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Zihinsel Yetersizliği Olan Öğrencilere Fotokopi Çekme Becerisinin Öğretiminde Eşzamanlı İpucuyla Öğretimin Etkililiği

Year 2006, Volume: 7 Issue: 02, 29 - 48, 01.03.2006
https://doi.org/10.1501/Ozlegt_0000000102

Abstract

References

  • Akmanoğlu, N. & Batu, S. (2004). Teaching pointing to numerals to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 39, 326-336.
  • Akmanoğlu-Uludağ, N. & Batu, S. (2005).Teaching naming relatives to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 40, 401-410.
  • Billingsley, F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
  • Birkan, B. (2005). Using simultaneous prompting for teaching various discrete tasks to students with mental retardation. Education and Training in Developmental Disabilities, 40, 68-79.
  • Birkan, B. (2002). Gelişimsel yetersizliği olan çocuklara renk öğretiminde eşzamanlı ipucuyla öğretimin etkililiği. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 2, 169-186.
  • Doğan, O. S., & Tekin-İftar, E. (2002). The effects of simultaneous prompting on teaching receptively identifying occupations from picture cards. Research in Developmental Disabilities, 23, 237-252.
  • Ergenekon, Y., Gürsel, O., & Batu, S. (2001). Öğretmenlerin ve yöneticilerin gelişimsel geriliği olan bireylere meslek becerilerinin kazandırılmasına ilişkin görüşleri. I. Uluslar arası Özel Eğitim Kongresinde sunulmuş bildiri, Antalya, Türkiye.
  • Fetko, K. S., Schuster, J. W., Harley, D. A., & Collins, B. C. (1999). Using simultaneous prompting to teach a chained vocational task to young adults with severe intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities. 34, 318-329.
  • Fickel, K. M., Schuster, J. W., & Collins, B. C. (1998). Teaching different tasks using different stimuli in a heterogeneous small group. Journal of Behavioral Education, 8, 219-144..
  • Gibson, A. N., & Schuster, J. W. (1992). The use of simultaneous prompting for teaching expressive word recognition to preschool children. Topics in Early Childhood Special Education, 12, 247-257.
  • Griffen, A. K., Schuster, J. W., & Morse, T. E. (1998). The acquisition of instructive feedback: A comparison of continuous versus intermittent presentation schedules. Education and Training in Mental Retardation and Developmental Disabilities, 33, 42-61.
  • Gürsel, O., Tekin-İftar, E., & Bozkurt, F. (2006). Effectiveness of simultaneous prompting in small group: The opportunity of acquiring non-target skills through observational learning and instructive feedback. Education and Training in Developmental Disabilities, 41, 225-243.
  • Hall, C., Sheldon-Wildgen J., & Sherman, J. A. (1980). Teaching job interview skills to retarded clients. Journal of Applied Behavior Analysis, 13, 433- 442.
  • Johnson, P., Schuster, J. W., & Bell, J. K. (1996). Comparison of simultaneous prompting with and without error correction in teaching science vocabulary words to high school students with mild disabilities. Journal of Behavioral Education, 6, 437-458.
  • Kırcaali-İftar, G. & Tekin, E. (1997). Tek denekli araştırma yöntemleri. Ankara: Türk Psikologlar Derneği Yayınları.
  • MacFarland-Smith, J., Schuster, J. W., & Stevens, K. B. (1993). Using simultaneous prompting to teach expressive object identification to preschoolers with developmental delays. Journal of Early Intervention, 17, 50-60.
  • Maciag, K. G., Schuster, J. W., Collins, B. C, & Cooper, J. T. (2000). Training adults with moderate and severe mental retardation in a vocational skill using a simultaneous prompting procedures. Education and Training in Mental Retardation and Developmental Disabilities, 35, 306-316.
  • Moon, M. S., & Inge, K. (2000). Vocational preparation and transition. In M. Snell & F. Brown (Eds.), Instruction of students with severe disabilities. Upper Saddle River, NJ: Merrill/Prentice-Hall, Inc.
  • Morse, T. E., & Schuster, J. W. (2004). Simultaneous prompting: A review of literature. Education and Training in Developmental Disabilities, 39, 153- 168.
  • Newton, J. S., Olson, D., & Horner, R. H. (1995). Factors contributing to the stability of social relationships between individuals with mental retardation and other community members. Mental Retardation, 33, 383-393.
  • Palmer, T., Collins, B. C., & Schuster, J. W. (1999). The use of simultaneous prompting to procedure to teach receptive manual sign identification to adults with disabilities. Journal of Developmental and Physical Disabilities, 11, 179-191.
  • Parker, M. A., & Schuster, J. W. (2002). Effectiveness of simultaneous prompting on the acquisition of observational and instructive feedback stimuli when teaching a heterogeneous group of high school students. Education and Training in Mental Retardation and Developmental Disabilities, 37, 89- 104.
  • Parrot, K. A., Schuster, J. W., Collins, B. C., & Gassaway, L. J. (2000). Simultaneous prompting and instructive feedback when teaching chained tasks. Journal of Behavioral Education, 10, 3-19.
  • Schuster, J. W., & Griffen, A. K. (1993). Teaching a chained task with a simultaneous prompting procedure. Journal of Behavioral Education, 3, 299- 315.
  • Schuster, J. W., Griffen, A. K., & Wolery, M. (1992). Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation. Journal of Behavioral Education, 2, 305- 325.
  • Sewell, T. J., 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, 132-145.
  • Singleton, D. K., Schuster, J. W., & Morse, T. E., & Collins, B. C. (1999). A comparison of antecedent prompt and test and simultaneous prompting procedures in teaching grocery words to adolescents with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 34, 182-199.
  • Singleton, K. C., Schuster, J. W., & Ault, M. J. (1995). Simultaneous prompting in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 30, 218-230.
  • Tawney, W. J., & Gast, D. L. (1984). 1995. Single subject research in special education. Colombus: Merril Publishing Company.
  • Tekin, E. (1996). Etkili ve işlevsel bireyselleştirilmiş eğitim programlarının hazırlanması. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 6, 111-122.
  • Tekin, E. (2000). Zihin özürlü çocuklara kardeşleri aracılığıyla sunulan dört saniye sabit bekleme süreli öğretimin ve eşzamanlı ipucuyla öğretimin etkililiklerinin ve verimliliklerinin karşılaştırılması. Eskişehir: Anadolu Üniversitesi Yayınları.
  • Tekin, E., & Kırcaali-İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayıncılık.
  • Tekin, E., & Kırcaali-İftar, G. (2002). Comparison of effectiveness and efficiency of two response prompting procedures delivered by sibling tutors. Education and Training in Mental Retardation and Developmental Disabilities, 37, 283-299.
  • Tekin-İftar, E. (2003). Effectiveness of peer delivered simultaneous prompting on teaching community sings to students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 38, 77-94.
  • Tekin-İftar, E., Acar, G., & Kurt, O. (2003). The effects of simultaneous prompting on teaching expressively identifying the objects: An instructive feedback study. Journal of Disability, Development and Education, 50, 37-50.
  • Vuran, S. (1996). Bireyselleştirilmiş materyallerinin hazırlanması. Üniversitesi Eğitim Fakültesi Dergisi, 6, 75-82. Anadolu
  • Wehman, P. (1996). Life beyond the classroom transition strategies for young people with disabilities. Baltimore: Paul H. Brookes Publishing Company.
  • Wehman, P., Moon, M. S., Everson, J. J., Wood, W., & Barcus, J. M. (1988). Transition from school to work: New challenges for youth with severe disabilities. Baltimore: Paul H. Brookes Publishing Company.
  • Wilson, P. G., O’Reilly, M. F., & Rusch, F. R. (1991). Analysis of minority status supported employees in relation to placement approach and selected outcomes. Mental Retardation, 29, 329-333.
  • Wolery, M., Holcombe, A., Werts, M. G., & Cipolloni, R. M. (1993). Effects of simultaneous prompting and instructive feedback. Early Education and Development, 4, 20-31.

