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Examination of Single-Subject Researchs on Individuals with Multiple Disabilities: Systematic Review

Year 2020, Volume: 21 Issue: 2, 357 - 381, 01.06.2020
https://doi.org/10.21565/ozelegitimdergisi.521556

Abstract

Studies on individuals
with multiple disabilities are essential for their active participant in life
as well as their life quality. Many target behaviors addressed in these studies
are often vital for individuals with multiple disabilities. Studies on
individuals with multiple disabilities are essential since such studies aim to
meet both educational and daily needs of those individuals. Most of the target
behaviors dealt with in these studies are vital for individuals with multiple
disabilities. The purpose of this study is to analyze existing single-subject
research on individuals with multiple disabilities in terms of age range and
number of participants, dependent and independent variables, settings, research
model, reliability, validity, and non-overlapping data (PND) percentages.
Initially, the research that fell within the scope of this study was scanned
electronically. Following index scanning, the bibliographies were scanned
manually. As a result, a total of 54 articles and 2 dissertations were
obtained. A set of inclusion criteria was used to select the ones to be
included in the meta-analysis, which yielded 14 studies to be considered for
criteria and the meta-analysis. Findings of the analysis, discussed in various
contexts, have demonstrated that the majority of the studies have a large PND
effect size. Some suggestions have been made for further research, as well.



Keywords:
Multiple
disabilities, individuals with multiple disabilities, single-subject research,
meta analysis.

