Research Article
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Year 2020, Volume: 21 Issue: 1, 71 - 93, 01.03.2020
https://doi.org/10.21565/ozelegitimdergisi.523342

Abstract

References

  • Akmanoğlu, N., ve Batu, S. (2004). Teaching pointing to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 39, 326–336.
  • Aunio, P., & Räsänen, P. (2016). Core numerical skills for learning mathematics in children aged five to eight years–A working model for educators. European Early Childhood Education Research Journal, 24, 684-704. doi: 10.1080/1350293X.2014.996424
  • Aydın, O. (2017). Otizm spektrum bozukluğu olan bireylere matematik becerilerinin öğretimi: Tek-denekli araştırmalarda betimsel ve meta analiz [Teaching math skills to individuals with autism spectrum disorder: a descriptive and meta analysis in single subject research designs] (Unpublished master’s tesis). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Batu, S. E., Bozkurt, F., ve Öncül, N. (2014). Görsel destek ile öğretilen eşzamanlı ipucuyla öğretimin annelerin otizmli çocuklarına beceri öğretmelerindeki etkililiği. Eğitim ve Bilim, 39, 91-104. doi: 10.15390/EB.2014.2367
  • Bingham, M. A., Spooner, F., & Browder, D. (2007). Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities. Education and Training in Developmental Disabilities, 42, 339-352.
  • Chaabane, D. B. B., Alber‐Morgan, S. R., & DeBar, R. M. (2009). The effects of parent‐implemented PECS training on improvisation of mands by children with autism. Journal of Applied Behavior Analysis, 42, 671-677. doi: 0.1901/jaba.2009.42-671
  • Chiang, H. M., ve Lin, Y. H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism a review of literature. Autism, 11, 547- 556. doi: 10.1177/1362361307083259
  • Coolican, J., Smith, I. M., ve Bryson, S. E. (2010). Brief parent training in pivotal response treatment for preschoolers with autism. Journal of Child Psychology and Psychiatry, 51, 1321-1330. doi: 10.1111/j.1469-7610.2010.02326.x
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Sexton, H. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428. doi: 10.1037/0012-1649.43.6.1428
  • Duchaine, E. L., Jolivette, K., & Fredrick, L. D. (2011). The effect of teacher coaching with performance feedback on behavior-specific praise in inclusion classrooms. Education and Treatment of Children, 34, 209-227.
  • Gillett, J. N., & LeBlanc, L. A. (2007). Parent-implemented natural language paradigm to increase language and play in children with autism. Research in Autism Spectrum Disorders, 1, 247-255. doi: 10.1016/j.rasd.2006.09.003
  • Griswold, D. E., Barnhill, G. P., Myles, B. S., Hagiwara, T., ve Simpson, R. L. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17, 94-102. doi: 10.1177/10883576020170020401
  • Gürsel, O. (2013). Matematik öğretimi [Taeching Maths]. İ.H. Diken (Ed.) İlköğretimde kaynaştırma (2.baskı) [Inclusion at Primary Education] inside (ss. 444-477). Ankara: Pegem Akademi Yayıncılık.
  • Jimenez, B. A., ve Kemmery, M. (2013). Building the early numeracy skills of students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 48, 479- 490.
  • Jordan, N. C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20, 82-88. doi: 10.1016/j.lindif.2009.07.004
  • Jordan, N. C., & Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews, 15, 60-68. doi: 10.1002/ddrr.46
  • Jowett, E. L., Moore, D. W., ve Anderson, A. (2012). Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation, 15, 304-312. doi: 10.3109/17518423.2012.682168
  • Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11, 423-446. doi: 10.1207/s15566935eed1104_4
  • Kinnear, V. ve Wittman, E. C. (2018). Early Mathematics Education: A Plea for Mathematically Funded Conceptions. V. Kinnear, M. Y. Lai ve T. Muir (Eds.) Forging Connections in Early Mathematics Teaching and Learning inside (ss. 17-36). Singapore: Springer
  • LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 41, 55-66. doi: 10.1037/a0014532
  • Lieberman-Betz, R. G. (2015). A systematic review of fidelity of implementation in parent-mediated early communication intervention. Topics in Early Childhood Special Education, 35, 15-27. doi: 10.1177/0271121414557282
  • Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692-703. doi: 10.1016/j.ecresq.2013.05.004
  • Minshew, N. J., Goldstein, G., Taylor, H. G., ve Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16, 261-270.
 doi: 10.1080/01688639408402637
  • Moxley, D.P., Raider, M. C., ve Cohen, S. N. (1989). Specifying and facilitating family involvement in services to person with developmental disabilities. Child and Adolescent Social Work, 6, 301-312.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Noell, G. H., Witt, J. C., Gilbertson, D. N., Ranier, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12, 77-88. doi: 10.1037/h0088949
  • Papic, M., & Mulligan, J. (2007). The growth of early mathematical patterning: An intervention study. Mathematics: Essential Research, Essential Practice, 2, 591–600.
  • Passolunghi, M. C., Mammarella, I. C., & Altoè, G. (2008). Cognitive abilities as precursors of the early acquisition of mathematical skills during first through second grades. Developmental Neuropsychology, 33, 229-250. doi: 10.1080/87565640801982320
  • Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology, 105, 453-464. doi: 10.1037/a0031753
  • Rakap, S. (Ed.). (2017). Türkiye’de otizm spektrum bozukluğu ve özel eğitim [Autism spectrum disorder and special education in Turkey]. Istanbul: Tohum Autism Foundation.
  • Sarama, J., ve Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge.
  • Seung, H. K., Ashwell, S., Elder, J. H., ve Valcante, G. (2006). Verbal communication outcomes in children with autism after in‐home father training. Journal of Intellectual Disability Research, 50, 139-150. doi: 10.1111/j.1365-2788.2005.00767.x
  • Shanley, L., Clarke, B., Doabler, C. T., Kurtz-Nelson, E., & Fien, H. (2017). Early number skills gains and mathematics achievement: intervening to establish successful early mathematics trajectories. The Journal of Special Education, 51, 177-188. doi: 10.1177/0022466917720455
  • Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: the development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84. doi: 10.1016/j.jecp.2013.11.006
  • Tekin-İftar, E., (2012). Çoklu yoklama modelleri [Multiple Probe Designs]. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar [Single case research in education and behavior sciences] inside (ss: 217-254). Ankara: Türk Psikologlar Derneği.
  • Tekin-İftar, E., & Kırcaali-İftar, G. (2006). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless Teaching Methods in Special Education]. Ankara: Vize Yayıncılık
  • Tekin Iftar, E., Kurt, O., & Cetin, O. (2011). A comparison of constant time delay instruction with high and low treatment integrity. Educational Sciences: Theory and Practice, 11, 375-381.
  • Tekin-İftar, E., Olcay-Gül, S., & Collins, B. C. (2018). Descriptive analysis and meta analysis of studies investigating the effectiveness of simultaneous prompting procedure. Exceptional Children, 1-19. doi: 10.1177/0014402918795702
  • Troyb, E., Orinstein, A., Tyson, K., Helt, M., Eigsti, I. M., Stevens, M., ve Fein, D. (2014). Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes. Autism, 18, 233-243. doi: 10.1177/1362361312473519
  • Wei, X., Christiano, E. R., Yu, J. W., Wagner, M., ve Spiker, D. (2014). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism, 19, 1-11. doi: 10.1177/1362361313516549
  • Whitby, P. J. S., ve Mancil, G. R. (2009). Academic achievement profiles of children with high functioning autism and asperger syndrome: a review of the literature. Education and Training in Developmental Disabilities, 44, 551-560.
  • Williams, D. L., Goldstein, G., Kojkowski, N., ve Minshew, N. J. (2008). Do individuals with high functioning autism have the IQ profile associated with nonverbal learning disability? Research in Autism Spectrum Disorders, 2, 353- 361. doi: 10.1016/j.rasd.2007.08.005

