Development of Mobile Skill Teaching Software for Parents of Individuals with Intellectual Disability

Abstract

The purpose of this research is to develop a mobile skill teaching software, which will be used by parents to teach daily life skills to their children with intellectual disability. Design based research methodology was utilized for the study. With this purpose in mind, first of all a pilot software was developed based on the applied behavior analysis technique and in line with the related literature. Then as a sample group, 10 participants were determined. These participants used the software and tried to teach the daily living skills by using the software. Data were collected with semi-structured interviews and video recordings of skill teaching sessions. Based on the data analysis, new decisions were made about the software design and the software development process continued. The data collection and software development processes were performed in a circular process. In this study, the software development process was explained, and the software developed in this process was introduced. This research was supported by The Scientific and Technological Research Council of Turkey [110K545] and Anadolu University Scientific Research Projects [1101E016]

Keywords

• Applied behavior analysis
• intellectual disability
• skill teaching softwar

Zihin Engelli Bireylerin Ebeveynlerinin Kullanımına Yönelik Mobil Beceri Öğretimi Yazılımının Geliştirilmesi

Abstract

Bu araştırmanın amacı, zihin engelli bireylere günlük yaşam becerilerinin öğretiminde ebeveynlerin kullanımına yönelik mobil beceri öğretimi yazılımı geliştirmektir. Araştırmada tasarım tabanlı araştırma yöntemi kullanılmıştır. Araştırmanın amacı doğrultusunda öncelikle ilgili alanyazınla paralel olarak ve uygulamalı davranış analizi tekniği temel alınarak taslak yazılım geliştirilmiştir. Daha sonra örneklem olarak 10 katılımcı belirlenmiştir. Bu katılımcılar çocuklarına günlük yaşam becerilerinin öğretimine yönelik olarak taslak yazılımı kullanmışlar ve beceri öğretimi yapmaya çalışmışlardır. Araştırmanın verileri yarı yapılandırılmış görüşmeler ve beceri öğretimi seanslarının video kayıtlarından elde edilmiştir. Verilerin analizi sonucu elde edilen bilgiler doğrultusunda yazılımın tasarımına yönelik yeni kararlar alınmış ve yazılım geliştirme süreci devam etmiştir. Veri toplama ve yazılım geliştirilme süreçleri döngüsel olarak gerçekleştirilmiştir. Bu çalışmada yazılım geliştirme süreci açıklanmış ve geliştirilen yazılım tanıtılmıştır. Bu araştırma Türkiye Bilimsel ve Teknolojik Araştırma Kurumu [110K545] ve Anadolu Üniversitesi Bilimsel Araştırma Projeleri [1101E016] tarafından desteklenmiştir

Keywords

• Uygulamalı davranış analizi
• zihin engellilik
• beceri öğretimi yazılımı

References

1. this context, supporting THE parents of children with intellectual disability is a very important matter
2. and should be a concern for research in Turkey.
3. In this research, a mobile skill teaching software, which is to be used by parents to teach daily life skills
4. to their children with intellectual disability, was developed. Thanks to the design-based research
5. methodology and the participants of this study, it was possible to develop the software, which is easy
6. to use, well-designed and useful. The software used in the study was developed based on a theoretical
7. background, applied behaviour analysis, which is scientifically proved to be an effective technique to
8. teach skills to individuals with intellectual disability (Schreck & Mazur, 2008).

