Serbest Zaman Becerilerinin Öğretiminde Hata Düzeltmesi Yapılarak ve Yapılmadan Sunulan Video İpucunun Karşılaştırılması

Yıl 2018, Cilt: 37 Sayı: 2, 15 - 33, 25.12.2018

Dilara Ecem Altun Şerife Yücesoy Özkan

Öz

Bu
araştırmanın amacı; otizm spektrum bozukluğu olan bir çocuğa serbest zaman
becerilerinin kazandırılmasında hata düzeltmesi yapılarak ve yapılmadan sunulan
video ipucunun etkililik ve verimliliğinin karşılaştırılmasıdır. Araştırmaya,
otizm spektrum bozukluğu tanısı almış, 5 yaş 8 aylık bir erkek çocuk
katılmıştır. Hata düzeltmesi yapılarak ve yapılmadan sunulan video ipucunun etkililik
ve verimliliğinin karşılaştırılması amacıyla uyarlamalı dönüşümlü uygulamalar
modeli kullanılmıştır. Gözlemciler
arası güvenirlik verileri başlama düzeyi ve yoklama oturumları için %100
bulunmuştur. Uygulama güvenirliği verileri ise; başlama düzeyi ve yoklama
oturumlarında %84, hata düzeltmesi yapılarak sunulan video ipucuyla öğretim
oturumlarında %90, hata düzeltmesi yapılmadan sunulan video ipucuyla öğretim
oturumlarında %100 bulunmuştur. Bulgular, otizm spektrum bozukluğu olan
bir çocuğa hem hata düzeltmesi yapılarak hem de hata düzeltmesi yapılmadan
sunulan video ipucunun serbest zaman becerilerinin kazandırılmasında etkili
olduğunu göstermektedir. Hata düzeltmesi yapılarak sunulan video ipucunun etki
büyüklüğü (.80), hata düzeltmesi yapılmadan sunulan video ipucunun etki
büyüklüğüne (.60) göre daha yüksektir. Tau-U yorumlama ölçütleri dikkate
alındığında, hata düzeltmesi yapılmadan sunulan video ipucunun etkisi büyük
iken, hata düzeltmesi yapılarak sunulan video ipucunun etkisi çok büyüktür.
Bulgular ayrıca, serbest zaman becerilerinin öğretiminde verimlilik açısından
hata düzeltmesi yapılarak sunulan video ipucu lehine küçük bir fark olduğunu
ortaya koymaktadır. Bulgular
ışığında hem uygulamaya hem de ileri araştırmalara yönelik bazı önerilerde
bulunulmuştur.