References

  • Ali, E., MacFarland, S. Z., & Umbreit, J. (2011). Effectiveness of combining tangible symbols with the Picture Exchange Communication System to teach requesting skills to children with multiple disabilities including visual impairment. Education and Training in Autism and Developmental Disabilities, 425-435.
  • Almalki, N. (2016). What Is the Best Strategy" Evidence-Based Practice" to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review. World Journal of Education, 6(6), 18-30.
  • Akçamete, G. (1992). Çok engelli çocuklar. A.Ü. Eğitim Bilimleri Fakültesi Dergisi, 14(1), 145-150.
  • Anthony, W., Cohen, M., & Farcas, M. (1990). Psychiatric rehabilitation. Boston: Center for Psychiatric Rehabilitation.
  • Bahçeci, B. (2009). Çok engelli çocuklara iletişim becerilerinin kazandırılmasında yoğunlaştırılmış karşılıklı etkileşim yönteminin etkililiğinin değerlendirilmesi. Yayımlamamış Yüksek Lisans Tezi, Selçuk Üniversitesi Sosyal Bilimleri Enstitüsü, Türkiye.
  • Bahçıvancıoğlu Yazıcı, A. (2009) Çok engelli çocukların annelerinin, çocuklarının gelişimlerine ilişkin görüşlerinin betimlenmesi. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü Yüksek Lisans Tezi, İstanbul.
  • Besden, C. (2007). Design and implementation of an orientation and mobility program for a woman with multiple disabilities. Journal of Visual Impairment & Blindness, 101, 625–627.
  • Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33(1-2), 3-12.
  • Browder, D. M., Lee, A., & Mims, P. (2011). Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Education and Training in Autism and Developmental Disabilities, 339-351.
  • Crowe, L. K., Norris, J. A., & Hoffman, P. R. (2004). Training caregivers to facilitate communication participation of preschool children with language impairment during storybook reading. Journal of Communication Disorders, 37, 177Y196.
  • Eldeniz Çetin, M. (2013). Ağır ve çoklu yetersizliği olan bireylerin tercihlerinin değerlendirilmesi ve seçim yapma becerisinin öğretimi (Yayımlanmamış doktora tezi) Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Godsey, J. R., Schuster, J. W., Lingo, A. S., Collins, B. C., & Kleinert, H. L. (2008). Peer-implemented time delay procedures on the acquisition of chained tasks by students with moderate and severe disabilities. Education and Training in Developmental Disabilities, 111-122.
  • 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 practice in special education. Exceptional children, 71(2), 165-179.
  • Hunt, P., Alwell, M., Farron-Davis, F., & Goetz, L. (1996). Creating socially supportive environments for fully included students who experience multiple disabilities. Journal of the Association for Persons with Severe Handicaps, 21(2), 53-71.
  • Justice, L. M., & Kaderavek, J. (2002). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34, 8Y13.
  • Justice, L. M., & Kaderavek, J. (2003). Topic control during shared storybook reading: Mothers and their children with language impairments. Topics in Early Childhood Special Education, 23, 137Y140.
  • Justice, L. M., & Kaderavek, J. (2004). Exploring the continuum of emergent to conventional literacy: Transitioning special learners. Reading & Writing Quarterly, 20, 231Y236.
  • Kahveci, G., & Ataman, A. (2017). The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child. Journal of Education and Learning, 6(4), 372.
  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38.
  • Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/wwc_scd.pdf.
  • Kauffman, J. M., & Hallahan, D. P. (2005). Special education: What it is and why we need it. Boston: Allyn ve Bacon. Mansell, J. (2010). Rasing our sights: services for adults with profound intellectual and multiple disaiblities. 302368, 1-43. http://kar.kent.ac.uk/24356/1/DH_2010_Raising_our_sights.pdf.
  • Miller, B., & Taber-Doughty, T. (2014). Self-monitoring checklists for inquiry problem-solving: Functional problem-solving methods for students with intellectual disability. Education and training in autism and developmental disabilities, 555-567.
  • Mims, P. J., Browder, D. M., Baker, J. N., Lee, A., & Spooner, F. (2009). Increasing comprehension of students with significant intellectual disabilities and visual impairments during shared stories. Education and Training in Developmental Disabilities, 409-420.
  • Mednick, M. (2007). Supporting children with multiple disabilities. Continum International Publishing Group. New York.
  • Neef, N. A., Lensbower, J., Hockersmith, I., DePalma, V., & Gary, K. (1990). In vivo versus simulation training: An interactional analysis of range and type of training exemplars. Journal of Applied Behavioral Analysis, 23, 447–458.
  • Newbigging, E. D. (1996). ‘Riding the bus: Teaching an adult with a brain injury to use a transit system to travel independently to and from work’, Brain Injury, 10(7), pp. 543–550.
  • Lohrmann-O’Rourke, L., & Browder, D. M. (1998). Empirically based methods to assess the preferences of individuals with severe disabilities. American Journal on Mental Retardation, 103, 146–161.