Otizm Spektrum Bozukluğu Olan Bir Çocuğa Temel Matematik Becerilerinin Öğretiminde Baba Eğitim Programının Etkililiği

Year 2020, Volume: 21 Issue: 1, 71 - 93, 01.03.2020
https://doi.org/10.21565/ozelegitimdergisi.523342

Abstract

Bu çalışmanın amacı aile eğitimi programına katılan bir baba tarafından sunulan öğretimin otizmli çocuğunun temel matematik becerilerini edinmesi üzerindeki etkisini incelemektir. Bu amaç kapsamında babaya çocuğunun performansına ilişkin nasıl yoklama alacağına dair ve sistematik öğretim ve eş zamanlı ipucuyla öğretim süreçlerine ilişkin bir baba eğitim programı hazırlanmıştır. Eğitimlerden sonra ayrıca babaya çocuğuna öğreteceği ilk iki becerinin öğretiminde model olabilecek video modeller verilmiştir. Uygulama süreci içerisinde ise ilk iki beceri öğretiminde babanın performansına ilişkin araştırmacı tarafından dönüt sağlanmıştır. Beceriler arası çoklu yoklama modeline göre tasarlanan araştırmanın bulguları, babanın eş zamanlı ipucuyla öğretim yapmasının çocuğunun temel matematik becerileri öğrenmesinde etkili olduğunu göstermektedir. Babaya sunulan performans dönütü ile uygulama güvenirliğinde artış olduğu görülmüştür. Son beceri öğretiminde ise baba ipucu ve dönüt almadan eş zamanlı ipucuyla öğretim uygulamasını yüksek düzeyde güvenirlikle gerçekleştirmiştir. 