9. As a conclusion it could be stated that the participants’ attitudes towards the software developed were
10. positive. They thought that the software developed is useful and can be used effectively by the parents
11. of individuals with intellectual disability. As parents are willing to contribute to the education of their
12. children with intellectual disability (Hallahan et al., 2004; Özen, 2009), it is important to support them
13. with tools like the software used in this study, which they can use for their children.
14. Abbott, S., & McConkey, R. (2006). The barriers to social inclusion as perceived by people with intellectual disabilities. Journal of Intellectual Disabilities, 10(3), 275-287.
15. Ayres, K. M., & Langone, J. (2005). Intervention and Instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183-196.
16. Ayres, K. M., & Langone, J. (2008). Video Supports for Teaching Students with Developmental Disabilities and Autism: Twenty-Five Years of Research and Development. Journal of Special Education Technology, 23(3), 1-8.
17. Baker-Ericzén, M. J., Brookman-Frazee, L., & Stahmer, A. (2005). Stress Levels and Adaptability in Parents of Toddlers With and Without Autism Spectrum Disorders. Research & Practice For Persons With Severe Disabilities, 30(4), 194-204.
18. Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review, 36(1), 80–90.
19. Benson, P. R. (2006). The impact of child symptom severity on depressed mood among parents of children with ASD: The mediating role of stress proliferation. Journal of Autism and Developmental Disorders, 36(5), 685–95.
20. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.
21. Brown, I., Percy, M., & Machalek, K. (2007). Education for individuals with intellectual and developmental disabilities. In I. Brown, M. Percy, H. Paul, (Eds.). Comprehensive guide to intellectual & developmental disabilities (pp:489-510). Baltimore, Maryland: Brookes Publishing Co.
22. Cavkaytar, A. (1998). Zihin engellilere öz bakım ve ev içi becerilerinin öğretiminde bir aile programının etkililiği. Unpublished doctoral dissertation, Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü, Eskişehir.
23. Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12-21.
24. Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537-552.
25. Close, D. W., Sowers, J., Halpern, A., Bourbeau, P. E. (1985). Programming for the transition to independent living for mentally retarded persons. In K. C. Lakin, & R. H. Bruininks, (Eds.), Strategies for achieving community integration of developmentally disabled citizens (pp.161-176). Baltimore: Brookes.
26. Cloth, A. H. (2006). Navigation efficacy among parents of public school Children with special needs. Unpublished doctoral dissertation, Faculty of the Graduate School of the University of Texas at Austin.
27. Cobb, P. (2001). Supporting the improvement of learning and teaching in social and institutional contex. In S. Carver, D. Klahr, (Eds.), Cognition and instruction: Twenty-five years of progress (pp:455– 478), Cambridge, MA: Lawrence Erlbaum Associates.
28. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
29. Diken, H. İ. (2008). Özel eğitime gereksinimi olan öğrenciler ve özel eğitim. Ankara: Pegem Akademi.
30. Gooden-Ledbetter, M. J., Cole, M. T., Maher, J. K., & Condeluci, A. (2007). Self-efficacy and interdependence as predictors of life satisfaction for people with disabilities: Implications for independent living programs. Journal of Vocational Rehabilitation, 27(3), 153–161.
31. Hall, S. A. (2010). The social inclusion of young adults with intellectual disabilities: a phenomenology of their experiences. Unpublished doctoral dissertation, Faculty of The Graduate College at the University of Nebraska.
32. Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2004). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed.). Boston: Allyn & Bacon.
33. Hine, J. F., & Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26, 83-93.
34. Judge, S., & Simms, K. A. (2009). Assistive technology training at the pre-service level: A national snapshot of teacher preparation programs. Teacher Education and Special Education, 32(1), 33- 44.
35. Keenan, M., Henderson, M., Kerr, K. P., & Dillenburger, K. (2006). Applied behaviour analysis and autism: building a future together. London: Jessica Kingsley Publishers.
36. Kim, K. H., & Morningstar, M. E. (2005). Transition planning involving culturally and linguistically diverse families. Career Development for Exceptional Individuals, 28(2), 92-103.
37. Kuzu, A., Cankaya, S., & Misirli, Z. A. (2011). Design-Based Research and Its Implementation in the Design and Development of Learning Environments. Anadolu Journal of Educational Sciences International, 1(1), 19-35.
38. Kyeong-Hwa, K., & Turnbull, A. (2004). Transition to adulthood for students with severe intellectual disabilities: Shifting toward person-family interdependent planning. Research & Practice for Persons with Severe Disabilities, 29(1), 53-57.
39. McConkey, R., Walsh-Gallagher, D., & Sinclair, M. (2005). Social inclusion of people with intellectual disabilities: The impact of place of residence. Irish Journal of Psychological Medicine, 22(1), 10- 14.
40. Neidert, P., Iwata, B., & Dozier, C. (2005). Treatment of multiply controlled problem behavior with procedural variations of differential reinforcement. Exceptionality, 13(1), 45-53.
41. Özen, A. (2009). Davranış değiştirme ve öğrenim sürecinde aile. In E. Tekin İftar, (Ed.), Davranış ve öğrenme sorunu olan çocukların eğitimi (pp.63-82), Eskişehir: Anadolu Üniversitesi Yayını.
42. Parsons, S., Daniels, H., Porter, J., & Robertson, C. (2008). Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 21(1), 19-33.
43. Paterson, C. R., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31, 660-681.
44. Schieve, L. A., Blumberg, S. J., Rice, C., Visser, S. N., & Boyle, C. (2007). The relationship between autism and parenting stress. Pediatrics, 119(1), 114-21.
45. Schreck, K., & Mazur, A. (2008). Behavior analyst use of and beliefs in treatments for people with autism. Behavioral Interventions, 23(3), 201-12.
46. Schwichtenberg, A., & Poehlmann, J. (2007). Applied behaviour analysis: does intervention intensity relate to family stressors and maternal well-being?. Journal of Intellectual Disability Research, 51(8), 598–605.
47. Sharpley, C. F., & Bitsika, V. (1997). Influence of gender, parental health, and perceived expertise of assistance upon stress, anxiety, and depression among parents of children with autism. Journal Of Intellectual & Developmental Disability, 22(1), 19.
48. Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: a review of the literature. Focus on Autism and Other Developmental Disabilities, 25(1), 23-36.
49. Tekin İftar, E. (2009). Sistematik öğretim. In E. Tekin İftar, (Ed.), Davranış ve öğrenme sorunu olan çocukların eğitimi (pp.63-82), Eskişehir: Anadolu Üniversitesi Yayını.
50. Vaden-Kiernan, N., & McManus, J. (2005). Parent and family involvement in education: 2002–03. Washington, DC: Institute of Education Sciences U.S. Department of Education.
51. Varol, N. (2007). Beceri öğretimi ve öz bakım becerilerinin kazandırılması (3rd Ed.). Ankara: Kök Yayıncılık.
52. Welches, P., & Pica, M. (2005). Functional analysis of behavior: A collaborative phenomenological approach. The Humanistic Psychologist, 33(1), 59-68.
53. Wistow, R., & Schneider, J. (2003). Users’ views on supported employment and social inclusion: A qualitative study of 30 people in work. British Journal of Learning Disabilities, 31(4), 128-135.
54. Woodward, J., & Rieth, H. (1997). A historical review of technology research in special education. Review of Educational Research, 67, 503-36.
55. Wu, P. F. (2011). The Effects of Video Prompting and Activity Schedules on The Acquisition of Independent Living Skills of Students Who Are Deaf and Have Developmental Disabilities. Unpublished master's thesis, Graduate School of The Ohio State University.