Zihinsel Yetersizliği Olan Öğrencilere Fotokopi Çekme Becerisinin Öğretiminde Eşzamanlı İpucuyla Öğretimin Etkililiği

Year 2006, Volume: 7 Issue: 02, 29 - 48, 01.03.2006
https://doi.org/10.1501/Ozlegt_0000000102

Abstract

Bu çalışmada, zihinsel yetersizliği olan öğrencilere fotokopi çekme becerisinin öğretiminde eşzamanlı ipucuyla öğretimin etkililiği araştırılmıştır. Aynı zamanda, eşzamanlı ipucuyla öğretimin ortam, zaman ve araç gereçler arası genelleme etkisi ve uygulama sona erdikten 2, 4 ve 5 hafta sonraki izleme etkisi incelenmiştir. Araştırmada tek denekli araştırma modellerinden yoklama evreli denekler arası çoklu yoklama modeli kullanılmıştır. Çalışma 14–17 yaşları arasında, iki kız iki erkek dört öğrenci ile yürütülmüştür. Eşzamanlı ipucuyla öğretimin fotokopi çekme becerisinin öğretimindeki etkililiğini değerlendirmek üzere toplu yoklama, günlük yoklama, öğretim, izleme ve genelleme oturumları düzenlenmiş, değerlendirme için tek-fırsat tekniği kullanılmıştır. Oturumların tümü bire-bir öğretim düzenlemesi biçiminde gerçekleştirilmiştir. Öğretim sırasında sözel ipucu ve model ipucu bir arada kullanılmış, öğretimde tüm basamakların bir arada öğretimi yaklaşımı benimsenmiştir. Araştırmada gözlemciler arası güvenirlik ve uygulama güvenirliği verisi toplanmıştır. Araştırma bulguları, eşzamanlı ipucuyla öğretimin çalışmaya katılan zihinsel yetersizliği olan öğrencilerde fotokopi çekme becerisinin öğretiminde etkili olduğunu, öğretim sona erdikten 2, 4 ve 5 hafta sonra da öğrenilenlerin kalıcılığının korunduğunu gösterir niteliktedir. Farklı ortam, farklı zaman ve farklı araç gereçlerle gerçekleştirilen genelleme oturumlarında iki öğrenci %100 doğru tepkide bulunurken iki öğrenci %50 düzeyinde doğru tepki sergilemiştir.

