Erken Koşullu Öğrenme ve Beraberindeki Çocuk ve Öğretmen Duygusal-Sosyal Davranışı

Abstract

Küçük çocuklarda tepki-koşullu öğrenmenin faydaları çoklu yetersizlikleri ve ağır derecede gelişimsel gerilikleri olan üç çocukla (2 kız,1 erkek) gerçekleştirilen bir çalışmada incelenmiştir. Çocuğun edimsel koşullanmasını arttırmak için koşullu öğrenme oyunları kullanılmış ve hem çocukların hem de öğretmenlerin edimsel koşullanmayla bağlantılı eşzamanlı sosyal-duygusal davranışları çocuğun öğrenmesi ile eşleştirilmiştir. Sonuçlar öğrenme oyunlarının çocukların öğrenmesini geliştirdiğini ve karşılıklı öğrenci öğretmen davranışlarının tahmil edilebilecek şekilde edimsel koşullanmayla bağlantılı olduğunu göstermiştir. Bulguların önceki araştırmalardan elde edilen sonuçlara katkısı açıklanmaktadır.

Keywords

• Tepki-koşullu uyarım, öğrenme oyunları, edimsel davranış, sosyal-duygusal davranış.

Early Contingency Learning and Child and Teacher Concomitant Social–Emotional Behavior

Abstract

The value-added benefits of young children's response-contingent learning were examined in a study of three children (2 females, 1 male) with multiple disabilities and profound developmental delays. Contingency learning games were used to increase child operant responding, and both the children's and their teachers' concomitant socialemotional behavior associated with operant responding were mapped onto child learning. Results showed that the learning games promoted child learning and that collateral child and teacher behavior were predictably associated with operant responding. The manner in which the findings extend the results from previous research are described.

Keywords

• Response-contingent stimulation
• learning games
• operant behavior
• social-emotional behavior.

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