Öğretmenlerin Uyguladıkları İyi Davranış Oyununun Özel Eğitim Okullarındaki Öğrencilerin Sınıf-İçi Davranışlarına Etkisi

Yıl 2024, , 842 - 868, 30.08.2024

Eylem Dayı , Dilek Köselioğlu

https://doi.org/10.37217/tebd.1468178

Öz

Bu araştırmada özel eğitim uygulama okulunun ilkokul kademesinde bulunan zihinsel yetersizliği olan öğrencilerin sınıf içi davranışları üzerinde öğretmenlerin uyguladıkları “İyi Davranış Oyunu”nun (İDO) etkililiği incelenmiştir. Araştırmada tek denekli araştırma modellerinden katılımcılar arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Araştırmanın katılımcıları Millî Eğitim Bakanlığına (MEB) bağlı bir özel eğitim uygulama okulunda çalışan altı sınıf öğretmeni ile bu öğretmenlerin zihinsel yetersizliği olan öğrencileridir. Sınıf öğretmenlerine araştırmacılar tarafından “İDO Öğretmen Eğitimi Paketi” uygulanmıştır. Araştırmada başlama düzeyi ve İDO uygulama oturumlarından elde edilen veriler grafiksel olarak analiz edilmiştir. Araştırmanın etkililik bulguları, sınıfların birinci öğretmenlerinin uyguladıkları İDO’nun zihinsel yetersizliği olan öğrencilerin etkinlik dışı davranışlarının azalmasında ve etkinlik içi davranışlarının artmasında/güçlenmesinde etkili olduğu izlenimini vermektedir. Uygulamayı yapan öğretmenlerden toplanan sosyal geçerlik verileri de İDO’nun etkili ve uygulaması kolay bir sınıf yönetimi stratejisi olduğunu göstermektedir. Bu bulgular doğrultusunda MEB hizmet içi öğretmen eğitimi konuları arasına İDO’nun alınması ve farklı öğrenci gruplarıyla uzun vadeli ileri araştırmalar yapılması önerilmektedir.

Anahtar Kelimeler

İyi davranış oyunu, Grup izlerliği, Sınıf yönetimi, Zihinsel yetersizliği olan öğrenci, Öğretmen eğitimi

The Effect of the Good Behavior Game Implemented by Teachers on the in-Class Behaviors of the Students in Special Education Schools

Öz

In this study, the effectiveness of the "Good Behavior Game" (GBG) applied by teachers on the classroom behavior of students with intellectual disabilities at the primary school level of a special education practice school was examined. In this study, a multiple probe model with inter-participant probe trials, one of the single-subject research models, was used. The participants of the research were six classroom teachers working in a special education practice school affiliated with the Ministry of National Education and their students with intellectual disabilities. "GBG Teacher Training Package" was applied to classroom teachers by the researchers. In the research, the data obtained from the baseline and GBG application sessions were analyzed graphically. The effectiveness findings of the research gave the impression that the GBG applied by the primary teachers of the classes was effective in reducing the out-of-activity behaviors and increasing/strengthening the in-activity behaviors of students with intellectual disabilities. Social validity data collected from the teachers who implemented the application also showed that GBG was an effective and easy-to-implement classroom management strategy. In line with these findings, it is recommended to include GBG among the subjects of in-service teacher training and to conduct long-term further research with different student groups.

Anahtar Kelimeler

Good behavior game, Group contingency, Classroom management, Student with intellectual disability, Teacher education

Kaynakça

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