Research Article
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Participants’ Views about Mobile Skill Teaching Software Developed for Parents of Individuals with Intellectual Disability

Year 2013, Volume: 3 Issue: 2, 1 - 21, 01.12.2013

Abstract

The software developed for parents of individuals with intellectual disability in the context of a project supported by The Scientific and Technological Research Council of Turkey (Project Number: 110K545) offers educational supports, opportunities of communication with experts and other parents, behavior tracking system and multimedia content for teaching activities performed at home. It is important to investigate the views of parents about design, ease of use and efficacy of the software after they use it. The purpose of the research is to investigate the views of participants about the software developed for parents of individuals with intellectual disability. With this purpose in mind, a survey and an interview form were prepared. 107 participants were used the software and filled the survey form, and semi-structured interviews were performed with ten of them. Qualitative and Quantitative data were analyzed and it was found the participants had positive opinions about the software in terms of design, ease of use and efficacy. As a result it was thought that the software can make significant contributions to parents that they can teach daily living skills to individuals with intellectual disability and their computers, mobile devices and home environments can be turned into educational environment. 

References

  • American Association on Intellectual and Developmental Disabilities. (2010). Intellectual Disability: Definition, Classification, and Systems of Supports (11. Baskı). Washington, DC: American Association on Intellectual and Developmental Disabilities
  • Abbott, S. ve McConkey, R. (2006). The barriers to social inclusion as perceived by people with intellectual disabilities. Journal of Intellectual Disabilities, 10(3), 275-287.
  • Ayres, K.M. ve Langone, J. (2008). Video Supports for Teaching Students with Developmental Disabilities and Autism: Twenty-Five Years of Research and Development. Journal of Special Education Technology, 23(3), 1-8.
  • Bellini, S. ve Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264- 287.
  • Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.
  • Brown, I., Percy, M. ve Machalek, K. (2007). Education for individuals with intellectual and developmental disabilities. I. Brown, M. Percy ve H. Paul (Ed.), Comprehensive guide to intellectual & developmental disabilities içinde (s.489-510). Baltimore, Maryland: Brookes Publishing Co.
  • Cavkaytar, A. (1998). Zihin engellilere öz bakım ve ev içi becerilerinin öğretiminde bir aile programının etkililiği. Yayınlanmamış Doktora Tezi, Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir.
  • Cavkaytar, A. (2005). Özel gereksinimi olan çocuklara özbakım ve ev içi becerilerinin öğretimi: uygulamalı el kitabı. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Charlop-Christy, M.H., Le, L. ve Freeman, K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537-552.
  • Charlop-Christy, M.H. ve Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12-21.
  • Cloth, A.H. (2006). Navigation efficacy among parents of public school Children with special needs. Yayınlanmamış Doktora Tezi, Faculty of the Graduate School of the University of Texas at Austin.
  • Cobb, P. (2001). Supporting the improvement of learning and teaching in social and institutional contex. S. Carver ve D. Klahr (Ed.), Cognition and instruction: Twenty-five years of progress içinde (s:455–478). Cambridge, MA: Lawrence Erlbaum Associates.
  • Cooper, J.O., Heron, T.E. ve Heward, W.L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
  • Creswell, J.W. (2005). Educational research: planning, cunducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Prentice Hall.
  • Gooden-Ledbetter, M.J., Cole, M.T., Maher, J.K. ve Condeluci, A. (2007). Self-efficacy and interdependence as predictors of life satisfaction for people with disabilities: Implications for independent living programs. Journal of Vocational Rehabilitation, 27(3), 153–161.
  • Hall, S.A. (2010). The social inclusion of young adults with intellectual disabilities: a phenomenology of their experiences. Yayınlanmamış Doktora Tezi, Faculty of The Graduate College at the University of Nebraska.
  • Hallahan, D.P., Lloyd, J.W., Kauffman, J.M., Weiss, M.P. ve Martinez, E.A. (2004). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed.). Boston: Allyn & Bacon.
  • Hine, J.F. ve Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26, 83-93.
  • Judge, S. ve Simms, K.A. (2009). Assistive technology training at the pre-service level: A national snapshot of teacher preparation programs. Teacher Education and Special Education, 32(1), 33-44.
  • Keenan, M., Henderson, M., Kerr, K.P. ve Dillenburger, K. (2006). Applied behaviour analysis and autism: building a future together. London: Jessica Kingsley Publishers.
  • Kim, K.H. ve Morningstar, M.E. (2005). Transition planning involving culturally and linguistically diverse families. Career Development for Exceptional Individuals, 28(2), 92-103.
  • Kuzu, A., Cankaya, S. ve Misirli, Z.A. (2011). Design-Based Research and Its Implementation in the Design and Development of Learning Environments. Anadolu Journal of Educational Sciences International, 1(1), 19-35.
  • McConkey, R., Walsh-Gallagher, D. ve Sinclair, M. (2005). Social inclusion of people with intellectual disabilities: The impact of place of residence. Irish Journal of Psychological Medicine, 22(1), 10- 14.
  • Özen, A. (2009). Davranış değiştirme ve öğrenim sürecinde aile. E. Tekin İftar (Ed.), Davranış ve öğrenme sorunu olan çocukların eğitimi içinde (s.63-82), Eskişehir: Anadolu Üniversitesi Yayını.
  • Parsons, S., Daniels, H., Porter, J. ve Robertson, C. (2008). Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 21(1), 19-33.
  • Paterson, C.R. ve Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31, 660-681.
  • Schreck, K. ve Mazur, A. (2008). Behavior analyst use of and beliefs in treatments for people with autism. Behavioral Interventions, 23(3), 201-212.
  • Shukla-Mehta, S., Miller, T. ve Callahan, K.J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: a review of the literature. Focus on Autism and Other Developmental Disabilities, 25(1), 23-36.
  • Vaden-Kiernan, N. ve McManus, J. (2005). Parent and family involvement in education: 2002–03. Washington, DC: Institute of Education Sciences U.S. Department of Education.
  • Welches, P. ve Pica, M. (2005). Functional analysis of behavior: A collaborative phenomenological approach. The Humanistic Psychologist, 33(1), 59-68.
  • Wistow, R. ve Schneider, J. (2003). Users’ views on supported employment and social inclusion: A qualitative study of 30 people in work. British Journal of Learning Disabilities, 31(4), 128-135.
  • Woodward, J. ve Rieth, H. (1997). A historical review of technology research in special education. Review of Educational Research, 67, 503-536.
  • Wu, P.F. (2011). The Effects of Video Prompting and Activity Schedules on The Acquisition of Independent Living Skills of Students Who Are Deaf and Have Developmental Disabilities. Yayınlanmamış Yüksek Lisans Tezi, Graduate School of The Ohio State University.

Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Geliştirilen Mobil Beceri Öğretimi Yazılımına Yönelik Katılımcı Görüşleri

Year 2013, Volume: 3 Issue: 2, 1 - 21, 01.12.2013

Abstract

Zihin engelli bireylerin ebeveynlerinin kullanımına yönelik bir Tübitak projesi (Proje no: 110K545) kapsamında geliştirilen mobil beceri öğretimi yazılımı ile ebeveynlere eğitsel içerikler, uzmanlarla ve diğer ebeveynler ile iletişim kurma olanakları ve evlerinde yapacakları beceri öğretimi çalışmalarında kullanabilecekleri davranış takip sistemi ve çoklu ortamlar ile destekler sunulmaktadır. Geliştirilen yazılımın ebeveynler tarafından kullanılması, onların yazılım ile ilgili düşüncelerinin alınması ve yazılımın onlar tarafından tasarım, kullanım kolaylığı ve faydalılık açılarından değerlendirilmesi önem taşımaktadır. Bu araştırmanın amacı; zihin engelli bireylerin ebeveynlerinin kullanımına yönelim geliştirilen mobil beceri öğretimi yazılımına yönelik kullanıcı görüşlerinin incelenmesidir. Bu amaç doğrultusunda araştırmacılar tarafından bir anket formu ve bir görüşme formu hazırlamıştır. Yazılımı kullanan 107 katılımcı anket formumu doldurmuş ve bu 107 katılımcı arasından 10 katılımcı ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Anket ve görüşme sonuçları incelendiğinde katılımcıların yazılımdaki içerikleri faydalılık, kullanım kolaylığı ve tasarım açısından olumlu olarak değerlendirdikleri görülmüştür. Bu bağlamda geliştirilen bu yazılımın zihin engelli bireylere günlük yaşam becerilerinin öğretiminde ebeveynlerin birer öğretici olarak devreye sokulması ve onlara destek verilerek kendi ev ortamlarının, bilgisayarlarının ve mobil cihazlarının birer öğretim ortamına dönüştürülmesi konusunda katkılar getirebileceği düşünülmektedir.

