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OTIZM SPEKTRUM BOZUKLUĞU OLAN ÖĞRENCİLERE ÇARPMA İŞLEMİ ÖĞRETİMİNDE NOKTA BELİRLEME TEKNİĞİNİN ETKİLİLİĞİ

Year 2023, Issue: 65, 260 - 287, 31.01.2023
https://doi.org/10.21764/maeuefd.1110195

Abstract

Bu araştırmada, ¨Doğrudan Öğretim Yöntemiyle (DÖY)¨ sunulan ¨Nokta Belirleme Tekniğinin (NBT)¨, ¨Otizm Spektrum Bozukluğu (OSB)¨ olan öğrencilere çarpma işlemi öğretimindeki etkililiğinin incelenmesi amaçlanmıştır. Araştırmaya OSB tanısı almış, 8-10 yaşlarında üç öğrenci yer almıştır. Araştırma; denekler arası yoklama denemeli çoklu yoklama modeli kullanılarak gerçekleştirilmiştir. Çalışmanın bağımlı değişkeni, OSB’li öğrencilerin çarpma işlemlerini gerçekleştirme düzeyi, bağımsız değişkeni ise DÖY ile sunulan NBT’dir. Sonuçlar, OSB’li öğrencilere çarpma işlem becerilerinin öğretiminde NBT’nin etkili olduğunu, uygulama bittikten sonra edinilen becerinin kalıcılığının devam ettiğini ve temel çarpma işlem becerisinin hem farklı sınıf ortamına hem de farklı bir öğretmene genellenebildiğini göstermiştir. Ayrıca, öğretmenlerin NBT ile yapılan öğretim süreci hakkında olumlu görüş bildirdikleri görülmüştür.

References

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  • Cervantes, P. E., Matson, J. L., Williams, L. W. ve Jang, J. (2014). The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers. Research in Autism Spectrum Disorders, 8(5), 502–508. doi:10.1016/j.rasd.2014.01.008
  • Cihak, D. F. ve Foust, J. L. (2008). Comparing number lines and touch points to teach addition facts to students with autism. Focus on Autism and Other Developmental Disabilities, 23(3), 131-137. doi:10.1177/1088357608318950
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  • Eliçin, Ö., Dağseven Emecen, D. ve Yıkmış, A. (2013). Zihin engelli çocuklara doğrudan öğretim yöntemiyle temel toplama işlemlerinin öğretiminde nokta belirleme tekniği kullanılarak yapılan öğretimin etkililiği. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 37(37), 118-136.
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  • Fletcher, D., Boon, R.T. ve Cihak, D.F. (2010). Effects of the TouchMath program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 449-458.
  • Gevarter, C., Bryant, D. P., Bryant, B., Watkins, L., Zamora, C. ve Sammarco, N. (2016). Mathematics interventions for individuals with autism spectrum disorder: a systematic review. Review Journal Autism Developmental Disorders, 3, 224-238. doi:10.1007/s40489-016-0078-9
  • Gürsel, O. (2019). Nokta belirleme tekniği. Oğuz Gürsel (Yay. Haz.) Özel gereksinimli öğrencilere matematik beceri ve kavramlarının öğretimini planlama ve uygulama (3. bs.) içinde (s. 311-340). Vize akademik.
  • Harris, M., Helling, J., Thompson, L., Neyman, J., McLaughlin, T. F., Hatch, K. ve Jack, M. (2015). The effects of a direct instruction flashcard system to teach two students with disabilities multiplication facts. International Journal of Applied Research, 1(3), 66-77.
  • Hart Barnett, J. E. ve Cleary, S. (2015). Review of evidence-based mathematics interventions for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 50(2), 172–185.
  • Hart Barnett, J. E. ve Cleary, S. (2019). Visual supports to teach algebraic equations to a middle school student with autism spectrum disorder. Preventing School Failure: Alternative Education for Children and Youth, 63(4), 345–351. doi:10.1080/1045988X.2019.1608897
  • Huckaby, A. M. (2019). Is TouchMath an effective intervention for students with autism? Electronic Theses and Dissertations. 256. https://scholarworks.sfasu.edu/etds/256 adresinden erişildi.
  • Hughes, C. (2011). Changes and challenges in 20 years of research into the development of executive functions. Infant and Child Development, 20 (3), 251-271. doi:10.1002/icd.736
  • Karaaslan, Ö. & Karaaslan, D. (2016). Otizmli çocukların tıbbi tanılama sürecinde yer alan uzman doktorların tanılamaya ilişkin görüşlerinin incelenmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 18(2), 271-293.
  • Kasap, C. ve Ergenekon, Y. (2017). Effects of a schema approach for the achievement of the verbal mathematics problem-solving skills in individuals with autism spectrum disorders. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 17(6), 1787-1809. doi:10.12738/estp.2017.6.0660
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  • Keskin, N. K. (2016). Otizm spektrum bozukluğu olan öğrencilere temel çıkarma işlemi öğretiminde nokta belirleme tekniğinin etkililiği. Yayımlanmamış Yüksek lisans tezi, Abant İzzet Baysal Üniversitesi.
  • King, S. A., Lemons, C. J. ve Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A best-evidence synthesis. Exceptional Children, 82(4),443-462. doi: 10.1177/0014402915625066
  • Kot, M. (2019). Zihin yetersizliği olan öğrencilere çarpma ve bölme işlemlerinin öğretiminde nokta belirleme tekniğinin farklı sunumlarının karşılaştırılması. Yayımlanmamış Doktora Tezi. Abant İzzet Baysal Üniversitesi.
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THE EFFECTIVENESS OF THE TOUCHMATH TECHNIQUE IN TEACHING MULTIPLICATION TO STUDENTS WITH AUTISM SPECTRUM DISORDER

