bilimlerinde Tek-Denekli Araştırmalar. Ankara: Türk Psikologlar Derneği Yayınları.
  • Test, D. W., Howell, A., Butkhart K. ve Beroth, T (1993). “The One-More-Than Technique as a Strategy for Counting Money for Individuals with Moderate Mental Retardation.” Education and Training in Mental Retardation, 7: 232-241.
  • Van den Pol, R. A., Iwata, B. A., Ivancic, M. T, Page, T. J., Neef, N, A. ve Whitley,P. P. (1981). “Teaching the Handicapped to Eat In Public Places: Acquisition, Generalization, and Maintenance of Restaurant Skills.” Journal of Applied Behavior Analysis, 14: 61-70.
  • Westling, D. L., Floyd, J. ve Garr, D. (1990). “Effects of Single Setting versus Multiple Setting Training On Learning to Shop in a Department Store.” American Journal on Mental Retardation, 94: 616-624.
  • Wheeler, J., Ford, A., Nietupski, J., Loomis, K. ve Brown, L. (1980). “Teaching Moderately and Severely Handicapped Adolescents to Shop in Supermarkets Using Pocket Calculators.” Education Training of the Mentally Retarded, 15: 105-111.
  • Xin, Y. P., Grasso, E., Dipipi-Hoy, C. M. ve Jitendra, A. (2005). “The Effects of Purchasing Skills Instruction for Individuals with Developmental Disabilities: A Meta-Analysis.” Exceptional Children, 71: 379-400.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hüsnü Kalaycı Bu kişi benim

Oğuz Gürsel

Şerife Yücesoy Özkan

Yayımlanma Tarihi 31 Ağustos 2015
Yayımlandığı Sayı Yıl 2015 Sayı: 20

Kaynak Göster

APA Kalaycı, H., Gürsel, O., & Yücesoy Özkan, Ş. (2015). GELİŞİMSEL YETERSİZLİĞİ OLAN ÖĞRENCİLERE PARA KULLANARAK ÜRÜN SATIN ALMA BECERİSİNİN ÖĞRETİMİNDE SONRAKİ LİRA STRATEJİSİNİN ETKİLİLİĞİ. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(20), 513-545. https://doi.org/10.14520/adyusbd.27303

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Özer AKGÜN
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TÜRKİYE’DE ÖZEL EĞİTİM ALANINDA YAPILAN MATEMATİK ARAŞTIRMALARININ BETİMSEL ANALİZİ
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
Ahmet YIKMIŞ
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