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Year 2013, Volume: 44 Issue: 44, 262 - 274, 01.06.2013

Arzu Özen Yasemin Ergenekon Burcu Ülke Kürkçüoğlu Derya Genç

Abstract

This study aims to determine whether or not teachers working with children with developmental disabilities use daily routines, transitions and, planned play activities that are among the basic elements of Activity-Based Intervention (ABI) into instruction. The study also investigates how the teachers implement instructional procedures in order to teach target skills and concepts to their students if they use these activities into instruction. Semi-structured interviews were conducted with participants, and data were analyzed via inductive analysis technique in the study. At the end of analyses, three main themes and sub-themes were identified. Findings of the study showed that teachers have limitations in using ABI strategies systematically in their classes. In spite of these limitations they deliver positive opinions regarding ABI applications. Offering ABI strategies as an alternative instruction to teachers working with students with developmental disabilities and improving their competence to conduct these strategies may contribute both to increase in successful practices and occur a positive atmosphere in the classroom settings.

Keywords

Developmental disabilities early intervention activity-based intervention teacher opinions and special education teachers

References

  • Alberto, P.A., & Troutman, A.C. (2009). Applied behavior analysis for teachers (8 th Ed.). New Jersey: Pearson Education, Inc.
  • Bakkaloglu, H. (2008). The effectiveness of activity-based intervention program on the transition skills of children with developmental disabilities aged between 3 and 6 years. Kuram ve Uygulamada Eğitim Bilimleri, 8 (2), 393-406. Barton, E.E., & Wolery, M. (2008). Teaching pretend play to children with disabilities. Topics in Early Childhood Special Education, 28 (2), 109-125.
  • Bricker, D., Pretti-Frontczak, K., & McComas, N. (1998). An activity-based approach to earl intervention (2nd Ed.). Baltimore: Paul Brooks Pub.
  • Buysse, V., Wesley, P., Keyes, L., & Bailey, D. (1996). Assessing comfort zone of child care teachers in serving young children with disabilities. Journal of Early Intervention, 20, 189-2003.
  • 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 disabilities. Education and Training in Developmental Disabilities, 43 (2), 226-228.
  • Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd Ed.). Pearson Merrill Prentice Hall.
  • Daugherty, S., Grisham-Brown, J., & Hemmeter, M.L. (2001). The effects of embedded skill instructions on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21, 213-221.
  • Fox, L., & Hanline, M.F. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics in Early Childhood Special Education, 13(3), 308-327.
  • Garfinkle, A., & Schwartz, I,S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22, 26
  • Grisham-Brown, J., Pretti-Frontczak, K., Hemmeter, M.L., & Ridgley, R. (2002). Teaching IEP goals and objectives in the context of classroom routines and activities. Young Exceptional Children, 6(1), 18-27.
  • Horn, E., Lieber, J., Sandall, S., & Schwartz, I. (2000). Supporting young childrens’ IEP goals in inclusive setting through embedded learning opportunities. Topics in Early Childhood Special Education, 20, 208-223.
  • Johnson, J.W., & McDonnell, J. (2004). An exploratory study of the implementation of embedded instruction by general educators with students with developmental disabilities. Education &Treatment of Children, 27, 46-64. Jonhson, J.W., McDonnell, J., Hozwarth, V.N., & Hunter, K. (2004) The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions. 6, 214-2
  • Kerr, M. M. & Nelon, C. M. (1998). Strategies for managing behavior problems in the classroom (4th Ed.). Upper Saddle River, New Jersey: Merrill.
  • Kurt, O., & Tekin-İftar, E. (2008). A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisure skills to children with autism. Topics in Early Childhood Special Education, 28, 53
  • Lieber, J. (1993). A comparison of social pretend play in young children with and without disabilities. Early Education and Development, 4, 148-161.
  • Macy, M.G., & Bricker, D.D. (2007). Embedding individualized social goals into routine activites in inclusive early childhood classrooms. Early Child Development and Care, 177(2), 107-120.
  • Malskog, S., & McDonnell, A.P. (1999). Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19, 203-216.
  • McBride, B.J., & Schwartz, I.S. (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5-17.
  • McDonnell, J., Johnson, J.W., Polychronis, S., Risen, T., Jameson, M., & Kercher, K. (2006). Comparison of one-toone embedded instruction in general education classes with small group instruction in special education classes. Education and Trainning in Developmental Disabilities, 41, 125-138.
  • 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, 58-72.
  • National Autism Center (2009). National Standarts Report. Randolph, Massacusetts.
  • Pretti-Frontczak, K., & Bricker, D. (2001). Use of embedding strategy during daily activities by eariy childhood education and early childood special education teachers. Infant-Toddler Intervention 11(2), 11-128.
  • Pretti-Frontczak, K., & Bricker, D. (2004). An activity-based approach to early intervention (3rd Ed.). Baltimore: Paul Brooks Pub.
  • Sewell, T., Collins, B.C., Hemmeter, M.L., & Schuster, J.W. (1998). Using simultaneous prompting within an activity based format to teach dressing skills to preschoolers with developmental delays. Journal of Early Intervention, 21, 132-1
  • Thomas, D.R. (2003). “A general inductive approach for qualitative data analysis,” http://www.fmhs.auckland.ac.nz/soph/centers/hrmas/_docs/Inductive2003.pdf
  • Venn, M.L., Wolery, M., Werts, M.G., Morris, A., DeCesare, L.D., & Cuffs, M.S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their pers. Early Childhood Research Quarterly, 8, 2772
  • Warren S.F., & Gazdag, G. (1990). Facilitating early language development with milieu intervention procedures. Journal of Early Intervention, 14, 62-86.
  • Warren, S.F. (1992). Facilitating basic vocabulary acquisition with milieu teaching procedures. Journal of Early Intervention, 16, 235-231.
  • Wolery, M. (1994). Implementing instruction for young children with special needs in early childhood classroom. In, M, Wolery, & J.S. Wilbers (Eds.), Including children special needs in early childhood programs (pp. 151-166). Washington, DC: National Association for the Education of Young Children.
  • Wolery, M., Anthony, L., Caldwell, N.K., Snyder, E.D., & Margante, J.D. (2002) Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education, 22, 14-25.

