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Ensuring Efficiency in Teaching: Small Group Instruction and Observational Learning

Year 2020, Volume: 10 Issue: 1, 729 - 762, 31.01.2020
https://doi.org/10.18039/ajesi.682143

Abstract

The purpose of this study was to provide information about small group instruction and observational learning procedure being conducted in small group instruction. In the present study firstly, information regarding small group instruction and the steps to be followed were presented. The steps related to small group instruction are determining the number of participants in the group, deciding the target skills to be taught, determining the teaching method to be used, planning the trials in the sessions, determining the discriminative stimulus, deciding how to respond to the reactions of the participants in the group, determining the individual or group criterion, presenting the instruction and determining the effectiveness. Afterwards, descriptions about the theoretical background of observational learning were provided and how can observational learning be conducted within small group instruction was mentioned. In the present study, research studies in which discrete behaviors were taught within small group arrangement in the recent years were selected. In the studies examined, it was mentioned that individuals with various kinds of disabilities with different ages could both acquire their own target behaviors as well as other individuals’ target behaviors in the group by observing within small group instruction arrangement. In the present study, results of related studies were shared and suggestions for the implementers were provided.

References

  • AAIDD (2010). Intellectual disability: Definition, classification, and systems of supports (11th edition). Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Aldemir, Ö. (2011). Gelişimsel yetersizlik gösteren çocuklara okul öncesi dönem akademik becerilerin öğretiminde küçük grup öğretim düzenlemesiyle sunulan sabit bekleme süreli öğretimin etkililiği. Yayınlanmış yüksek lisans tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Aldemir, Ö. & Gürsel, O. (2014). The effectiveness of the constant time delay procedure in teaching pre-school academic skills to children with developmental disabilities in a small group teaching arrangement. Educational Sciences: Theory & Practice, 14(2), 733-740.
  • Aldemir-Fırat, Ö. & Ergenekon, Y. (2018). Uygulamacılar için özel eğitimde farklı bir bakış açısı: Gömülü öğretim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(2), 379-401.
  • Birleşmiş Milletler Çocuk Haklarına İlişkin Milletlerarası Sözleşme, (1994). http://www.ombudsman.gov.tr/contents/files/20512--Cocuk-Haklarina-Dair Sozlesme.pdf (Erişim Tarihi: 29.07.2019)
  • Birleşmiş Milletler Engellilerin Haklarına İlişkin Milletlerarası Sözleşme, (2009). http://www.resmigazete.gov.tr/eskiler/2009/07/20090714-1.htm (Erişim Tarihi: 29.07.2019).
  • Brewer, K. R. & Wann, D. L. (1998). Observational learning effectiveness as a function of model characteristics: Investigating the importance of social power. Social Behavior and Personality, 6(1), 1-10.
  • Campbell, M. L. & Mechling, L. C. (2009). Small group computer-assisted instruction with smart board technology: An investigation of observational and incidental learning of nontarget information. Remedial and Special Education, 30(1), 47-57.
  • Chai, Z. (2017). Improving early reading skills in young children through an iPad App: Small-group instruction and observational learning. Rural Special Education Quarterly, 36(2), 101-111.
  • Collins, B. C. (2007). Moderate and severe disabilities: A foundational approach. New Jersey: Pearson Prentice Hall.
  • Collins, B. C., Gast, D. L., Ault, M. J. & Wolery, M. (1991). Small group instruction: Guidelines for teachers of students with moderate to severe handicaps. Education and Training in Mental Retardation, 26(1), 18-32.
  • 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 devolepmental disorders and devopmental disabilities. Education and Training in Developmental Disabilities, 43(2), 226-248.
  • Corbett, B. A. (2003). Video modeling: A window into the word of autism. The Behavior Analyst Today, 4(3), 367-377.
  • Cömertpay, E. (2018). Ayırt etme öğretiminin otizm spektrum bozukluğu olan çocukların gözleyerek öğrenme becerisini öğrenmeleri üzerindeki etkililiği. Yayınlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Çattık, M. & Odluyurt, S. (2017). The effectiveness of the smart board-based small-group graduated guidance instruction on digital gaming and observational learning skills of children with autism spectrum disorder. The Turkish Online Journal of Educational Technology, 16(4), 84-102.
  • Doğan, S. (2016). Otizm spektrum bozukluğu olan çocuklara mesleklerin öğretiminde küçük grupta sunulan sabit bekleme süreli öğretimin etkililiği. Yayınlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Doyle, P. M., Gast, D. L., Wolery, M., Ault, M. J. & Meyer, S. (1992). Teaching discrete skills to students with moderate mental retardation in small‐group instructional arrangements. Exceptionality, 3(4), 233-253.
  • Duker, P., Didden, R. & Sigafoos, J. (2004). One-to-one training: Instructional procedures for learners with developmental disabilities. United States of America: PRO-ED, Inc.
  • Falkenstine, K. J., Collins, B. C., Schuster, J. W. & Kleinert, H. (2009). Presenting chained and Discrete tasks as non-targeted information when teaching discrete academic skills through small group instruction. Educational and Training in Developmental Disabilities, 44(1), 127-142.
  • Fickel, K. M., Schuster, J. W. & Collins, B. C. (1998). Teaching different tasks using different stimuli in a heterogeneous small group. Journal of Behavioral Education, 8(2), 219-244.
  • Griffen, A. K., Wolery, M. & Schuster, J. W. (1992). Triadic instruction of chained food preparation responses: Acquisition and observational learning. Journal of Applied Behavior Analysis, 25(1), 193-204.