  • Lancioni, G. E., Sigafoos, J., O’Reilly, M. F., & Singh, N. N. (2013). Assistive technology: Interventions for individuals with severe/profound and multiple disabilities. New York, NY: Springer.
  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Campodonico, F., Oliva, D., & D’amico, F. (2018). Using microswitch-aided programs for people with multiple disabilities to promote stimulation control and mild physical exercise. Journal of Intellectual & Developmental Disability, 43(2), 242-250.
  • Lancioni, G. E., Perilli, V., O’Reilly, M. F., Singh, N. N., Sigafoos, J., Bosco, A., & Groeneweg, J. (2013). Technologybased orientation programs to support indoor travel by persons with moderate Alzheimer’s disease: Impact assessment and social validation. Research in Developmental Disabilities, 34, 286–293. doi:10.1016/j.ridd.2012.08.016.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Sigafoos, J., Boccasini, A., La Martire, M. L., Oliva & Lang, R. (2014). Orientation technology to help persons with blindness and multiple disabilities manage indoor travel and travel-related anxiety. Journal of Intellectual and Developmental Disability, 39(2), 198-205.
  • Odom, S.L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children 71(2), 137–148.
  • Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303-322.Rakap, S. (2017). Tek denekli deneysel araştırma yöntemleri (153-212). İçinde D. Erbaş-Ş. Yücesoy-Özkan (Ed.), Uygulamalı Davranış Analizi. Ankara: Pegem Akademi.
  • 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 Disorders, 38(7), 1311–1319. doi:10.1007/s10803-007-0517-7.
  • Reid, D. H., Phillips, J. F., & Green, C. W. (1991). Teaching persons with profound multiple handicaps: A review of the effects of behavioral research. Journal of Applied Behavior Analysis, 24(2), 319-336.
  • Shadish, W. R., Rindskopf, D. M., & Hedges, L. V. (2008). The state of the science in the meta-analysis of single-case experimental designs. Evidence-Based Communication Assessment and Intervention, 2(3), 188-196.
  • Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single subject research: Methodology and validation. Remedial and Special Education, 8, 24–33.
  • Scruggs, T. E., & Mastropieri, M. A. (1998). Synthesizing single subject research: Issues and applications. Behavior Modification, 22, 221–242.
  • Scruggs, T. E., & Mastropieri, M. A. (1998). Synthesizing single subject research: Issues and applications. Behavior Modification, 22, 221–242.
  • Smith, B. R., Schuster, J. W., Collins, B., & Kleinert, H. (2011). Using simultaneous prompting to teach restaurant words and classifications as non-target information to secondary students with moderate to severe disabilities. Education and Training in Autism and Developmental Disabilities, 251-266.
  • Snell, M. E., Chen, L., & Hoover, K. (2006). Teaching augmentative and alternative communication to students with severe disabilities: a review of intervention research 199–2003. Research & Practice for Persons with Severe Disabilities, 31, 203–214.
  • Shih, C.-H., & Shih, C.-T. (2010). Assisting two children with multiple disabilities and minimal motor skills control environmental stimuli with thumb poke through a trackb, &. Behavioural and Cognitive Psychotherapy, 38, 211–219. doi:10.1017/S1352465809990683.
  • Shih, C. H., Shih, C. T., & Chu, C. L. (2010). Assisting people with multiple disabilities actively correct abnormal standing posture with a Nintendo Wii balance board through controlling environmental stimulation. Research in developmental disabilities, 31(4), 936-942.
  • Shih, C.-T., Shih, C.-H., & Luo, C.-H. (2013). Assisting people with disabilities in actively performing physical activities by controlling the preferred environmental stimulation with a gyration air mouse. Research in Developmental Disabilities, 34, 4328–4333. doi:10.1016/j.ridd.2013.09.001.
  • Şafak, P. (2012). Ağır ve Çoklu Yetersizliği Olan Çocukların Eğitimi. Ankara: Vize yayıncılık.
  • Tate, R.L., Mcdonald, S., Perdices, M., Togher, L., Schultz, R., & Savage, S. (2008). Rating the methodological quality of single-subject designs and n-of-1 trials: Introducing the Single-Case Experimental Design (SCED) Scale. Neuropsychological Rehabilitation, 18(4), 385-401.
  • Tekin İftar, E., (2012), Tek denekli araştırmalar ve temel kavramlar. Tekin İftar, E., (Ed.) Eğitim ve Davranış Bilimlerinde Tek Denekli Araştırmalar (s.15-16). Ankara: Türk Psikologlar Derneği Yayınları.
  • Tekinarslan, İ. Ç., Arı, A., Bozak, B., Çay, E., & Çiçek, M. (2018). Special education teacher candidates’ views on evidence-based practices Özel eğitim öğretmen adaylarının bilimsel dayanaklı uygulamalar hakkındaki görüşleri. Journal of Human Sciences, 15(3), 1756-1772.
  • Taylor, J. C., McKelvey, J. L., & Sisson, L. A. (1993). Community-referenced leisure skill clusters for adolescents with multiple disabilities. Journal of Behavioral Education, 3(4), 363-386.
  • Whinnery, K. W., & Whinnery, S. B. (2007). MOVE: Systematic programming for early motor intervention. Infants & Young Children, 20(2), 102-108.

