Doğrudan- Gömülü Öğretimle Otizm Spektrum Bozukluğu Olan Öğrenciye Sosyal Beceri Öğretiminin Karşılaştırılması

Abstract

Otizm spektrum bozukluğu (OSB) olan çocukların sosyal becerileri edinim ve kullanımında yetersizliklerinin olduğu bilinmektedir. Sosyal beceriler OSB olan çocuklara çeşitli yöntemlerle öğretilmeye çalışılmaktadır. Bu araştırmada, sosyal beceri öğretiminde doğrudan öğretim (DÖ) ve gömülü öğretim (GÖ) yönteminin etkililik ve verimlilikleri karşılaştırılmıştır. Çalışmaya OSB olan yedi yaşında iki erkek öğrenci katılmış ve tek denekli araştırma yöntemlerinden biri olan uyarlamalı dönüşümlü uygulamalar modeli kullanılmıştır. Araştırmanın bağımlı değişkenleri kendini tanıtma ve izin isteme becerileri, bağımsız değişkenleri doğrudan ve gömülü öğretimdir. Bağımsız değişkenlerin etkililik verileri grafiksel analiz ve etki büyüklüğü hesaplaması şeklinde sunulmuş, verimlilik ve sosyal geçerlilik verileri ise betimsel olarak analiz edilmiştir. Araştırma sonucunda her iki bağımsız değişkenin etkili olduğu, deneklerin edindikleri sosyal becerileri farklı ortam ve kişilere genelleyebildikleri, çalışma sona erdikten bir, üç, beş hafta sonra sürdürebildikleri bulgularına ulaşılmıştır. Doğrudan öğretimin her iki denekte de daha verimli olduğu görülmüştür. Ayrıca denekler her iki uygulamadan da hoşlandıklarını, deneklerin öğretmenleri ise öğrencilerinin sosyal becerilerinde artışlar gözlemlediklerini belirtmişlerdir.

Keywords

• Otizm
• Doğal Öğretim
• Yapılandırılmış Öğretim
• Sosyal Beceri

Direct and Embedded Instruction for Students with ASD: Comparison of Social Skills Instruction

Abstract

It is known that children with autism spectrum disorder (ASD) have inadequacies in acquiring and using social skills. Social skills are tried to be taught to children with ASD through various methods. In this study, the effectiveness and efficiency of direct instruction (DT) and embedded instruction (EI) methods in teaching social skills were compared. Two seven-year-old male students diagnosed with ASD participated in the study and one of the single-subject research methods, the adaptive alternating treatments model, was used. The dependent variables of the study were self-introduction and permission seeking skills, and the independent variables were direct and embedded instruction. While the effectiveness data of the independent variables were presented as graphical analysis and effect size calculation, efficiency and social validity data were analyzed descriptively. As a result of the study, it was found that the independent variables were effective, the subjects were able to generalize the social skills they acquired to different settings and people, and they were able to maintain these skills after one, three, and five weeks. Direct instruction was found to be more efficient in both subjects. In addition, the subjects stated that they enjoyed both interventions, and the teachers of the subjects stated that they observed increases in the social skills of their students.

Keywords

• Autism
• Natural Teaching
• Structured Instruction
• Social Skills

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