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

Year 2014, Volume: 5 Issue: 2, 11 - 26, 01.02.2014

Abdullah Kuzu Atilla Cavkaytar Hatice Ferhan Odabaşı Suzan Duygu Erişti Serkan Çankaya

https://doi.org/10.17569/tojqi.24629

Cited By: 2

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

• this context, supporting THE parents of children with intellectual disability is a very important matter
• and should be a concern for research in Turkey.
• In this research, a mobile skill teaching software, which is to be used by parents to teach daily life skills
• to their children with intellectual disability, was developed. Thanks to the design-based research
• methodology and the participants of this study, it was possible to develop the software, which is easy
• to use, well-designed and useful. The software used in the study was developed based on a theoretical
• background, applied behaviour analysis, which is scientifically proved to be an effective technique to
• teach skills to individuals with intellectual disability (Schreck & Mazur, 2008).
• As a conclusion it could be stated that the participants’ attitudes towards the software developed were
• positive. They thought that the software developed is useful and can be used effectively by the parents
• of individuals with intellectual disability. As parents are willing to contribute to the education of their
• children with intellectual disability (Hallahan et al., 2004; Özen, 2009), it is important to support them
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