  • Grisham-Brown, J., Hemmeter, M. L. & Pretti-Frontczak, K. (2006). Blended practices for teaching young children in inclusive settings. Baltimore: Paul H. Brookes Publishing.
  • Gürsel, O., Tekin-İftar, E. & Bozkurt, F. (2006). Effectiveness of simultaneous prompting in small group: The opportunity of acquring non-target skills through observaional learning and instructive feedback. Education and Training in Developmental Disabilities, 41(3), 225-243.
  • Hall, M. G., Schuster, J. W., Wolery, M., Gast, D. L. & Doyle, P. M. (1992). Teaching chained skills in a non-school setting using a divided half instructional format. Journal of Behavioral Education, 2(3), 1992, 257-279.
  • Kamps, D., Walker, D., Maher, J. & Rotholz, D. (1992). Academic and environmental effects of small group arrangements in classrooms for students with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 22(2), 277-293.
  • Lane, J. D., Gast, D. L., Shepley, C. & Ledford, J. R. (2015). Including social opportunities during small group instruction of preschool children with social-communication delays. Journal of Early Intervention, 37(1) 3-22.
  • Leaf, J. B., Oppenheim-Leaf, M. L., Dotson, W. H., Johnson, V. A., Courtemanche, A. B., Sheldon, J. B. & Sherman, J. A. (2011). Effects of no-no prompting on teaching expressive labeling of facial expressions to children with and without a pervasive developmental disorder. Education and Training in Autism and Developmental Disabilities, 46(2), 186-203.
  • Ledford, J. R., Gast, D. L., Luscre, D. & Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38, 86-103.
  • Ledford, J. R., Lane, J. D., Elam, K. L. & Wolery, M. (2012). Using response-prompting procedures during small-group direct instruction: Outcomes and procedural variations. American Journal on Intellectual and Developmental Disabilities, 117(5), 413-434.
  • Ledford, J. R. & Wolery, M. (2015). Observational learning of academic and social behaviors during small-group direct instruction. Exceptional Children, 81(3), 272-291.
  • Ledford, J. R. & Wolery, M. (2013). Peer modeling of academic and social behaviors during small-group direct instruction. Exceptional Children, 79(4), 439-458.
  • Mechling, L. C., Gast, D. L. & Krupa, K. (2007). Impact of smart board technology: An investigation of sight word reading and observational learning. Journal of Autism and Developmental Disorders, 37, 1869-1882.
  • Mechling, L. C., Gast, D. L. & Thompson, K. L. (2008). Comparison of the effects of smart board technology and flash card instruction on sight word recognition and observational learning. Journal of Special Education Technology, 23(1), 34-46.
  • Mercer, C. D. & Mercer, A. R. (2005). Teaching students with learning problems. New Jersey: Pearson Merill Prentic Hall.
  • Parker, M. A. & Schuster, J. W. (2002). Effectiveness of simultaneous prompting on acqusition of observational and instructive feedback stimuli when teaching a heterogeneous group of high school students. Education and Training in Mental Retardation and Developmental Disabilities, 37(1), 89-104.
  • Ross, A. H. & Stevens, K. B. (2003). Teaching spelling of social studies content vocabulary prior to using the vocabulary in inclusive learning environments: An examination of constant time delay, observational learning, and instructive feedback. Journal of Behavioral Education, 12(4), 287-309.
  • Saadatzi, M. N., Pennington, R. C., Welch, K. C. & Graham, J. H. (2018). Effects of a robot peer on the acquisition and observational learning of sight words in young adults with autism spectrum disorder. Journal of Special Education Technology, 33(4), 284-296.
  • Schoen, F. S. & Ogden, S. (1995). Impact of time delay, observational learning and attentional cuing upon word recognition during integrated small-group instruction. Journal of Autism and Developmental Disorders, 25(5), 503-519.
  • Senemoğlu, N. (2001). Gelişim, öğrenme ve öğretim. Ankara: Gazi Kitabevi.
  • Singleton, K. M., Schuster, J. W. & Ault, M. J. (1995). Simultaneous prompting in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 30(3), 218-230.
  • Spriggs, A. D., Gast, D. L. & Knight, V. F. (2016). Video modeling and observational learning to teach gaming access to students with ASD. Journal of Autism and Developmental Disorders, 46(9), 2845-2858.
  • Stahmer, A. C., Collings, N. M. & Plainkas, L. A. (2005). Early intervention practices for childrem with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20(2), 66-79.
  • Taubman, M., Brierley, S., Wishner, J., Baker, D., McEachin, J. & Leaf, R. B. (2001). The effectiveness of group discrete trial instructional approach for preschoolers with developmental disabilities. Research in Developmental Disabilities, 22(3), 205-219.
  • Taylor, B. A. & DeQuinzio, J. A. (2012). Observational learning and children with autism. Behavior Modification, 36(3), 341-360.
  • Tekin-İftar, E. (2009). Kaynaştırma uygulamalarında öğretimin planlanması. İçinde S. Eripek (Ed.), İlköğretimde kaynaştırma (s. 67-83). Eskişehir: T.C. Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
  • Tekin-İftar, E. & Birkan, B. (2010). Small group instruction for students with autism: General case training and observational learning. The Journal of Special Education, 44(1), 50-63.
  • Tekin-İftar, E. & Kırcaali-İftar, G. (2018). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Vize Akademik.
  • Wall, M. E. & Gast, D. L. (1999). Acquisition of incidental information during instruction for a response-chain skill. Research in Developmental Disabilities, 20(1),31-50.
  • Wolery, M., Ault, M. J. & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities: Use of response prompting strategies. NY: Longman.
  • Wolery, M., Ault, M. J., Doyle, P. M., Gast, D. L. & Griffen, A. K. (1992). Choral and individual responding during small group instruction: Identification of interactional effects. Education and Treatment of Children, 15(4), 289-309.