Opinions of Special Education Teachers About Activity-Based Intervention

Year 2013, Volume: 44 Issue: 44, 262 - 274, 01.06.2013

Arzu Özen Yasemin Ergenekon Burcu Ülke Kürkçüoğlu Derya Genç

Abstract

Bu çalışmanın amacı, gelişimsel yetersizliği olan çocuklarla çalışan öğretmenlerin etkinlik temelli öğretimin (ETÖ) temel öğeleri arasında yer alangünlük rutinlere, geçişlere ve planlanmış oyun etkinliklerine öğretimde yer verip vermedikleri, yer verdikleri durumlarda ise öğrencilerine hedef beceri ve kavramları nasıl öğrettiklerine ilişkin durumun betimlemesidir. Çalışmada katılımcılarla yarı-yapılandırılmış görüşmeler yapılmış ve veriler tümevarım analizi tekniği kullanılarak analiz edilmiştir. Analizler sonucunda, üç ana tema ve alt-temalar belirlenmiştir. Araştırma bulguları, öğretmenlerin ETÖ stratejilerini sınıflarında sistematik olarak öğretim amaçlı kullanmada sınırlılıklar yaşadığını ve buna rağmen ETÖ uygulamalarına ilişkin olumlu görüş bildirdiklerini göstermiştir. Gelişimsel yetersizliği olan çocuklarla çalışan öğretmenlere ETÖ stratejilerinin bir alternatif olarak sunulması ve bu konuda yeterlik kazandırılması, hem başarılı uygulamaların artmasına hem de sınıfta olumlu bir öğrenme atmosferinin oluşmasına katkı sağlayabilir.

Keywords

Gelişimsel yetersizlik erken eğitim etkinlik temelli öğretim öğretmen görüşleri özel eğitim öğretmenleri