References

  • Akmanoğlu, N., ve Batu, S. (2004). Teaching pointing to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 39, 326–336.
  • Aunio, P., & Räsänen, P. (2016). Core numerical skills for learning mathematics in children aged five to eight years–A working model for educators. European Early Childhood Education Research Journal, 24, 684-704. doi: 10.1080/1350293X.2014.996424
  • Aydın, O. (2017). Otizm spektrum bozukluğu olan bireylere matematik becerilerinin öğretimi: Tek-denekli araştırmalarda betimsel ve meta analiz [Teaching math skills to individuals with autism spectrum disorder: a descriptive and meta analysis in single subject research designs] (Unpublished master’s tesis). Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Batu, S. E., Bozkurt, F., ve Öncül, N. (2014). Görsel destek ile öğretilen eşzamanlı ipucuyla öğretimin annelerin otizmli çocuklarına beceri öğretmelerindeki etkililiği. Eğitim ve Bilim, 39, 91-104. doi: 10.15390/EB.2014.2367
  • Bingham, M. A., Spooner, F., & Browder, D. (2007). Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities. Education and Training in Developmental Disabilities, 42, 339-352.
  • Chaabane, D. B. B., Alber‐Morgan, S. R., & DeBar, R. M. (2009). The effects of parent‐implemented PECS training on improvisation of mands by children with autism. Journal of Applied Behavior Analysis, 42, 671-677. doi: 0.1901/jaba.2009.42-671
  • Chiang, H. M., ve Lin, Y. H. (2007). Mathematical ability of students with Asperger syndrome and high-functioning autism a review of literature. Autism, 11, 547- 556. doi: 10.1177/1362361307083259
  • Coolican, J., Smith, I. M., ve Bryson, S. E. (2010). Brief parent training in pivotal response treatment for preschoolers with autism. Journal of Child Psychology and Psychiatry, 51, 1321-1330. doi: 10.1111/j.1469-7610.2010.02326.x
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Sexton, H. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428. doi: 10.1037/0012-1649.43.6.1428
  • Duchaine, E. L., Jolivette, K., & Fredrick, L. D. (2011). The effect of teacher coaching with performance feedback on behavior-specific praise in inclusion classrooms. Education and Treatment of Children, 34, 209-227.
  • Gillett, J. N., & LeBlanc, L. A. (2007). Parent-implemented natural language paradigm to increase language and play in children with autism. Research in Autism Spectrum Disorders, 1, 247-255. doi: 10.1016/j.rasd.2006.09.003
  • Griswold, D. E., Barnhill, G. P., Myles, B. S., Hagiwara, T., ve Simpson, R. L. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17, 94-102. doi: 10.1177/10883576020170020401
  • Gürsel, O. (2013). Matematik öğretimi [Taeching Maths]. İ.H. Diken (Ed.) İlköğretimde kaynaştırma (2.baskı) [Inclusion at Primary Education] inside (ss. 444-477). Ankara: Pegem Akademi Yayıncılık.
  • Jimenez, B. A., ve Kemmery, M. (2013). Building the early numeracy skills of students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 48, 479- 490.
  • Jordan, N. C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20, 82-88. doi: 10.1016/j.lindif.2009.07.004
  • Jordan, N. C., & Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews, 15, 60-68. doi: 10.1002/ddrr.46
  • Jowett, E. L., Moore, D. W., ve Anderson, A. (2012). Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation, 15, 304-312. doi: 10.3109/17518423.2012.682168
  • Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11, 423-446. doi: 10.1207/s15566935eed1104_4
  • Kinnear, V. ve Wittman, E. C. (2018). Early Mathematics Education: A Plea for Mathematically Funded Conceptions. V. Kinnear, M. Y. Lai ve T. Muir (Eds.) Forging Connections in Early Mathematics Teaching and Learning inside (ss. 17-36). Singapore: Springer
  • LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 41, 55-66. doi: 10.1037/a0014532
  • Lieberman-Betz, R. G. (2015). A systematic review of fidelity of implementation in parent-mediated early communication intervention. Topics in Early Childhood Special Education, 35, 15-27. doi: 10.1177/0271121414557282
  • Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692-703. doi: 10.1016/j.ecresq.2013.05.004
  • Minshew, N. J., Goldstein, G., Taylor, H. G., ve Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16, 261-270.