References

  • American Association on Intellectual and Developmental Disabilities. (2010). Intellectual Disability: Definition, Classification, and Systems of Supports (11. Baskı). Washington, DC: American Association on Intellectual and Developmental Disabilities
  • Abbott, S. ve McConkey, R. (2006). The barriers to social inclusion as perceived by people with intellectual disabilities. Journal of Intellectual Disabilities, 10(3), 275-287.
  • Ayres, K.M. ve Langone, J. (2008). Video Supports for Teaching Students with Developmental Disabilities and Autism: Twenty-Five Years of Research and Development. Journal of Special Education Technology, 23(3), 1-8.
  • Bellini, S. ve Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264- 287.
  • Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.
  • Brown, I., Percy, M. ve Machalek, K. (2007). Education for individuals with intellectual and developmental disabilities. I. Brown, M. Percy ve H. Paul (Ed.), Comprehensive guide to intellectual & developmental disabilities içinde (s.489-510). Baltimore, Maryland: Brookes Publishing Co.
  • Cavkaytar, A. (1998). Zihin engellilere öz bakım ve ev içi becerilerinin öğretiminde bir aile programının etkililiği. Yayınlanmamış Doktora Tezi, Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir.
  • Cavkaytar, A. (2005). Özel gereksinimi olan çocuklara özbakım ve ev içi becerilerinin öğretimi: uygulamalı el kitabı. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Charlop-Christy, M.H., Le, L. ve Freeman, K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537-552.
  • Charlop-Christy, M.H. ve Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12-21.
  • Cloth, A.H. (2006). Navigation efficacy among parents of public school Children with special needs. Yayınlanmamış Doktora Tezi, Faculty of the Graduate School of the University of Texas at Austin.
  • Cobb, P. (2001). Supporting the improvement of learning and teaching in social and institutional contex. S. Carver ve D. Klahr (Ed.), Cognition and instruction: Twenty-five years of progress içinde (s:455–478). Cambridge, MA: Lawrence Erlbaum Associates.
  • Cooper, J.O., Heron, T.E. ve Heward, W.L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
  • Creswell, J.W. (2005). Educational research: planning, cunducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Prentice Hall.
  • Gooden-Ledbetter, M.J., Cole, M.T., Maher, J.K. ve Condeluci, A. (2007). Self-efficacy and interdependence as predictors of life satisfaction for people with disabilities: Implications for independent living programs. Journal of Vocational Rehabilitation, 27(3), 153–161.
  • Hall, S.A. (2010). The social inclusion of young adults with intellectual disabilities: a phenomenology of their experiences. Yayınlanmamış Doktora Tezi, Faculty of The Graduate College at the University of Nebraska.
  • Hallahan, D.P., Lloyd, J.W., Kauffman, J.M., Weiss, M.P. ve Martinez, E.A. (2004). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed.). Boston: Allyn & Bacon.
  • Hine, J.F. ve Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26, 83-93.
  • Judge, S. ve Simms, K.A. (2009). Assistive technology training at the pre-service level: A national snapshot of teacher preparation programs. Teacher Education and Special Education, 32(1), 33-44.
  • Keenan, M., Henderson, M., Kerr, K.P. ve Dillenburger, K. (2006). Applied behaviour analysis and autism: building a future together. London: Jessica Kingsley Publishers.
  • Kim, K.H. ve Morningstar, M.E. (2005). Transition planning involving culturally and linguistically diverse families. Career Development for Exceptional Individuals, 28(2), 92-103.
  • Kuzu, A., Cankaya, S. ve Misirli, Z.A. (2011). Design-Based Research and Its Implementation in the Design and Development of Learning Environments. Anadolu Journal of Educational Sciences International, 1(1), 19-35.
  • McConkey, R., Walsh-Gallagher, D. ve Sinclair, M. (2005). Social inclusion of people with intellectual disabilities: The impact of place of residence. Irish Journal of Psychological Medicine, 22(1), 10- 14.
  • Özen, A. (2009). Davranış değiştirme ve öğrenim sürecinde aile. E. Tekin İftar (Ed.), Davranış ve öğrenme sorunu olan çocukların eğitimi içinde (s.63-82), Eskişehir: Anadolu Üniversitesi Yayını.
  • Parsons, S., Daniels, H., Porter, J. ve Robertson, C. (2008). Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 21(1), 19-33.
  • Paterson, C.R. ve Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31, 660-681.
  • Schreck, K. ve Mazur, A. (2008). Behavior analyst use of and beliefs in treatments for people with autism. Behavioral Interventions, 23(3), 201-212.
  • Shukla-Mehta, S., Miller, T. ve Callahan, K.J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: a review of the literature. Focus on Autism and Other Developmental Disabilities, 25(1), 23-36.
  • Vaden-Kiernan, N. ve McManus, J. (2005). Parent and family involvement in education: 2002–03. Washington, DC: Institute of Education Sciences U.S. Department of Education.
  • Welches, P. ve Pica, M. (2005). Functional analysis of behavior: A collaborative phenomenological approach. The Humanistic Psychologist, 33(1), 59-68.
  • Wistow, R. ve Schneider, J. (2003). Users’ views on supported employment and social inclusion: A qualitative study of 30 people in work. British Journal of Learning Disabilities, 31(4), 128-135.
  • Woodward, J. ve Rieth, H. (1997). A historical review of technology research in special education. Review of Educational Research, 67, 503-536.
  • Wu, P.F. (2011). The Effects of Video Prompting and Activity Schedules on The Acquisition of Independent Living Skills of Students Who Are Deaf and Have Developmental Disabilities. Yayınlanmamış Yüksek Lisans Tezi, Graduate School of The Ohio State University.
There are 33 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Article
Authors