Year 2023, Issue: 65, 260 - 287, 31.01.2023
https://doi.org/10.21764/maeuefd.1110195

Abstract

The aim of this study determines whether the TouchMath technique which is presented by using with direct teaching method is effective or not in teaching multiplication skills to children with ¨Autism Spectrum Disorder (ASD)¨. Three students with ASD aged 8-10 years, who were diagnosed with ASD participated in the research. In the study, a multiple probe model with between-subject probe trials was used. The dependent variable of this research is the level of the subjects to carry out multiplication skills. The independent variable was TouchMath procedure which was used to teach multiplication fact skills to the subjects. The results indicated that the TouchMath technique was effective in teaching multiplication skills to students with ASD and the maintenance of the acquired skill continued after the application ended, and that the multiplication skill could be generalized to both a different classroom environment and a different teacher. Teachers gave positive opinions about the teaching process with the TouchMath technique

References

  • Akmanoğlu, N. ve Batu, S. (2004). Teaching pointing to numerals to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 39(4), 326-336.
  • Alaaudein, A. A. ve Sahwan, E. H. A. S. (2014). The effectiveness of TouchMath on improving academic achievement on math addition in children with Autism. Psycho-Educational Research Reviews, 3(3), 60-65.
  • Al-Hmouz, H. (2018). The effectiveness of the touch math program in teaching addition to students with math disability. Jordan Journal of Educational Sciences, 14(4), 461-474.
  • American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5.bs.). Washington, DC: American Psychiatric Association.
  • Assouline, S. G., Nicpon, M. F. ve Dockery, L. (2012). Predicting the academic achievement of gifted students with autism spectrum disorder. Journal Autism and Developmental Disorder, 42(9), 1781–1789. doi: 10.1007/s10803-011-1403-x Avant, M. J. T. ve Heller, K. W. (2011). Examining the effectiveness of TouchMath with students with physical disabilities. Remedial and Special Education, 32(4), 309-321. doi:10.1177/0741932510362198
  • Aydemir, T. (2017). Zihin yetersizliği olan öğrencilere temel çarpma işleminin öğretiminde iki öğretim uygulamasının etkililik ve verimlilik yönünden karşılaştırılması. Yayımlanmamış Doktora Tezi. Anadolu Üniversitesi.
  • Badır Polat, T. ve Yıkmış, (2019). Zihin engelli öğrencilere çıkarma işlemi öğretiminde sabit bekleme süreli öğretimle sunulan Nokta Belirleme Tekniğinin etkililiği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 767-781. doi:10.17240/aibuefd.2019.19.49440-519075
  • Bakan, S. (2017). Nokta Belirleme Tekniğinin bir kaynaştırma öğrencisinin matematik başarısı ve öz-yeterlilik algı düzeyine etkililiği. Yayımlanmamış Yüksek lisans tezi. İnönü Üniversitesi.
  • Barr, F. ve Mavropoulou, S. (2019). Curriculum accommodations in mathematics instruction for adolescents with mild intellectual disability educated in inclusive classrooms. International Journal of Disability, Development and Education, 68(2), 270-286. doi:10.1080/1034912X.2019.1684457