Çoklu Yetersizliği Olan Bireylerle Yapılmış Tek Denekli Araştırmaların İncelenmesi: Sistematik Derleme

Year 2020, Volume: 21 Issue: 2, 357 - 381, 01.06.2020
https://doi.org/10.21565/ozelegitimdergisi.521556

Abstract

Alanyazında çoklu yetersizliği (ÇYE) olan bireylere yönelik
yapılan çalışmalar, bu bireylerin gerek eğitim gerekse günlük yaşam
gereksinimlerini karşılamaya yönelik olduğundan önemli görülmektedir. Yapılan
araştırmalarda seçilen birçok hedef davranış çoklu yetersizliği olan bireyler
için genellikle yaşamsal önem taşıyan becerilerdir. Bu çalışmada çoklu
yetersizliği olan bireylerle yapılmış tek denekli araştırmaların; deneklerin
yaş ve sayıları, bağımlı ve bağımsız değişken, ortam, araştırma modeli, güvenirlik,
sosyal geçerlik ve örtüşmeyen veri yüzdesi (ÖVY) bağlamında incelenmesi
amaçlanmıştır. Araştırma kapsamına dahil edilen çalışmalar elektronik
ortamlarda taranmış, dizin taraması yapılarak ulaşılan araştırmaların
kaynakçalarından elle tarama yapılmıştır. Toplamda 54 makale ve 2 tez
çalışmasına ulaşılmıştır. Daha sonra bu çalışmalar yazarlar tarafından
incelenmiş ve belirlenen dahil etme ölçütlerine göre 13 çalışma meta analiz
bağlamında incelenmiştir. Araştırma bulgularına bakıldığında %46,15’inin (n=6) ÖVY etki büyüklüğü
%90 ve üzeri (Çok etkili uygulama), %30,76’sinin (n=4) ÖVY etki büyüklüğü
%70-%90 arası (Etkili uygulama), %23,07’nin (n=3) de ÖVY etki büyüklüğü %50-%70
(şüpheli/tartışmalı etkili uygulamalar) olarak bulunmuştur.  