Öğretimde Verimliliği Sağlama: Küçük Grup Öğretim Düzenlemesi ve Gözleyerek Öğrenme

Year 2020, Volume: 10 Issue: 1, 729 - 762, 31.01.2020
https://doi.org/10.18039/ajesi.682143

Abstract

Bu çalışmanın amacı, küçük grup öğretim düzenlemesine ve küçük grup öğretim düzenlemesi içinde gerçekleşen gözleyerek öğrenme sürecine ilişkin ayrıntılı bilgi sunmaktır. Gerçekleştirilen bu çalışmada önce küçük grup öğretim düzenlemesine ve küçük grup öğretim düzenlemesiyle öğretimi planlamanın basamaklarına ilişkin bilgi verilmiştir. Küçük grup öğretim düzenlemesine ilişkin basamaklar gruptaki katılımcıların sayısını belirleme, öğretilecek hedef becerilere karar verme, kullanılacak öğretim yöntemini belirleme, oturumlardaki denemeleri planlama, dikkat çekici ipucunu belirleme, gruptaki katılımcıların tepkilerine nasıl tepkide bulunulacağına karar verme, bireysel ya da grup ölçütü belirleme, öğretimi sunma ve etkililiğini belirlemedir. Ardından gözleyerek öğrenme sürecinin kuramsal alt yapısına yönelik açıklamalar yapılarak küçük grup öğretim düzenlemesi içinde gözleyerek öğrenmenin nasıl gerçekleştirilebileceği üzerinde durulmuştur. Çalışmada tek-basamaklı davranışların öğretimine ilişkin küçük grup öğretim düzenlemesiyle son yıllarda gerçekleştirilmiş araştırmalara yer verilmiştir. İncelenen araştırmalarda küçük grup öğretim düzenlemesinde yer alan farklı yaştaki yetersizliği olan bireylerin hem kendi hedef davranışlarını hem de gözleyerek gruptaki diğer bireylerin hedef davranışlarını öğrenebildikleri ifade edilmiştir. Çalışmada ilgili araştırmalara yönelik bulgular paylaşılarak uygulamacılara yönelik önerilere yer verilmiştir.