Anahtar Kelimeler

Otizm spektrum bozukluğu, Hata düzeltmesi, Serbest zaman becerileri, Video ipucu

Kaynakça

• Arslan, F. (2000). 1-3 yaş dönemindeki çocuğun oyun ve oyuncak özelliklerinin gelişim kuramları ile açıklanması. Cumhuriyet Üniversitesi Hemşirelik Yüksek Okulu Dergisi, 4(2), 40-43.
• Banda, D. R., Dogoe, M. S., & Matuszny, R. M. (2011). Review of video prompting studies with persons with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 46(4), 514-527.
• Başal, H. A. (2010). Geçmişten günümüze Türkiye’de geleneksel çocuk oyunları. İstanbul: Morpa Yayınları.
• Beland, R. (2008). The use of leisure time. In T. Oakland & P. L. Harrison (Eds.), ABAS-II clinical use and interpretation (pp. 159-176). San Diego: Elsevier.
• Bender, M., Brannan, S. A., & Verhoven, P. J. (1984). Leisure education for the handicapped: curriculum goals, activities, and resources. San Diego, CA: College-Hill Press.
• Bennett, K. D., Gutierrez, A., & Honsberger, T. (2013). A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with autism. Research in Autism Spectrum Disorders, 7(10), 1273-1281. doi: 10.1016/j.rasd.2013.07.013
• Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2(2), 229-241.
• Cannella-Malone, H. I., Brooks, D. G., & Tullis, C. A. (2013). Using self-directed video prompting to teach students with intellectual disabilities. Journal of Behavioral Education, 22(3), 169-189. doi: 10.1007/s10864-013-9175-3
• Cannella-Malone, H. I., Miller, O., Schaefer, J. M., Jimenez, E. D., Page, E. J., & Sabielny, L. M. (2016). Using video prompting to teach leisure skills to students with significant disabilities. Exceptional Children, 82(4), 463-478. doi: 10.1177/0014402915598778
• Cannella-Malone, H. I., Sabielny, L. M., Jimenez, E. D., Page, E. J., Miller, M., & Miller, O. (2015). Use of continuous video prompting to teach a student with a significant disability. Journal of Developmental and Physical Disabilities, 27(6), 745-754. doi: 10.1007/s10882-015-9448-y
• Cannella-Malone, H., Sifafoos, J., O’Reilly, M., de la Cruz, B., & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41(4), 344-356.
• Cannella-Malone, H., Wheaton, J. E., Pu, P-F., Tullis, C. A., & Park, J. H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(3), 332-344.
• Carroll, R. A., Joachim, B. T., St Peter, C. C., & Robinson, N. (2015). A comparison of error‐correction procedures on skill acquisition during discrete‐trial instruction. Journal of Applied Behavior Analysis, 48(2), 257-273. doi: 10.1002/jaba.205
• Chan, J. M., Lambdin, L., Van Laarhoven, T., & Johnson, J. W. (2013). Teaching leisure skills to an adult with developmental disabilities using a video prompting intervention package. Education and Training in Autism and Developmental Disabilities, 48(3), 412-420.
• Colozzi, G. A., Ward, L. W., & Crotty, K. E. (2008). Comparison of simultaneous prompting procedure in 1: 1 and small group instruction to teach play skills to preschool students with pervasive developmental disorder and developmental disabilities. Education and Training in Developmental Disabilities, 43(2), 226-248.
• Dollar, C. A., Fredrick, L. D., Alberto, P. A., & Luke, J. K. (2012). Using simultaneous prompting to teach independent living and leisure skills to adults with severe intellectual disabilities. Research in Developmental Disabilities, 33(1), 189-195. doi: 10.1016/j.ridd.2011.09.001
• Edrisinha, C., O’Reilly, M. F., Choi, H. Y., Sigafoos, J., & Lancioni, G. E. (2011). “Say Cheese”: Teaching photography skills to adults with developmental disabilities. Research in Developmental Disabilities, 32(2), 636-642. doi: 10.1016/j.ridd.2010.12.006
• Erbaş, D. (2012). Güvenirlik. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırma yöntemleri içinde (s. 109-132). Ankara: Türk Psikologlar Derneği.
• Fetko, E. E., Collins, B. C., Hager, K. D., & Spriggs, A. D. (2013). Embedding science in leisure skill instruction conducted by peer tutors. Education and Training in Autism and Developmental Disabilities, 48(3), 400-411.
• Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. American Academy of Pediatrics, 119(1), 182-191. doi: 10.1542/ peds.2006-2697
• Goodson, J., Sigafoos, J., O’Reilly, M., Cannella, H., &Lancioni, G. E. (2007). Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28(5), 458-467. doi: 10.1016/j.ridd.2006.06.002
• Grab, E., & Belfiore, P. J. (2016). Using video prompting to teach shoe tying to students with autism and moderate to severe intellectual disabilities. British Journal of Education, 4(7), 43-54.