References

  • Ali, E., MacFarland, S. Z., & Umbreit, J. (2011). Effectiveness of combining tangible symbols with the Picture Exchange Communication System to teach requesting skills to children with multiple disabilities including visual impairment. Education and Training in Autism and Developmental Disabilities, 425-435.
  • Almalki, N. (2016). What Is the Best Strategy" Evidence-Based Practice" to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review. World Journal of Education, 6(6), 18-30.
  • Akçamete, G. (1992). Çok engelli çocuklar. A.Ü. Eğitim Bilimleri Fakültesi Dergisi, 14(1), 145-150.
  • Anthony, W., Cohen, M., & Farcas, M. (1990). Psychiatric rehabilitation. Boston: Center for Psychiatric Rehabilitation.
  • Bahçeci, B. (2009). Çok engelli çocuklara iletişim becerilerinin kazandırılmasında yoğunlaştırılmış karşılıklı etkileşim yönteminin etkililiğinin değerlendirilmesi. Yayımlamamış Yüksek Lisans Tezi, Selçuk Üniversitesi Sosyal Bilimleri Enstitüsü, Türkiye.
  • Bahçıvancıoğlu Yazıcı, A. (2009) Çok engelli çocukların annelerinin, çocuklarının gelişimlerine ilişkin görüşlerinin betimlenmesi. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü Yüksek Lisans Tezi, İstanbul.
  • Besden, C. (2007). Design and implementation of an orientation and mobility program for a woman with multiple disabilities. Journal of Visual Impairment & Blindness, 101, 625–627.
  • Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2008). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33(1-2), 3-12.
  • Browder, D. M., Lee, A., & Mims, P. (2011). Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Education and Training in Autism and Developmental Disabilities, 339-351.
  • Crowe, L. K., Norris, J. A., & Hoffman, P. R. (2004). Training caregivers to facilitate communication participation of preschool children with language impairment during storybook reading. Journal of Communication Disorders, 37, 177Y196.
  • Eldeniz Çetin, M. (2013). Ağır ve çoklu yetersizliği olan bireylerin tercihlerinin değerlendirilmesi ve seçim yapma becerisinin öğretimi (Yayımlanmamış doktora tezi) Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Godsey, J. R., Schuster, J. W., Lingo, A. S., Collins, B. C., & Kleinert, H. L. (2008). Peer-implemented time delay procedures on the acquisition of chained tasks by students with moderate and severe disabilities. Education and Training in Developmental Disabilities, 111-122.
  • 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 practice in special education. Exceptional children, 71(2), 165-179.
  • Hunt, P., Alwell, M., Farron-Davis, F., & Goetz, L. (1996). Creating socially supportive environments for fully included students who experience multiple disabilities. Journal of the Association for Persons with Severe Handicaps, 21(2), 53-71.
  • Justice, L. M., & Kaderavek, J. (2002). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34, 8Y13.
  • Justice, L. M., & Kaderavek, J. (2003). Topic control during shared storybook reading: Mothers and their children with language impairments. Topics in Early Childhood Special Education, 23, 137Y140.
  • Justice, L. M., & Kaderavek, J. (2004). Exploring the continuum of emergent to conventional literacy: Transitioning special learners. Reading & Writing Quarterly, 20, 231Y236.
  • Kahveci, G., & Ataman, A. (2017). The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child. Journal of Education and Learning, 6(4), 372.
  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38.
  • Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/ReferenceResources/wwc_scd.pdf.
  • Kauffman, J. M., & Hallahan, D. P. (2005). Special education: What it is and why we need it. Boston: Allyn ve Bacon. Mansell, J. (2010). Rasing our sights: services for adults with profound intellectual and multiple disaiblities. 302368, 1-43. http://kar.kent.ac.uk/24356/1/DH_2010_Raising_our_sights.pdf.
  • Miller, B., & Taber-Doughty, T. (2014). Self-monitoring checklists for inquiry problem-solving: Functional problem-solving methods for students with intellectual disability. Education and training in autism and developmental disabilities, 555-567.
  • Mims, P. J., Browder, D. M., Baker, J. N., Lee, A., & Spooner, F. (2009). Increasing comprehension of students with significant intellectual disabilities and visual impairments during shared stories. Education and Training in Developmental Disabilities, 409-420.
  • Mednick, M. (2007). Supporting children with multiple disabilities. Continum International Publishing Group. New York.
  • Neef, N. A., Lensbower, J., Hockersmith, I., DePalma, V., & Gary, K. (1990). In vivo versus simulation training: An interactional analysis of range and type of training exemplars. Journal of Applied Behavioral Analysis, 23, 447–458.
  • Newbigging, E. D. (1996). ‘Riding the bus: Teaching an adult with a brain injury to use a transit system to travel independently to and from work’, Brain Injury, 10(7), pp. 543–550.
  • Lohrmann-O’Rourke, L., & Browder, D. M. (1998). Empirically based methods to assess the preferences of individuals with severe disabilities. American Journal on Mental Retardation, 103, 146–161.
  • Lancioni, G. E., Sigafoos, J., O’Reilly, M. F., & Singh, N. N. (2013). Assistive technology: Interventions for individuals with severe/profound and multiple disabilities. New York, NY: Springer.