References

  • Akmanoğlu, N. & Batu, S. (2004). Teaching pointing to numerals to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 39, 326-336.
  • Akmanoğlu-Uludağ, N. & Batu, S. (2005).Teaching naming relatives to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 40, 401-410.
  • Billingsley, F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
  • Birkan, B. (2005). Using simultaneous prompting for teaching various discrete tasks to students with mental retardation. Education and Training in Developmental Disabilities, 40, 68-79.
  • Birkan, B. (2002). Gelişimsel yetersizliği olan çocuklara renk öğretiminde eşzamanlı ipucuyla öğretimin etkililiği. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 2, 169-186.
  • Doğan, O. S., & Tekin-İftar, E. (2002). The effects of simultaneous prompting on teaching receptively identifying occupations from picture cards. Research in Developmental Disabilities, 23, 237-252.
  • Ergenekon, Y., Gürsel, O., & Batu, S. (2001). Öğretmenlerin ve yöneticilerin gelişimsel geriliği olan bireylere meslek becerilerinin kazandırılmasına ilişkin görüşleri. I. Uluslar arası Özel Eğitim Kongresinde sunulmuş bildiri, Antalya, Türkiye.
  • Fetko, K. S., Schuster, J. W., Harley, D. A., & Collins, B. C. (1999). Using simultaneous prompting to teach a chained vocational task to young adults with severe intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities. 34, 318-329.
  • Fickel, K. M., Schuster, J. W., & Collins, B. C. (1998). Teaching different tasks using different stimuli in a heterogeneous small group. Journal of Behavioral Education, 8, 219-144..
  • Gibson, A. N., & Schuster, J. W. (1992). The use of simultaneous prompting for teaching expressive word recognition to preschool children. Topics in Early Childhood Special Education, 12, 247-257.
  • Griffen, A. K., Schuster, J. W., & Morse, T. E. (1998). The acquisition of instructive feedback: A comparison of continuous versus intermittent presentation schedules. Education and Training in Mental Retardation and Developmental Disabilities, 33, 42-61.
  • Gürsel, O., Tekin-İftar, E., & Bozkurt, F. (2006). Effectiveness of simultaneous prompting in small group: The opportunity of acquiring non-target skills through observational learning and instructive feedback. Education and Training in Developmental Disabilities, 41, 225-243.
  • Hall, C., Sheldon-Wildgen J., & Sherman, J. A. (1980). Teaching job interview skills to retarded clients. Journal of Applied Behavior Analysis, 13, 433- 442.
  • Johnson, P., Schuster, J. W., & Bell, J. K. (1996). Comparison of simultaneous prompting with and without error correction in teaching science vocabulary words to high school students with mild disabilities. Journal of Behavioral Education, 6, 437-458.
  • Kırcaali-İftar, G. & Tekin, E. (1997). Tek denekli araştırma yöntemleri. Ankara: Türk Psikologlar Derneği Yayınları.
  • MacFarland-Smith, J., Schuster, J. W., & Stevens, K. B. (1993). Using simultaneous prompting to teach expressive object identification to preschoolers with developmental delays. Journal of Early Intervention, 17, 50-60.
  • Maciag, K. G., Schuster, J. W., Collins, B. C, & Cooper, J. T. (2000). Training adults with moderate and severe mental retardation in a vocational skill using a simultaneous prompting procedures. Education and Training in Mental Retardation and Developmental Disabilities, 35, 306-316.
  • Moon, M. S., & Inge, K. (2000). Vocational preparation and transition. In M. Snell & F. Brown (Eds.), Instruction of students with severe disabilities. Upper Saddle River, NJ: Merrill/Prentice-Hall, Inc.
  • Morse, T. E., & Schuster, J. W. (2004). Simultaneous prompting: A review of literature. Education and Training in Developmental Disabilities, 39, 153- 168.
  • Newton, J. S., Olson, D., & Horner, R. H. (1995). Factors contributing to the stability of social relationships between individuals with mental retardation and other community members. Mental Retardation, 33, 383-393.
  • Palmer, T., Collins, B. C., & Schuster, J. W. (1999). The use of simultaneous prompting to procedure to teach receptive manual sign identification to adults with disabilities. Journal of Developmental and Physical Disabilities, 11, 179-191.