References

  • Alberto, P.A., & Troutman, A.C. (2009). Applied behavior analysis for teachers (8 th Ed.). New Jersey: Pearson Education, Inc.
  • Bakkaloglu, H. (2008). The effectiveness of activity-based intervention program on the transition skills of children with developmental disabilities aged between 3 and 6 years. Kuram ve Uygulamada Eğitim Bilimleri, 8 (2), 393-406. Barton, E.E., & Wolery, M. (2008). Teaching pretend play to children with disabilities. Topics in Early Childhood Special Education, 28 (2), 109-125.
  • Bricker, D., Pretti-Frontczak, K., & McComas, N. (1998). An activity-based approach to earl intervention (2nd Ed.). Baltimore: Paul Brooks Pub.
  • Buysse, V., Wesley, P., Keyes, L., & Bailey, D. (1996). Assessing comfort zone of child care teachers in serving young children with disabilities. Journal of Early Intervention, 20, 189-2003.
  • 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 disabilities. Education and Training in Developmental Disabilities, 43 (2), 226-228.
  • Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd Ed.). Pearson Merrill Prentice Hall.
  • Daugherty, S., Grisham-Brown, J., & Hemmeter, M.L. (2001). The effects of embedded skill instructions on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21, 213-221.
  • Fox, L., & Hanline, M.F. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics in Early Childhood Special Education, 13(3), 308-327.
  • Garfinkle, A., & Schwartz, I,S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22, 26
  • Grisham-Brown, J., Pretti-Frontczak, K., Hemmeter, M.L., & Ridgley, R. (2002). Teaching IEP goals and objectives in the context of classroom routines and activities. Young Exceptional Children, 6(1), 18-27.
  • Horn, E., Lieber, J., Sandall, S., & Schwartz, I. (2000). Supporting young childrens’ IEP goals in inclusive setting through embedded learning opportunities. Topics in Early Childhood Special Education, 20, 208-223.
  • Johnson, J.W., & McDonnell, J. (2004). An exploratory study of the implementation of embedded instruction by general educators with students with developmental disabilities. Education &Treatment of Children, 27, 46-64. Jonhson, J.W., McDonnell, J., Hozwarth, V.N., & Hunter, K. (2004) The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions. 6, 214-2
  • Kerr, M. M. & Nelon, C. M. (1998). Strategies for managing behavior problems in the classroom (4th Ed.). Upper Saddle River, New Jersey: Merrill.
  • Kurt, O., & Tekin-İftar, E. (2008). A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisure skills to children with autism. Topics in Early Childhood Special Education, 28, 53
  • Lieber, J. (1993). A comparison of social pretend play in young children with and without disabilities. Early Education and Development, 4, 148-161.
  • Macy, M.G., & Bricker, D.D. (2007). Embedding individualized social goals into routine activites in inclusive early childhood classrooms. Early Child Development and Care, 177(2), 107-120.
  • Malskog, S., & McDonnell, A.P. (1999). Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19, 203-216.
  • McBride, B.J., & Schwartz, I.S. (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23, 5-17.
  • McDonnell, J., Johnson, J.W., Polychronis, S., Risen, T., Jameson, M., & Kercher, K. (2006). Comparison of one-toone embedded instruction in general education classes with small group instruction in special education classes. Education and Trainning in Developmental Disabilities, 41, 125-138.
  • 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, 58-72.
  • National Autism Center (2009). National Standarts Report. Randolph, Massacusetts.
  • Pretti-Frontczak, K., & Bricker, D. (2001). Use of embedding strategy during daily activities by eariy childhood education and early childood special education teachers. Infant-Toddler Intervention 11(2), 11-128.
  • Pretti-Frontczak, K., & Bricker, D. (2004). An activity-based approach to early intervention (3rd Ed.). Baltimore: Paul Brooks Pub.
  • Sewell, T., Collins, B.C., Hemmeter, M.L., & Schuster, J.W. (1998). Using simultaneous prompting within an activity based format to teach dressing skills to preschoolers with developmental delays. Journal of Early Intervention, 21, 132-1
  • Thomas, D.R. (2003). “A general inductive approach for qualitative data analysis,” http://www.fmhs.auckland.ac.nz/soph/centers/hrmas/_docs/Inductive2003.pdf
  • Venn, M.L., Wolery, M., Werts, M.G., Morris, A., DeCesare, L.D., & Cuffs, M.S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their pers. Early Childhood Research Quarterly, 8, 2772
  • Warren S.F., & Gazdag, G. (1990). Facilitating early language development with milieu intervention procedures. Journal of Early Intervention, 14, 62-86.
  • Warren, S.F. (1992). Facilitating basic vocabulary acquisition with milieu teaching procedures. Journal of Early Intervention, 16, 235-231.
  • Wolery, M. (1994). Implementing instruction for young children with special needs in early childhood classroom. In, M, Wolery, & J.S. Wilbers (Eds.), Including children special needs in early childhood programs (pp. 151-166). Washington, DC: National Association for the Education of Young Children.
  • Wolery, M., Anthony, L., Caldwell, N.K., Snyder, E.D., & Margante, J.D. (2002) Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education, 22, 14-25.
There are 30 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Arzu Özen This is me

Yasemin Ergenekon This is me

Burcu Ülke Kürkçüoğlu This is me

Derya Genç This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 44 Issue: 44

Cite

APA Özen, A., Ergenekon, Y., Kürkçüoğlu, B. Ü., Genç, D. (2013). Opinions of Special Education Teachers About Activity-Based Intervention. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 262-274.