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 Aydın , Elif Tekin İftar , Salih Rakap

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

Cited By: 6

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

References

• Adcock, J., & Cuvo, A. J. (2009). Enhancing learning for children with autism spectrum disorders in regular education by instructional modifications. Research in Autism Spectrum Disorders, 3, 319-328.
• Akmanoğlu, N., & Batu, S. (2004). Teaching pointing to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 39, 326–336.
• Aydın, O. (2017). Otizm spektrum bozukluğu olan bireylere matematik becerilerinin öğretimi: Tek-denekli araştırmalarda betimsel ve meta analiz (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
• Brantlinger, E., Jimenez, R., Klinger, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
• Chard, D. J., Ketterlin-Geller, L. R., Baker, S. K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75, 263-281.
• Cihak, D. F., & Grim, J. (2008). Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills. Research in Autism Spectrum Disorders, 2, 716-727.
• Collins, B. C., Hager, K. L., & Galloway, C. C. (2011). Addition of functional content during core content instruction with students with moderate disabilities. Education and Training in Autism and Developmental Disabilities, 46, 22-39.
• Cook, B. G., Buysse, V., Klingner, J., Landrum, T. J., McWilliam, R. A., Tankersley, M., & Test, D. W. (2015). CEC's standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36, 220-234.
• Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44, 69-75.
• Gersten, R., Fucs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.
• Graham, S. (2005). Preview. Exceptional Children, 71, 135.
• Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based in special ducation. Exceptional Children, 71, 165-180.
• Kellems, R. O., Frandsen, K., Hansen, B., Gabrielsen, T., Clarke, B., Simons, K., & Clements, K. (2016). Teaching multi-step math skills to adults with disabilities via video prompting. Research in Developmental Disabilities, 58, 31-44.
• Kennedy, C. H. (2005). Single-case designs for educational research. Boston, MA: Pearson/Allyn Bacon.
• Kırcaali-İftar, G. (2012). Tek-denekli araştırmaların tarihçesi. E. Tekin-İftar (Ed), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar (ss. 1-14). Ankara: Türk Psikologlar Derneği Yayını.
• Lane, K., Wolery, M., Reichow, R., & Rogers, L. (2007). Describing baseline conditions: Suggestions for study reports. Journal of Behavioral Education, 16, 224-234.
• Levingston, H. B., Neef, N. A., & Cihon, T. M. (2009). The effects of teaching precurrent behaviors on children’s solution of multiplication and division word problems. Journal of Applied Behavior Analysis, 42, 361-367.
• Mayton, M. R., Wheeler, J. J., Menendez, A. L., & Zhang, J. (2010). An analysis of evidence-based practices in the education and treatment of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45, 539-551.
• Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2. Baskı). Thousand Oaks: Sage Publications.
• Morrison, K., & Rosales-Ruiz, J. (1997) The effect of object preferences on task performance and stereotype in a child with autism. Research in Developmental Disabilities, 18, 127-137.
• Rakap, S. (2016). Özel eğitimde bilimsel dayanaklı uygulamalar. İçinde V. Aksoy (Ed.), Özel eğitim (ss. 181-211). Ankara: Pegem Akademi.
• Reichow, B. & Volkmar, F. R. (2011). Evidence-based practices in autism: Where we started. B. Reichow, P. Doehring, D. V. Cicchetti, ve F. R. Volkmar (Eds.), Evidence-based practices and treatments for children with autism (ss. 3-24). New York: Springer.
• Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disabilities, 38, 1311-1319.
• Riley-Tillman, T. C. & Burns, M. K. (2009). Evaluating educational interventions: Single-case design for measuring response to intervention. New York: The Guildford Press. Rogers, L. A., & Graham, S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology, 100, 879-906.*Root, J. R., Browder, D. M., Saunders, A. F., & Lo, Y. Y. (2017). Schema-based instruction with concrete and virtual mani pulatives to teach problem solving to students with autism. Remedial and Special Education, 38, 42-52.
• Tekin-İftar, E. (2012a). Tek-denekli araştırmalar ve temel kavramlar. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar (ss. 15-39). Ankara: Türk Psikologlar Derneği Yayını.
• Tekin-İftar, E. (2012b). Bilimsel araştırmalarda geçerlik. E. Tekin-İftar (Ed), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar (ss. 15-39). Ankara: Türk Psikologlar Derneği Yayını.
• Test, D. W., Richter, S., Knight, V., & Spooner, F. (2011). A comprehensive review and meta-analysis of the social stories literature. Focus on Autism and Other Developmental Disabilities, 26, 49-62.
• Tiger, J. H., Bouxsein, K. J., & Fisher, W. W. (2007). Treating excessively slow responding of a young man with Asperger Syndrome using differential reinforcement of short response latencies. Journal of Applied Behavior Analysis, 40, 559–563.
• Thompson, B., Diamond, K. E., McWilliam, R., Snyder, P., & Synder, S. W. (2005). Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children, 71, 181-194.
• Waters, H. E., & Boon, R. T. (2011). Teaching money computation skills to high school students with mild intellectual disabilities via the TouchMath program: A multi-sensory approach. Education and Training in Autism and Developmental Disabilities, 46, 544–555.
• What Works Clearinghouse. (2014). Procedures and standards handbook (Version 3.0). https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_procedures_v3_0_standards_handbook.pdf (Erişim Tarihi: 12.07.2017).