A Descriptive Analysis Study Regarding Use of Video Prompting Procedure as Evidence-Based Interventions in Special Education

Abstract

Video prompting is an evidence-based intervention used in education of individuals with special needs. It is a teaching method that gives individuals the opportunity to apply target skills as soon as they watch them, provides acquisition, maintenance and generalization of the learned skills and provides less error rate during teaching. Therefore, we aimed that in this study to review single subject design investigations which independent variable is video prompting in the context of participants demographics, procedure, setting, target skill, teaching format, design, type of presentation and effectiveness of the video prompting. In the studies we reviewed, majority of the participants were students with autism spectrum disorders, the majority of students (aged 12-18) were young, the video prompting was used alone in most of the studies, majority of the interventions were conducted in school settings and in one-to-one format, the target skills of the investigations were largely leisure time and daily living skills. In addition, it was reported that the video prompting is effective in teaching target skills in the investigations we reviewed. We discussed the findings of the review in the context of variables and provided some suggestions for researchers and practitioners.

Keywords

• Literature Review,Special Education,Student with Special Needs,Video Prompting Procedure

BİLİMSEL DAYANAKLI UYGULAMALARDAN VİDEO İPUCU YÖNTEMİNİN ÖZEL EĞİTİMDE KULLANIMINA YÖNELİK BİR BETİMSEL ANALİZ ÇALIŞMASI

Abstract

Video ipucu yöntemi özel gereksinimli bireylerin eğitiminde kullanılan bilimsel dayanaklı uygulamalardan biridir. Bireylerin izlediği becerileri anında yapma fırsatı vermesi, öğrenilen becerilerin edinim, kalıcılık ve genellemesini sağlaması ve öğretimin daha az hatayla gerçekleşmesinde önemli yöntemlerden biridir. Dolayısıyla bu çalışmada özel gereksinimli bireylerle yapılmış ve bağımsız değişkeni video ipucu olan tek denekli araştırmaların; katılımcı özellikleri, yöntem, ortam, hedef beceri, öğretim düzenlemesi, araştırma modeli, sunuluş biçimi ve yöntemin etkililiği bağlamında incelenmesi amaçlanmıştır. Araştırma kapsamına dahil edilen çalışmalar elektronik ortamda ve elle tarama yöntemi ile yapılmıştır. Ulaşılan çalışmalar ayrıntılı incelenmiş ve 20 çalışma belirlenen dahil etme ve dışlama ölçütleri dahilinde incelenmiştir. Ulaşılan çalışmalarda daha çok otizm spektrum bozukluğu bulunan öğrencilerin katılımcı olarak yer aldığı, öğrencilerin çoğunluğunun (12-18 yaş arası) genç olduğu, çalışmaların çoğunda video ipucunun tek başına kullanıldığı, uygulamaların daha çok okul ortamında ve birebir formatta yürütüldüğü, araştırmaların bağımlı değişkenlerinin büyük oranda serbest zaman ve günlük yaşam becerileri olduğu görülmüştür. Ayrıca incelenen araştırmalarda video ipucunun hedef davranışların öğretiminde etkili olduğu bildirilmiştir. Araştırma bulguları, incelenen değişkenler bağlamında tartışılmış ve paydaşlara önerilerde bulunulmuştur.

Keywords

• Literatür Tarama,Özel Eğitim,Özel Gereksinimli Öğrenci,Video İpucu Yöntemi

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