Gelişimsel Yetersizliği Olan Çocuklara Saat Kavramı Kazandırma, Genelleme ve Sürdürme: Kaç Alt Amaç Öğretilmeli?

Year 2012, Volume: 11 Issue: 3, 829 - 844, 26.06.2012

Binyamin Birkan

Abstract

Bu çalışmanın amacı, gelişimsel yetersizliği olan öğrencilere saat kavramlarının öğretilmesi, genellemesi ve
sürdürülmesinde doğrudan öğretim yönteminin etkililiğini incelemektir. Ayrıca bu çalışmada genellemeye
ulaşılabilmesi için öğrencilere kaç alt amacın öğretilmesi gerektiği de test edilmiştir. Çalışmaya orta ve ağır
düzeyde gelişim yetersizliği olan biri erkek, ikisi kız üç öğrenci denek olarak katılmıştır. Denekler 10 ile 16
yaş arasında değişmektedir. Doğrudan öğretim yönteminin etkililiği davranışlar arası çoklu yoklama modeli
kullanılarak ve denekler arası tekrar edilerek değerlendirilmiştir. Araştırma sonuçları, doğrudan öğretim
yönteminin gelişimsel yetersizliği olan 3 öğrenciye, hedeflenen saat kavramlarını kazandırmada etkili
olduğunu ortaya koymuştur. Öğrenciler öğretim sona erdikten 17 ve 30 gün sonara hedef davranışları %100
düzeyinde sürdürebilmişler ve bu davranışları gerçek saat genelleyebilmişlerdir. Makalede çalışmanın
sınırlılıkları ve ileri araştırmalara ilişkin öneriler de tartışılmıştır.

Keywords

Doğrudan öğretim, saat kavramları, gelişimsel yetersizliği olan öğrenciler

Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?

Abstract

The purpose of the present study was to analyze effectiveness of direct instruction method for teaching,
maintaining and generalizing time concepts for students with disabilities. It was also tested how many subaims
should be thought for promoting generalization in this study. Participants included three students (one
boy and two girls) whose functioning levels ranged from mild to moderate disabilities. Their age range is
between 10 and 16. Effectiveness of direct instruction method was evaluated through the use of a multiple
probe design across behaviors and replicated across students. Results indicated that the direct instruction
method was successful in teaching targeted behaviors to all three children with disabilities. Students
maintained target behaviors at 100% accuracy 17 and 30 days after training and generalized responses across
real time materials. Limitations of the study and future research implications are discussed.

Keywords

Direct instruction, time concepts, and students with disabilities

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• Correspondence concerning this article should be addressed to Binyamin Birkan, Tohum Otizm Vakfi, Cumhuriyet Mah. Abidei Hurriyet Cad. No:39 34380 Sisli-Istanbul/ Turkey. Electronic mail may be sent via internet to [[e-mail]].