References

  • AAIDD (2010). Intellectual disability: Definition, classification, and systems of supports (11th edition). Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Aldemir, Ö. (2011). Gelişimsel yetersizlik gösteren çocuklara okul öncesi dönem akademik becerilerin öğretiminde küçük grup öğretim düzenlemesiyle sunulan sabit bekleme süreli öğretimin etkililiği. Yayınlanmış yüksek lisans tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Aldemir, Ö. & Gürsel, O. (2014). The effectiveness of the constant time delay procedure in teaching pre-school academic skills to children with developmental disabilities in a small group teaching arrangement. Educational Sciences: Theory & Practice, 14(2), 733-740.
  • Aldemir-Fırat, Ö. & Ergenekon, Y. (2018). Uygulamacılar için özel eğitimde farklı bir bakış açısı: Gömülü öğretim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(2), 379-401.
  • Birleşmiş Milletler Çocuk Haklarına İlişkin Milletlerarası Sözleşme, (1994). http://www.ombudsman.gov.tr/contents/files/20512--Cocuk-Haklarina-Dair Sozlesme.pdf (Erişim Tarihi: 29.07.2019)
  • Birleşmiş Milletler Engellilerin Haklarına İlişkin Milletlerarası Sözleşme, (2009). http://www.resmigazete.gov.tr/eskiler/2009/07/20090714-1.htm (Erişim Tarihi: 29.07.2019).
  • Brewer, K. R. & Wann, D. L. (1998). Observational learning effectiveness as a function of model characteristics: Investigating the importance of social power. Social Behavior and Personality, 6(1), 1-10.
  • Campbell, M. L. & Mechling, L. C. (2009). Small group computer-assisted instruction with smart board technology: An investigation of observational and incidental learning of nontarget information. Remedial and Special Education, 30(1), 47-57.
  • Chai, Z. (2017). Improving early reading skills in young children through an iPad App: Small-group instruction and observational learning. Rural Special Education Quarterly, 36(2), 101-111.
  • Collins, B. C. (2007). Moderate and severe disabilities: A foundational approach. New Jersey: Pearson Prentice Hall.
  • Collins, B. C., Gast, D. L., Ault, M. J. & Wolery, M. (1991). Small group instruction: Guidelines for teachers of students with moderate to severe handicaps. Education and Training in Mental Retardation, 26(1), 18-32.
  • 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 devolepmental disorders and devopmental disabilities. Education and Training in Developmental Disabilities, 43(2), 226-248.
  • Corbett, B. A. (2003). Video modeling: A window into the word of autism. The Behavior Analyst Today, 4(3), 367-377.
  • Cömertpay, E. (2018). Ayırt etme öğretiminin otizm spektrum bozukluğu olan çocukların gözleyerek öğrenme becerisini öğrenmeleri üzerindeki etkililiği. Yayınlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Çattık, M. & Odluyurt, S. (2017). The effectiveness of the smart board-based small-group graduated guidance instruction on digital gaming and observational learning skills of children with autism spectrum disorder. The Turkish Online Journal of Educational Technology, 16(4), 84-102.
  • Doğan, S. (2016). Otizm spektrum bozukluğu olan çocuklara mesleklerin öğretiminde küçük grupta sunulan sabit bekleme süreli öğretimin etkililiği. Yayınlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Doyle, P. M., Gast, D. L., Wolery, M., Ault, M. J. & Meyer, S. (1992). Teaching discrete skills to students with moderate mental retardation in small‐group instructional arrangements. Exceptionality, 3(4), 233-253.
  • Duker, P., Didden, R. & Sigafoos, J. (2004). One-to-one training: Instructional procedures for learners with developmental disabilities. United States of America: PRO-ED, Inc.
  • Falkenstine, K. J., Collins, B. C., Schuster, J. W. & Kleinert, H. (2009). Presenting chained and Discrete tasks as non-targeted information when teaching discrete academic skills through small group instruction. Educational and Training in Developmental Disabilities, 44(1), 127-142.
  • Fickel, K. M., Schuster, J. W. & Collins, B. C. (1998). Teaching different tasks using different stimuli in a heterogeneous small group. Journal of Behavioral Education, 8(2), 219-244.
  • Griffen, A. K., Wolery, M. & Schuster, J. W. (1992). Triadic instruction of chained food preparation responses: Acquisition and observational learning. Journal of Applied Behavior Analysis, 25(1), 193-204.
  • Grisham-Brown, J., Hemmeter, M. L. & Pretti-Frontczak, K. (2006). Blended practices for teaching young children in inclusive settings. Baltimore: Paul H. Brookes Publishing.
  • Gürsel, O., Tekin-İftar, E. & Bozkurt, F. (2006). Effectiveness of simultaneous prompting in small group: The opportunity of acquring non-target skills through observaional learning and instructive feedback. Education and Training in Developmental Disabilities, 41(3), 225-243.
  • Hall, M. G., Schuster, J. W., Wolery, M., Gast, D. L. & Doyle, P. M. (1992). Teaching chained skills in a non-school setting using a divided half instructional format. Journal of Behavioral Education, 2(3), 1992, 257-279.
  • Kamps, D., Walker, D., Maher, J. & Rotholz, D. (1992). Academic and environmental effects of small group arrangements in classrooms for students with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 22(2), 277-293.
