Teaching Academic Skills to Children with Autism During Small Group Instruction with Typically Developing Peers

Year 2022, Volume: 23 Issue: 3, 637 - 653, 01.09.2022

Serap Doğan Arzu Özen

https://doi.org/10.21565/ozelegitimdergisi.896866

Abstract

Introduction: In this study, pre-school aged children with autism were taught to answer verbally to five different questions about professions through the constant time delay procedure when presented in heterogeneous small group instruction in inclusive settings. The study also aimed to investigate skill maintenance, generalization and observational learning. Also it is observed that what kind of social interaction behaviors that children with autism learned from their peers without disabilities during the teaching of the targeted skills.
Method: The participants of the study were three preschool children with autism and six of their peers without disabilities. Multiple probe design with probe trials across subjects was used in the study.
Findings: Results showed that all participants learned target skills, generalized them across different settings and materials, and maintained the acquired skills one, two and four weeks after the study. Observational learning data showed that children with autism learned at least some of their peers’ target professions and social behaviors. Social comparison showed that the children with autism reached the same level of the performance with their peers. Social validity data collected from parents and teachers were positive in general.
Discussion: The constant time delay procedure presented in a small group arrangement was found to be effective in teaching to answer verbally five different questions about professions. Similar results supporting these findings are available in the literature. It is thought that observational learning data are derived from target skills and student characteristics. Other points that need to be discussed are included in detail.

Keywords

Autism, small goup instruction, observational learning, concept teaching, constant time delay procedure

Supporting Institution

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Project Number

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Thanks

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Otizmli Çocuklara Tipik Gelişen Akranlardan Oluşan Küçük Grup Öğretiminde Akademik Becerilerin Öğretimi

Abstract

Giriş: Bu çalışmada, kaynaştırma ortamlarında okul öncesi dönemdeki otizmli çocuklara heterojen küçük grup düzenlemesiyle sunulan sabit bekleme süreli öğretimle mesleklere ilişkin beş farklı soruyu sözel olarak yanıtlama becerisi öğretilmiştir.
Yöntem: Çalışmanın katılımcıları okul öncesi dönemdeki otizmli üç çocuk ve onların tipik gelişen altı akranıdır. Çalışmada katılımcılar arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Çalışmada ayrıca hedef beceriye ilişkin kalıcılık ve genelleme ve gözleyerek öğrenmeye bakılmıştır. Ek olarak otizmli çocukların öğretim sürecinde tipik gelişen akranlardan ne tür sosyal etkileşim davranışlarını edindiklerine bakılmıştır.
Bulgular: Araştırma bulguları, katılımcıların hedef becerileri edindiklerini, edindikleri becerileri farklı ortam ve araç-gereçlere genellediklerini ve öğretim sona erdikten bir, iki ve dört hafta sonra da koruduklarını göstermektedir. Gözleyerek öğrenme bulgularına bakıldığında otizmli çocukların akranların hedef becerileri ve sosyal etkileşim davranışlarından bazılarını öğrendikleri görülmektedir. Sosyal geçerlik verilerindeyse, sosyal karşılaştırma oturumlarında otizmli çocukların akranlarıyla aynı düzeyde performans sergiledikleri, anne-babalar ve öğretmenlerden toplanan sosyal geçerlik verilerininse genel olarak olumlu olduğu görülmektedir.
Tartışma: Mesleklere ilişkin sorulan beş farklı soru kalıbını sözel olarak yanıtlama becerisinin öğretiminde küçük grupta sunulan sabit bekleme süreli öğretimin etkili olduğu görülmektedir. Alanyazında da benzer bulgular bulunmaktadır. Gözleyerek öğrenme bulgularının hedef beceriler ve katılımcı özelliklerinden kaynaklı olarak değişiklik gösterdiği düşünülmektedir. Tartışılması gereken diğer noktalar makalede detaylıca yer almaktadır.

Keywords

Otizm, küçük grup öğretimi, gözleyerek öğrenme, kavram öğretimi, sabit bekleme süreli öğretim

Project Number

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