Bilimsel-Dayanaklı Uygulamaları Belirlemede “Tek-Denekli Deneysel Araştırmaların Niteliksel Göstergeleri” Yönergesi’nin Matematik Becerileri Öğretimi Örneğinde Ele Alınışı

Year 2019, Volume 20, Issue 3, 597 - 628, 01.09.2019

Orhan AYDIN Elif TEKİN İFTAR Salih RAKAP

https://doi.org/10.21565/ozelegitimdergisi.421952

Cited By: 2

Abstract

Özel eğitim alanında bilimsel-dayanaklı uygulamalar her geçen gün uzmanlar, araştırmacılar ve uygulamacılar arasında daha fazla dikkate alınan bir konu haline gelmiştir. Bu çalışmada, Horner ve diğerleri tarafından 2005 yılında geliştirilen bilimsel-dayanaklı uygulamaları belirlemede “Tek-Denekli Deneysel Araştırmaların Niteliksel Göstergeleri” yönergesinin bilimsel çalışmalar niteliksel göstergeler açısından değerlendirirken nasıl ele alınabileceği, bu göstergeler ışığında “kabul edilebilirlik” ölçütlerini karşılayan çalışmaların nasıl belirlenebileceği ve çalışmalarda etkisi incelenen bir uygulamanın bilimsel-dayanaklı bir uygulama olarak değerlendirilmesi sürecinde ele alınan ölçütlerin neler olabileceği gelişimsel yetersizliği olan bireylere matematik becerileri öğretimi konusunda yayımlanmış çalışmalardan örnekler verilerek açıklamaktır. Çalışmanın sistematik gözden geçirme ve meta analizi yapacak olan araştırmacılara rehberlik edebileceği düşünülmektedir.

Keywords

Bilimsel araştırmalar, tek-denekli deneysel araştırmalar, bilimsel-dayanaklı uygulamalar, niteliksel göstergeler, işlevsel ilişki

Explanation of “Quality Indicators of Single-Subject Experimental Research Studies” Rubric Using Studies Focused on Teaching Mathematics Skills

Abstract

Evidence-based practices have become a subject of further consideration among experts, researchers and practitioners in the field of special education in recent years. In this study, we described (a) how quality indicators developed by Horner and colleagues (2005) for single-subject experimental research designs could be used to determine quality of single-subject experimental research studies using studies focused on teaching mathematical skills to individuals with developmental disabilities and (b) how these indicators could be used to determine whether a study meets acceptability standards developed by Horner et al. For this purpose, we provided examples of studies that met and failed to meet the quality indicators and explained in detail why the study met or did not meet certain criteria. We expect that this study will guide researchers and practitioners who conduct or evaluate studies and meta-analyses of studies employing single-subject experimental research designs in using quality indicators.

Keywords

Single-subject experimental research, evidence-based practices, quality indicators, acceptability standards, functional relationship

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