• Graves, T. B., Collins, B. C., Schuster, J. W., & Kleinert, H. (2005). Using video prompting to teach cooking skills to secondary students with moderate disabilities. Education and Training in Developmental Disabilities, 40(1) 34-46.
• Ittenbach, R. F., Bruininks, R. H., Thurlow, M. L., & McGrew, K. S. (1993). Community integration of young adults with mental retardation: A multivariate analysis of adjustment. Research in Developmental Disabilities, 14(4), 275-290. doi: 10.1016/0891-4222(93)90022-C
• Kates-McElrath, K., & Axelrod, S. (2006). Behavioral intervention for autism: A distinction between two behavior analytic approaches. The Behavior Analyst Today, 7(2), 242-252. doi: 10.1037/h0100085
• Kaya, F. (2015). Otizm spektrum bozukluğu olan öğrencilere yiyecek-içecek hazırlama becerilerinin öğretiminde sesli anlatım içeren ve içermeyen video ipucunun karşılaştırılması. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi.
• Kazdin, A. D. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.
• Keogh, D. A., Faw, G. D., Whitman, T. L., & Reid, D. H. (1984). Enhancing leisure skills in severely retarded adolescents through a self-instructional treatment package. Analysis and Intervention in Developmental Disabilities, 4(4), 333-351. doi: 10.1016/0270-4684(84)90023-5
• Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38. doi: 10.1177/0741932512452794
• Leaf, J. B., Sheldon, J. B., & Sherman, J. A. (2010). Comparison of simultaneous prompting and no‐no prompting in two‐choice discrimination learning with children with autism. Journal of Applied Behavior Analysis, 43(2), 215-228. doi: 10.1901/jaba.2010.43-215
• Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1(1), 37-43. doi: 10.1007/BF03391719
• Lifter, K., Ellis, J., Cannon, B., & Anderson, S. R. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive developmental disorders. Journal of Early Intervention, 27(4), 247-267. doi: 10.1177/105381510502700405
• Lydon, H., Healy, O., & Leader, G. (2011). A comparison of video modeling and pivotal response training to teach pretend play skills to children with autism spectrum disorder. Research in Autism Spectrum Disorders, 5(2), 872-884. doi: 10.1016/j.rasd.2010.10.002
• MacDonald, R., Clark, M., Garrigan, E., &Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20(4), 225-238. doi: 10.1002/bin.19
• Machalicek, W., Shogren, K., Lang, R., Rispoli, M., O’Reilly, M. F., Franco J. H., & Sigafoos, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3(2), 547-555. doi: 10.1016/j.rasd.2008.11.003
• McGhan, A. C., & Lerman, D. C. (2013). An assessment of error‐correction procedures for learners with autism. Journal of applied behavior analysis, 46(3), 626-639. doi: 10.1002/jaba.65
• Mechling, L. (2005). The effect of instructor-created video programs to teach students with severe disabilities: A literature review. Journal of Special Education Technology, 20(2), 25-36. doi: 10.1177/016264340502000203
• Morrison, R. S., Sainato, D. M., Benchaaban, D., & Endo, S. (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25(1), 58-72. doi: 10.1177/016264340502000203
• Öncül, N. (2015). Otizm spektrum bozukluğu olan çocuklara sembolik oyunların küçük grupla öğretiminde canlı modelle ve video modelle öğretimin karşılaştırılması. Yayımlanmamış Doktora Tezi. Bolu: Abant İzzet Baysal Üniversitesi.
• Öncül, N., & Yücesoy-Özkan, Ş. (2010). Orta ve ileri düzeyde zihin yetersizliği olan yetişkinlere videoyla model olma kullanılarak günlük yaşam becerilerinin öğretilmesi. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 10(3), 143-156.
• Paterson, C. R., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31(5), 660-681. doi: 10.1177/0145445507301651
• Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299. doi: 10.1016/j.beth.2010.08.006
• Pehlivan, H. (2005). Oyun ve öğrenme. Ankara: Anı Yayıncılık.
• Rakap, S. (2015). Effect sizes as result interpretation aids in single‐subject experimental research: description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11-33. doi: 10.1111/1467-8578.12091
• Rakap, S., Yücesoy-Özkan, Ş., & Kalkan, S. (2017). Tek denekli deneysel araştırmalarda etki büyüklüğü hesaplama: Örtüşmeyen veri temelli yöntemlerin incelenmesi. (Makale hakem sürecinde).
• Rodgers, T. A., & Iwata, B. A. (1991). An analysis of error‐correction procedures during discrimination training. Journal of Applied Behavior Analysis, 24(4), 775-781. doi: 10.1901/jaba.1991.24-775