  • Bergman, S. H. (2014). The effectiveness of using TouchMath addition techniques with students with learning disabilities. Yayınlanmamış Yüksek Lisans Tezi. Concordia University.
  • Berry, D. (2007). The effectiveness of the TouchMath curriculum to teach addition and subtraction to elementary aged students identified with autism. http://www.touchmath.com/pdf/TouchmathAutism.pdf adresinden erişildi.
  • Bowman, J. A., McDonnell, J., Ryan, J. H. ve Fudge-Coleman, O. (2019). Effective mathematics instruction for students with moderate and severe disabilities: A review of the literature. Focus on Autism and Other Developmental Disabilities, 34(4), 195–204. doi:10.1177/1088357619827932
  • Cervantes, P. E., Matson, J. L., Williams, L. W. ve Jang, J. (2014). The effect of cognitive skills and autism spectrum disorder on stereotyped behaviors in infants and toddlers. Research in Autism Spectrum Disorders, 8(5), 502–508. doi:10.1016/j.rasd.2014.01.008
  • Cihak, D. F. ve Foust, J. L. (2008). Comparing number lines and touch points to teach addition facts to students with autism. Focus on Autism and Other Developmental Disabilities, 23(3), 131-137. doi:10.1177/1088357608318950
  • Cox, S. K. ve Jimenez, B. A. (2020). Mathematical interventions for students with autism spectrum disorder: Recommendations for practitioners. Research in Developmental Disabilities, 105, 1–9. doi:10.1016/j.ridd.2020.103744
  • Çalık, N. C. ve Kargın, T. (2010). Effectiveness of the Touch Math technique in teaching addition skills to students with intellectual disabilities. International Journal of Special Education, 25 (1), 195-204.
  • Day, L. (2015). Mathematically rich, investigative tasks for teaching algebra. Mathematics Teacher, 108(7), 512-518. doi:10.5951/mathteacher.108.7.0512
  • Dev, P. C., Doyle, B. A., ve Valente, B. (2002). Labels needn't stick:" At-risk" first graders rescued with appropriate intervention. Journal of Education for Students Placed at Risk, 7(3), 327-332.
  • Donlan, C., Cowan, R., Newton, E. J. ve Lloyd, D. (2007). The role of language in mathematical development: Evidence from children with specific language impairments. Cognition, 103(1), 23–33. doi:10.1016/j.cognition.2006.02.007
  • Eichel, A. (2007). Math interventions for a student with autism. Summer Student Research Project, Nebraska Kearney University. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.548.4712&rep=rep1&type=pdf adresinden erişildi.
  • Eliçin, Ö., Dağseven Emecen, D. ve Yıkmış, A. (2013). Zihin engelli çocuklara doğrudan öğretim yöntemiyle temel toplama işlemlerinin öğretiminde nokta belirleme tekniği kullanılarak yapılan öğretimin etkililiği. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 37(37), 118-136.
  • Erbaş, D. (2018). Güvenirlik. E. Tekin-İftar (Yay. Haz.), Eğitim ve davranış bilimlerinde tek denekli araştırmalar, (2. bs) içinde (s.109-128). Anı Yayıncılık.
  • Fletcher, D., Boon, R.T. ve Cihak, D.F. (2010). Effects of the TouchMath program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 449-458.
  • Gevarter, C., Bryant, D. P., Bryant, B., Watkins, L., Zamora, C. ve Sammarco, N. (2016). Mathematics interventions for individuals with autism spectrum disorder: a systematic review. Review Journal Autism Developmental Disorders, 3, 224-238. doi:10.1007/s40489-016-0078-9