  • Parker, M. A., & Schuster, J. W. (2002). Effectiveness of simultaneous prompting on the acquisition of observational and instructive feedback stimuli when teaching a heterogeneous group of high school students. Education and Training in Mental Retardation and Developmental Disabilities, 37, 89- 104.
  • Parrot, K. A., Schuster, J. W., Collins, B. C., & Gassaway, L. J. (2000). Simultaneous prompting and instructive feedback when teaching chained tasks. Journal of Behavioral Education, 10, 3-19.
  • Schuster, J. W., & Griffen, A. K. (1993). Teaching a chained task with a simultaneous prompting procedure. Journal of Behavioral Education, 3, 299- 315.
  • Schuster, J. W., Griffen, A. K., & Wolery, M. (1992). Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation. Journal of Behavioral Education, 2, 305- 325.
  • Sewell, T. J., 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, 132-145.
  • Singleton, D. K., Schuster, J. W., & Morse, T. E., & Collins, B. C. (1999). A comparison of antecedent prompt and test and simultaneous prompting procedures in teaching grocery words to adolescents with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 34, 182-199.
  • Singleton, K. C., Schuster, J. W., & Ault, M. J. (1995). Simultaneous prompting in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 30, 218-230.
  • Tawney, W. J., & Gast, D. L. (1984). 1995. Single subject research in special education. Colombus: Merril Publishing Company.
  • Tekin, E. (1996). Etkili ve işlevsel bireyselleştirilmiş eğitim programlarının hazırlanması. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 6, 111-122.
  • Tekin, E. (2000). Zihin özürlü çocuklara kardeşleri aracılığıyla sunulan dört saniye sabit bekleme süreli öğretimin ve eşzamanlı ipucuyla öğretimin etkililiklerinin ve verimliliklerinin karşılaştırılması. Eskişehir: Anadolu Üniversitesi Yayınları.
  • Tekin, E., & Kırcaali-İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayıncılık.
  • Tekin, E., & Kırcaali-İftar, G. (2002). Comparison of effectiveness and efficiency of two response prompting procedures delivered by sibling tutors. Education and Training in Mental Retardation and Developmental Disabilities, 37, 283-299.
  • Tekin-İftar, E. (2003). Effectiveness of peer delivered simultaneous prompting on teaching community sings to students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 38, 77-94.
  • Tekin-İftar, E., Acar, G., & Kurt, O. (2003). The effects of simultaneous prompting on teaching expressively identifying the objects: An instructive feedback study. Journal of Disability, Development and Education, 50, 37-50.
  • Vuran, S. (1996). Bireyselleştirilmiş materyallerinin hazırlanması. Üniversitesi Eğitim Fakültesi Dergisi, 6, 75-82. Anadolu
  • Wehman, P. (1996). Life beyond the classroom transition strategies for young people with disabilities. Baltimore: Paul H. Brookes Publishing Company.
  • Wehman, P., Moon, M. S., Everson, J. J., Wood, W., & Barcus, J. M. (1988). Transition from school to work: New challenges for youth with severe disabilities. Baltimore: Paul H. Brookes Publishing Company.
  • Wilson, P. G., O’Reilly, M. F., & Rusch, F. R. (1991). Analysis of minority status supported employees in relation to placement approach and selected outcomes. Mental Retardation, 29, 329-333.
  • Wolery, M., Holcombe, A., Werts, M. G., & Cipolloni, R. M. (1993). Effects of simultaneous prompting and instructive feedback. Early Education and Development, 4, 20-31.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Şerife Yücesoy Özkan This is me

Şerife Yücesoy Özkan This is me

Oğuz Gürsel This is me

Publication Date March 1, 2006
Published in Issue Year 2006 Volume: 7 Issue: 02

Cite

APA Özkan, Ş. Y., Yücesoy Özkan, Ş., & Gürsel, O. (2006). Zihinsel Yetersizliği Olan Öğrencilere Fotokopi Çekme Becerisinin Öğretiminde Eşzamanlı İpucuyla Öğretimin Etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(02), 29-48. https://doi.org/10.1501/Ozlegt_0000000102

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