  • Lane, J. D., Gast, D. L., Shepley, C. & Ledford, J. R. (2015). Including social opportunities during small group instruction of preschool children with social-communication delays. Journal of Early Intervention, 37(1) 3-22.
  • Leaf, J. B., Oppenheim-Leaf, M. L., Dotson, W. H., Johnson, V. A., Courtemanche, A. B., Sheldon, J. B. & Sherman, J. A. (2011). Effects of no-no prompting on teaching expressive labeling of facial expressions to children with and without a pervasive developmental disorder. Education and Training in Autism and Developmental Disabilities, 46(2), 186-203.
  • Ledford, J. R., Gast, D. L., Luscre, D. & Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38, 86-103.
  • Ledford, J. R., Lane, J. D., Elam, K. L. & Wolery, M. (2012). Using response-prompting procedures during small-group direct instruction: Outcomes and procedural variations. American Journal on Intellectual and Developmental Disabilities, 117(5), 413-434.
  • Ledford, J. R. & Wolery, M. (2015). Observational learning of academic and social behaviors during small-group direct instruction. Exceptional Children, 81(3), 272-291.
  • Ledford, J. R. & Wolery, M. (2013). Peer modeling of academic and social behaviors during small-group direct instruction. Exceptional Children, 79(4), 439-458.
  • Mechling, L. C., Gast, D. L. & Krupa, K. (2007). Impact of smart board technology: An investigation of sight word reading and observational learning. Journal of Autism and Developmental Disorders, 37, 1869-1882.
  • Mechling, L. C., Gast, D. L. & Thompson, K. L. (2008). Comparison of the effects of smart board technology and flash card instruction on sight word recognition and observational learning. Journal of Special Education Technology, 23(1), 34-46.
  • Mercer, C. D. & Mercer, A. R. (2005). Teaching students with learning problems. New Jersey: Pearson Merill Prentic Hall.
  • Parker, M. A. & Schuster, J. W. (2002). Effectiveness of simultaneous prompting on acqusition of observational and instructive feedback stimuli when teaching a heterogeneous group of high school students. Education and Training in Mental Retardation and Developmental Disabilities, 37(1), 89-104.
  • Ross, A. H. & Stevens, K. B. (2003). Teaching spelling of social studies content vocabulary prior to using the vocabulary in inclusive learning environments: An examination of constant time delay, observational learning, and instructive feedback. Journal of Behavioral Education, 12(4), 287-309.
  • Saadatzi, M. N., Pennington, R. C., Welch, K. C. & Graham, J. H. (2018). Effects of a robot peer on the acquisition and observational learning of sight words in young adults with autism spectrum disorder. Journal of Special Education Technology, 33(4), 284-296.
  • Schoen, F. S. & Ogden, S. (1995). Impact of time delay, observational learning and attentional cuing upon word recognition during integrated small-group instruction. Journal of Autism and Developmental Disorders, 25(5), 503-519.
  • Senemoğlu, N. (2001). Gelişim, öğrenme ve öğretim. Ankara: Gazi Kitabevi.
  • Singleton, K. M., Schuster, J. W. & Ault, M. J. (1995). Simultaneous prompting in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 30(3), 218-230.
  • Spriggs, A. D., Gast, D. L. & Knight, V. F. (2016). Video modeling and observational learning to teach gaming access to students with ASD. Journal of Autism and Developmental Disorders, 46(9), 2845-2858.
  • Stahmer, A. C., Collings, N. M. & Plainkas, L. A. (2005). Early intervention practices for childrem with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20(2), 66-79.
  • Taubman, M., Brierley, S., Wishner, J., Baker, D., McEachin, J. & Leaf, R. B. (2001). The effectiveness of group discrete trial instructional approach for preschoolers with developmental disabilities. Research in Developmental Disabilities, 22(3), 205-219.
  • Taylor, B. A. & DeQuinzio, J. A. (2012). Observational learning and children with autism. Behavior Modification, 36(3), 341-360.
  • Tekin-İftar, E. (2009). Kaynaştırma uygulamalarında öğretimin planlanması. İçinde S. Eripek (Ed.), İlköğretimde kaynaştırma (s. 67-83). Eskişehir: T.C. Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
  • Tekin-İftar, E. & Birkan, B. (2010). Small group instruction for students with autism: General case training and observational learning. The Journal of Special Education, 44(1), 50-63.
  • Tekin-İftar, E. & Kırcaali-İftar, G. (2018). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Vize Akademik.
  • Wall, M. E. & Gast, D. L. (1999). Acquisition of incidental information during instruction for a response-chain skill. Research in Developmental Disabilities, 20(1),31-50.
  • Wolery, M., Ault, M. J. & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities: Use of response prompting strategies. NY: Longman.
  • Wolery, M., Ault, M. J., Doyle, P. M., Gast, D. L. & Griffen, A. K. (1992). Choral and individual responding during small group instruction: Identification of interactional effects. Education and Treatment of Children, 15(4), 289-309.
There are 50 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Özgül Aldemir-fırat This is me 0000-0001-6960-1881