• Scheuermann, B., & Webber, J. (2002). Autism: Teaching does make a difference. Belmont, CA: Wadsworth Publishing Company.
• Shivers, J. (2000). Leisure opportunities for persons with disabilities. In A. Sivan & H. Ruskin (Eds.), Leisure education, community, development and populations with special needs (pp. 85-93). New York, NY: CABI.
• Sindelar, P.T., Rosenberg, M.S., & Wilson, R.J. (1985). An adapted alternating treatments design for instructional research. Education and Treatment of Children, 8(1), 67-76.
• Smith, S. L. (2016). Comparing error correction procedures: Incorporating effective and efficient teaching with learner preference. Unpublished Master’s thesis, Temple University, Philadelphia, PA.
• Smith, T., Mruzek, D. W., Wheat, L. A., & Hughes, C. (2006). Error correction in discrimination training for children with autism. Behavioral Interventions, 21(4), 245-263. doi: 10.1002/bin.223
• Tekin-İftar, E., & Kırcaali-İftar, G. (2012). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Vize Yayıncılık.
• Tekin-Iftar, E., Kircaali-Iftar, G., Birkan, B., Uysal, A., Yildirim, S., & Kurt, O. (2001). Using a constant delay to teach leisure skills to children with developmental disabilities. Mexican Journal of Behavior Analysis, 27(3), 337-362.
• Temel, F., Ersoy, O., Avcı, N., & Turla, A. (2005). Gazi erken çocukluk gelişimi değerlendirme aracı (GEÇDA). Ankara: Remay Ltd.
• Townley-Cochran, D., Leaf, J. B., Leaf, R., Taubman, M., & McEachin, J. (2017). Comparing error correction procedures for children diagnosed with autism. Education and Training in Autism and Developmental Disabilities, 52(1), 91-101.
• Turan, M. K., Moroz, L., & Croteau, N. P. (2012). Comparing the effectiveness of error-correction strategies in discrete trial training. Behavior Modification, 36(2), 218-234. doi: 10.1177/0145445511427973
• Van Laarhoven, T., Johnson, J. W., Van Laarhoven-Myers, T., Grider, K. L., & Grider, K. M. (2009). The effectiveness of using a video iPod as a prompting device in employment settings. Journal of Behavioral Education, 18(2), 119-141. doi: 10.1007/s10864-009-9077-6
• Van Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R., & Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and Other Developmental Disabilities, 25(4), 195-208. doi: 10.1177/1088357610380412
• Vandercook, T. (1991). Leisure instruction outcomes: Criterion performance, positive interactions, and acceptance by high school peers. Journal of Special Education, 25(3), 320-339. doi: 10.1177/002246699102500305
• Vannest, K. J., & Ninci, J. (2015). Evaluating intervention effects in single‐case research designs. Journal of Counseling and Development, 93(4), 403-411. doi: 10.1002/jcad.12038
• Vannest, K.J., Parker, R.I., Gonen, O., & Adiguzel, T. (2016). Single Case Research: web based calculators for SCR analysis. (Version 2.0) [Web-based application]. College Station, TX: Texas A&M University. Retrieved Thursday 23rd November 2017. Available from singlecaseresearch.org
• Wall, M. E., Gast, D. L., & Royston, P. A. (1999). Leisure skills instruction for adolescents with severe or profound developmental disabilities. Journal of Developmental and Physical Disabilities, 11(3), 193-219. doi: 10.1023/A:1021803331413
• Westling, D. L., & Fox, L. (2004). Teaching students with severe disabilities (3rd Ed.). Upper Saddle River, NJ: Pearson Prentice-Hall.
• Wolfberg, P. J. (1999). Play and imagination in children with autism. New York: Teachers College Press.
• Worsdell, A. S., Iwata, B. A., Dozier, C. L., Johnson, A. D., Neidert, P. L., & Thomason, J. L. (2005). Analysis of response repetition as an error‐correction strategy during sight‐word reading. Journal of Applied Behavior Analysis, 38(4), 511-527. doi: 10.1901/jaba.2005.115-04
• Yanardağ, M., Akmanoğlu, N., & Yılmaz, İ. (2013). The effectiveness of video prompting on aquatic play skills for children with autism. Disability and Rehabilitation, 35(1), 47-56. doi: 10.3109/09638288.2012.687030
• Yılmaz, İ., Birkan, B., Konukman, F., & Erkan, M. (2005). Using a constant time delay procedure to teach aquatic play skills to children with autism. Division on Autism and Developmental Disabilities, 40(2), 171-182.
• Yucesoy-Ozkan, S., Gulboy, E., & Kaya, F. (2017). Teaching children with intellectual disabilities through video prompting: Tablet vs. smartphone. (Makale hakem sürecinde).