TY  - JOUR
T1  - Otizm Spektrum Bozukluğu Olan Bireylere Matematik Becerilerini Öğretimi: Tek-Denekli Araştırmalarda Betimsel ve Meta Analiz
TT  - Teaching Math Skills to Individuals with Autism Spectrum Disorder: A Descriptive and Meta-Analysis in Single Case Research Designs
AU  - Aydın, Orhan
AU  - Tekin İftar, Elif
PY  - 2020
DA  - June
DO  - 10.21565/ozelegitimdergisi.521232
JF  - Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi
JO  - AUFESJSE
PB  - Ankara University
WT  - DergiPark
SN  - 1304-7639
SP  - 383
EP  - 426
VL  - 21
IS  - 2
LA  - tr
AB  - Bu çalışmanın amacı otizm spektrum bozukluğu olan bireylere matematik becerilerinin öğretimini hedefleyen tekdenekli deneysel çalışmaları; (a) Horner ve diğerlerinin 2005 yılında geliştirdikleri “Tek-denekli DeneyselAraştırmaların Niteliksel Göstergeleri” yönergesi açısından değerlendirmek, (b) kapsamlı betimsel analizlerinigerçekleştirmek ve (c) etki büyüklüklerinin hesaplanarak bu uygulamaların bilimsel dayanaklı uygulamalar olupolmadıklarını değerlendirmektir. Bu kapsamında çeşitli veri tabanları taranarak elde edilen 26 çalışmanın analizlerigerçekleştirilmiştir. Bulgular, 10 çalışmanın Horner ve diğerleri tarafından önerilen niteliksel göstergelerkapsamında “kabul edilebilir” düzeyde olduğu yönündedir. “Kabul edilebilir” düzeyde değerlendirilençalışmaların etki büyüklükleri elde edilmiş ve görsel sunum temelli ve strateji temelli uygulamaların otizmlibireylere çeşitli matematik becerilerinin öğretiminde umut vaat eden uygulamalar olduğu görülmüştür. Elde edilenbilgiler alanyazın dikkate alınarak tartışılmış ve uygulamacılara ve araştırmacılara yönelik birtakım önerilerdebulunulmuştur.
KW  - Otizm spektrum bozukluğu
KW  - matematik
KW  - tek-denekli araştırmalar
KW  - meta analiz
KW  - bilimsel dayanaklı uygulamalar
N2  - The present study aims to evaluate the single-case experimental studies on teaching math skills to individuals withautism spectrum disorders in terms of (a) quality indicators developed by Horner et al. (2005), (b) descriptiveanalysis of the variables used in these studies, and (c) effect sizes of the interventions to decide whether they areevidence-based. Various databased were searched and the analyses were conducted for 26 studies. Results showedthat 10 research studies classified as “acceptable” in terms of meeting quality indicators developed by Horner etal. (2005). The effect sizes of tese studies were calculated (Tau-U and PND) and results showed that visualpresentation instructions and strategy-based instructions are the promising instructions in teaching math skills toindividuals with autism. Based on the findings, future research needs and recommendations to the practitioners arediscussed.
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UR  - https://doi.org/10.21565/ozelegitimdergisi.521232
L1  - https://dergipark.org.tr/en/download/article-file/1129339
ER  -