Abdullah Kuzu This is me

Atilla Cavkaytar This is me

Serkan Çankaya

Nuray Öncül This is me

Publication Date December 1, 2013
Submission Date April 3, 2015
Published in Issue Year 2013 Volume: 3 Issue: 2

Cite

APA Kuzu, A. ., Cavkaytar, A. ., Çankaya, S. ., Öncül, N. . (2013). Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Geliştirilen Mobil Beceri Öğretimi Yazılımına Yönelik Katılımcı Görüşleri. Anadolu Journal of Educational Sciences International, 3(2), 1-21.
AMA Kuzu A, Cavkaytar A, Çankaya S, Öncül N. Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Geliştirilen Mobil Beceri Öğretimi Yazılımına Yönelik Katılımcı Görüşleri. AJESI. December 2013;3(2):1-21.
Chicago Kuzu, Abdullah, Atilla Cavkaytar, Serkan Çankaya, and Nuray Öncül. “Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Geliştirilen Mobil Beceri Öğretimi Yazılımına Yönelik Katılımcı Görüşleri”. Anadolu Journal of Educational Sciences International 3, no. 2 (December 2013): 1-21.
EndNote Kuzu A, Cavkaytar A, Çankaya S, Öncül N (December 1, 2013) Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Geliştirilen Mobil Beceri Öğretimi Yazılımına Yönelik Katılımcı Görüşleri. Anadolu Journal of Educational Sciences International 3 2 1–21.
IEEE A. . Kuzu, A. . Cavkaytar, S. . Çankaya, and N. . Öncül, “Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Geliştirilen Mobil Beceri Öğretimi Yazılımına Yönelik Katılımcı Görüşleri”, AJESI, vol. 3, no. 2, pp. 1–21, 2013.
ISNAD Kuzu, Abdullah et al. “Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Geliştirilen Mobil Beceri Öğretimi Yazılımına Yönelik Katılımcı Görüşleri”. Anadolu Journal of Educational Sciences International 3/2 (December 2013), 1-21.
JAMA Kuzu A, Cavkaytar A, Çankaya S, Öncül N. Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Geliştirilen Mobil Beceri Öğretimi Yazılımına Yönelik Katılımcı Görüşleri. AJESI. 2013;3:1–21.
MLA Kuzu, Abdullah et al. “Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Geliştirilen Mobil Beceri Öğretimi Yazılımına Yönelik Katılımcı Görüşleri”. Anadolu Journal of Educational Sciences International, vol. 3, no. 2, 2013, pp. 1-21.
Vancouver Kuzu A, Cavkaytar A, Çankaya S, Öncül N. Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Geliştirilen Mobil Beceri Öğretimi Yazılımına Yönelik Katılımcı Görüşleri. AJESI. 2013;3(2):1-21.