Publication Date January 31, 2020
Submission Date November 4, 2019
Published in Issue Year 2020 Volume: 10 Issue: 1

Cite

APA Aldemir-fırat, Ö. (2020). Öğretimde Verimliliği Sağlama: Küçük Grup Öğretim Düzenlemesi ve Gözleyerek Öğrenme. Anadolu Journal of Educational Sciences International, 10(1), 729-762. https://doi.org/10.18039/ajesi.682143
AMA Aldemir-fırat Ö. Öğretimde Verimliliği Sağlama: Küçük Grup Öğretim Düzenlemesi ve Gözleyerek Öğrenme. AJESI. January 2020;10(1):729-762. doi:10.18039/ajesi.682143
Chicago Aldemir-fırat, Özgül. “Öğretimde Verimliliği Sağlama: Küçük Grup Öğretim Düzenlemesi Ve Gözleyerek Öğrenme”. Anadolu Journal of Educational Sciences International 10, no. 1 (January 2020): 729-62. https://doi.org/10.18039/ajesi.682143.
EndNote Aldemir-fırat Ö (January 1, 2020) Öğretimde Verimliliği Sağlama: Küçük Grup Öğretim Düzenlemesi ve Gözleyerek Öğrenme. Anadolu Journal of Educational Sciences International 10 1 729–762.
IEEE Ö. Aldemir-fırat, “Öğretimde Verimliliği Sağlama: Küçük Grup Öğretim Düzenlemesi ve Gözleyerek Öğrenme”, AJESI, vol. 10, no. 1, pp. 729–762, 2020, doi: 10.18039/ajesi.682143.
ISNAD Aldemir-fırat, Özgül. “Öğretimde Verimliliği Sağlama: Küçük Grup Öğretim Düzenlemesi Ve Gözleyerek Öğrenme”. Anadolu Journal of Educational Sciences International 10/1 (January 2020), 729-762. https://doi.org/10.18039/ajesi.682143.
JAMA Aldemir-fırat Ö. Öğretimde Verimliliği Sağlama: Küçük Grup Öğretim Düzenlemesi ve Gözleyerek Öğrenme. AJESI. 2020;10:729–762.
MLA Aldemir-fırat, Özgül. “Öğretimde Verimliliği Sağlama: Küçük Grup Öğretim Düzenlemesi Ve Gözleyerek Öğrenme”. Anadolu Journal of Educational Sciences International, vol. 10, no. 1, 2020, pp. 729-62, doi:10.18039/ajesi.682143.
Vancouver Aldemir-fırat Ö. Öğretimde Verimliliği Sağlama: Küçük Grup Öğretim Düzenlemesi ve Gözleyerek Öğrenme. AJESI. 2020;10(1):729-62.