  • Lancioni, G. E., Singh, N. N., O’Reilly, M. F., Sigafoos, J., Campodonico, F., Oliva, D., & D’amico, F. (2018). Using microswitch-aided programs for people with multiple disabilities to promote stimulation control and mild physical exercise. Journal of Intellectual & Developmental Disability, 43(2), 242-250.
  • Lancioni, G. E., Perilli, V., O’Reilly, M. F., Singh, N. N., Sigafoos, J., Bosco, A., & Groeneweg, J. (2013). Technologybased orientation programs to support indoor travel by persons with moderate Alzheimer’s disease: Impact assessment and social validation. Research in Developmental Disabilities, 34, 286–293. doi:10.1016/j.ridd.2012.08.016.
  • Lancioni, G. E., Singh, N. N., O'Reilly, M. F., Sigafoos, J., Boccasini, A., La Martire, M. L., Oliva & Lang, R. (2014). Orientation technology to help persons with blindness and multiple disabilities manage indoor travel and travel-related anxiety. Journal of Intellectual and Developmental Disability, 39(2), 198-205.
  • Odom, S.L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children 71(2), 137–148.
  • Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303-322.Rakap, S. (2017). Tek denekli deneysel araştırma yöntemleri (153-212). İçinde D. Erbaş-Ş. Yücesoy-Özkan (Ed.), Uygulamalı Davranış Analizi. Ankara: Pegem Akademi.
  • 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 Disorders, 38(7), 1311–1319. doi:10.1007/s10803-007-0517-7.
  • Reid, D. H., Phillips, J. F., & Green, C. W. (1991). Teaching persons with profound multiple handicaps: A review of the effects of behavioral research. Journal of Applied Behavior Analysis, 24(2), 319-336.
  • Shadish, W. R., Rindskopf, D. M., & Hedges, L. V. (2008). The state of the science in the meta-analysis of single-case experimental designs. Evidence-Based Communication Assessment and Intervention, 2(3), 188-196.
  • Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single subject research: Methodology and validation. Remedial and Special Education, 8, 24–33.
  • Scruggs, T. E., & Mastropieri, M. A. (1998). Synthesizing single subject research: Issues and applications. Behavior Modification, 22, 221–242.
  • Scruggs, T. E., & Mastropieri, M. A. (1998). Synthesizing single subject research: Issues and applications. Behavior Modification, 22, 221–242.
  • Smith, B. R., Schuster, J. W., Collins, B., & Kleinert, H. (2011). Using simultaneous prompting to teach restaurant words and classifications as non-target information to secondary students with moderate to severe disabilities. Education and Training in Autism and Developmental Disabilities, 251-266.
  • Snell, M. E., Chen, L., & Hoover, K. (2006). Teaching augmentative and alternative communication to students with severe disabilities: a review of intervention research 199–2003. Research & Practice for Persons with Severe Disabilities, 31, 203–214.
  • Shih, C.-H., & Shih, C.-T. (2010). Assisting two children with multiple disabilities and minimal motor skills control environmental stimuli with thumb poke through a trackb, &. Behavioural and Cognitive Psychotherapy, 38, 211–219. doi:10.1017/S1352465809990683.
  • Shih, C. H., Shih, C. T., & Chu, C. L. (2010). Assisting people with multiple disabilities actively correct abnormal standing posture with a Nintendo Wii balance board through controlling environmental stimulation. Research in developmental disabilities, 31(4), 936-942.
  • Shih, C.-T., Shih, C.-H., & Luo, C.-H. (2013). Assisting people with disabilities in actively performing physical activities by controlling the preferred environmental stimulation with a gyration air mouse. Research in Developmental Disabilities, 34, 4328–4333. doi:10.1016/j.ridd.2013.09.001.
  • Şafak, P. (2012). Ağır ve Çoklu Yetersizliği Olan Çocukların Eğitimi. Ankara: Vize yayıncılık.
  • Tate, R.L., Mcdonald, S., Perdices, M., Togher, L., Schultz, R., & Savage, S. (2008). Rating the methodological quality of single-subject designs and n-of-1 trials: Introducing the Single-Case Experimental Design (SCED) Scale. Neuropsychological Rehabilitation, 18(4), 385-401.
  • Tekin İftar, E., (2012), Tek denekli araştırmalar ve temel kavramlar. Tekin İftar, E., (Ed.) Eğitim ve Davranış Bilimlerinde Tek Denekli Araştırmalar (s.15-16). Ankara: Türk Psikologlar Derneği Yayınları.
  • Tekinarslan, İ. Ç., Arı, A., Bozak, B., Çay, E., & Çiçek, M. (2018). Special education teacher candidates’ views on evidence-based practices Özel eğitim öğretmen adaylarının bilimsel dayanaklı uygulamalar hakkındaki görüşleri. Journal of Human Sciences, 15(3), 1756-1772.
  • Taylor, J. C., McKelvey, J. L., & Sisson, L. A. (1993). Community-referenced leisure skill clusters for adolescents with multiple disabilities. Journal of Behavioral Education, 3(4), 363-386.
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There are 50 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Müzeyyen Eldeniz Çetin This is me 0000-0001-9231-7344

Evgin Çay 0000-0001-7557-4576

Burak Bozak 0000-0001-7557-4576

Publication Date June 1, 2020
Published in Issue Year 2020 Volume: 21 Issue: 2

Cite

APA Eldeniz Çetin, M., Çay, E., & Bozak, B. (2020). Çoklu Yetersizliği Olan Bireylerle Yapılmış Tek Denekli Araştırmaların İncelenmesi: Sistematik Derleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(2), 357-381. https://doi.org/10.21565/ozelegitimdergisi.521556

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The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

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