  • Gürsel, O. (2019). Nokta belirleme tekniği. Oğuz Gürsel (Yay. Haz.) Özel gereksinimli öğrencilere matematik beceri ve kavramlarının öğretimini planlama ve uygulama (3. bs.) içinde (s. 311-340). Vize akademik.
  • Harris, M., Helling, J., Thompson, L., Neyman, J., McLaughlin, T. F., Hatch, K. ve Jack, M. (2015). The effects of a direct instruction flashcard system to teach two students with disabilities multiplication facts. International Journal of Applied Research, 1(3), 66-77.
  • Hart Barnett, J. E. ve Cleary, S. (2015). Review of evidence-based mathematics interventions for students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 50(2), 172–185.
  • Hart Barnett, J. E. ve Cleary, S. (2019). Visual supports to teach algebraic equations to a middle school student with autism spectrum disorder. Preventing School Failure: Alternative Education for Children and Youth, 63(4), 345–351. doi:10.1080/1045988X.2019.1608897
  • Huckaby, A. M. (2019). Is TouchMath an effective intervention for students with autism? Electronic Theses and Dissertations. 256. https://scholarworks.sfasu.edu/etds/256 adresinden erişildi.
  • Hughes, C. (2011). Changes and challenges in 20 years of research into the development of executive functions. Infant and Child Development, 20 (3), 251-271. doi:10.1002/icd.736
  • Karaaslan, Ö. & Karaaslan, D. (2016). Otizmli çocukların tıbbi tanılama sürecinde yer alan uzman doktorların tanılamaya ilişkin görüşlerinin incelenmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 18(2), 271-293.
  • Kasap, C. ve Ergenekon, Y. (2017). Effects of a schema approach for the achievement of the verbal mathematics problem-solving skills in individuals with autism spectrum disorders. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 17(6), 1787-1809. doi:10.12738/estp.2017.6.0660
  • Kasari, C., Freeman, S. ve Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620. doi:10.1111/j.1469-7610.2005.01567.x
  • Keskin, N. K. (2016). Otizm spektrum bozukluğu olan öğrencilere temel çıkarma işlemi öğretiminde nokta belirleme tekniğinin etkililiği. Yayımlanmamış Yüksek lisans tezi, Abant İzzet Baysal Üniversitesi.
  • King, S. A., Lemons, C. J. ve Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A best-evidence synthesis. Exceptional Children, 82(4),443-462. doi: 10.1177/0014402915625066
  • Kot, M. (2019). Zihin yetersizliği olan öğrencilere çarpma ve bölme işlemlerinin öğretiminde nokta belirleme tekniğinin farklı sunumlarının karşılaştırılması. Yayımlanmamış Doktora Tezi. Abant İzzet Baysal Üniversitesi.
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There are 54 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Semra Kuh Akgün 0000-0001-8586-6521

Özcan Karaaslan 0000-0002-4672-5678

Doç. Dr. Özcan Karaaslan 0000-0002-4672-5678

Hatice Şengül Erdem 0000-0003-2933-8198

Publication Date January 31, 2023
Submission Date April 28, 2022
Published in Issue Year 2023 Issue: 65

Cite

APA Kuh Akgün, S., Karaaslan, Ö., Karaaslan, D. D. Ö., Şengül Erdem, H. (2023). OTIZM SPEKTRUM BOZUKLUĞU OLAN ÖĞRENCİLERE ÇARPMA İŞLEMİ ÖĞRETİMİNDE NOKTA BELİRLEME TEKNİĞİNİN ETKİLİLİĞİ. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(65), 260-287. https://doi.org/10.21764/maeuefd.1110195