 doi: 10.1080/01688639408402637
  • Moxley, D.P., Raider, M. C., ve Cohen, S. N. (1989). Specifying and facilitating family involvement in services to person with developmental disabilities. Child and Adolescent Social Work, 6, 301-312.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Noell, G. H., Witt, J. C., Gilbertson, D. N., Ranier, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12, 77-88. doi: 10.1037/h0088949
  • Papic, M., & Mulligan, J. (2007). The growth of early mathematical patterning: An intervention study. Mathematics: Essential Research, Essential Practice, 2, 591–600.
  • Passolunghi, M. C., Mammarella, I. C., & Altoè, G. (2008). Cognitive abilities as precursors of the early acquisition of mathematical skills during first through second grades. Developmental Neuropsychology, 33, 229-250. doi: 10.1080/87565640801982320
  • Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology, 105, 453-464. doi: 10.1037/a0031753
  • Rakap, S. (Ed.). (2017). Türkiye’de otizm spektrum bozukluğu ve özel eğitim [Autism spectrum disorder and special education in Turkey]. Istanbul: Tohum Autism Foundation.
  • Sarama, J., ve Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge.
  • Seung, H. K., Ashwell, S., Elder, J. H., ve Valcante, G. (2006). Verbal communication outcomes in children with autism after in‐home father training. Journal of Intellectual Disability Research, 50, 139-150. doi: 10.1111/j.1365-2788.2005.00767.x
  • Shanley, L., Clarke, B., Doabler, C. T., Kurtz-Nelson, E., & Fien, H. (2017). Early number skills gains and mathematics achievement: intervening to establish successful early mathematics trajectories. The Journal of Special Education, 51, 177-188. doi: 10.1177/0022466917720455
  • Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: the development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63-84. doi: 10.1016/j.jecp.2013.11.006
  • Tekin-İftar, E., (2012). Çoklu yoklama modelleri [Multiple Probe Designs]. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar [Single case research in education and behavior sciences] inside (ss: 217-254). Ankara: Türk Psikologlar Derneği.
  • Tekin-İftar, E., & Kırcaali-İftar, G. (2006). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless Teaching Methods in Special Education]. Ankara: Vize Yayıncılık
  • Tekin Iftar, E., Kurt, O., & Cetin, O. (2011). A comparison of constant time delay instruction with high and low treatment integrity. Educational Sciences: Theory and Practice, 11, 375-381.
  • Tekin-İftar, E., Olcay-Gül, S., & Collins, B. C. (2018). Descriptive analysis and meta analysis of studies investigating the effectiveness of simultaneous prompting procedure. Exceptional Children, 1-19. doi: 10.1177/0014402918795702
  • Troyb, E., Orinstein, A., Tyson, K., Helt, M., Eigsti, I. M., Stevens, M., ve Fein, D. (2014). Academic abilities in children and adolescents with a history of autism spectrum disorders who have achieved optimal outcomes. Autism, 18, 233-243. doi: 10.1177/1362361312473519
  • Wei, X., Christiano, E. R., Yu, J. W., Wagner, M., ve Spiker, D. (2014). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism, 19, 1-11. doi: 10.1177/1362361313516549
  • Whitby, P. J. S., ve Mancil, G. R. (2009). Academic achievement profiles of children with high functioning autism and asperger syndrome: a review of the literature. Education and Training in Developmental Disabilities, 44, 551-560.
  • Williams, D. L., Goldstein, G., Kojkowski, N., ve Minshew, N. J. (2008). Do individuals with high functioning autism have the IQ profile associated with nonverbal learning disability? Research in Autism Spectrum Disorders, 2, 353- 361. doi: 10.1016/j.rasd.2007.08.005
There are 42 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Orhan Aydın 0000-0002-9695-2414

Atilla Cavkaytar 0000-0001-8067-1602

Publication Date March 1, 2020
Published in Issue Year 2020 Volume: 21 Issue: 1

Cite

APA Aydın, O., & Cavkaytar, A. (2020). Otizm Spektrum Bozukluğu Olan Bir Çocuğa Temel Matematik Becerilerinin Öğretiminde Baba Eğitim Programının Etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(1), 71-93. https://doi.org/10.21565/ozelegitimdergisi.523342

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