Otizm Spektrum Bozukluğu Olan Çocuklara Yaya Becerilerinin Öğretiminde Video Modelle Öğretimin Etkililiği

Abstract

Bu çalışmada otizm spektrum bozukluğu (OSB) olan çocuklara yaya becerilerinden yaya trafik ışıklarını kullanarak karşıdan karşıya geçme becerisinin öğretilmesinde video modelle öğretimin etkililiği ve anne-babaların bu becerinin video modelle öğretimine ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Araştırmada OSB olan çocuklara video modelle öğretim kullanılarak yaya becerilerinin öğretiminin etkililiğinin incelenmesi için tek-denekli araştırma modellerinden katılımcılar arası yoklama evreli çoklu yoklama modeli kullanılmıştır. Araştırmaya OSB olan ve yaşları 8-9 arasında değişen üç erkek çocuk katılmıştır. Araştırmanın bağımlı değişkeni yaya trafik ışığını kullanarak güvenli bir şekilde caddede karşıdan karşıya geçme becerisi, bağımsız değişkeni ise video modelle öğretim uygulamasıdır. Araştırma bulguları, video modelle öğretim uygulamasının OSB olan çocuklara yaya trafik ışıklarını kullanarak karşıdan karşıya geçme becerisinin öğretiminde etkili olduğunu, çocukların öğrenmiş oldukları beceriyi öğretim oturumları bittikten üç ve beş gün sonra da koruduklarını ve gerçek ortama genelleyebildiklerini göstermiştir. Araştırmaya katılan çocukların annelerinden elde edilen sosyal geçerlik bulgularının olumlu olduğu görülmüştür.

Keywords

• Otizm spektrum bozukluğu
• güvenlik becerileri
• yaya becerileri
• trafik ışığını kullanarak karşıdan karşıya geçme
• video modelle öğretim.

Supporting Institution

Bu çalışma herhangi bir kurum ya da kuruluş tarafından fonlanmamıştır.

Ethical Statement

Hakkari Üniversitesi Bilimsel Araştırma ve Yayın Kurulundan etik onay kurul kararı alınmıştır.

Effectiveness of Video Modeling Instruction in Teaching Pedestrian Skills to Children with Autism Spectrum Disorder

Abstract

This study aimed to evaluate the effectiveness of video modeling in teaching children with autism spectrum disorder (ASD) how to safely cross the street using pedestrian traffic lights. Additionally, it sought to assess parents' opinions on using video modeling to teach this skill. A multiple probe design with inter-participant probe phases, one of the single-subject research designs, was employed to assess the effectiveness of the video modeling intervention in teaching pedestrian skills to children with ASD. Three boys with ASD, aged 8 to 9 years, participated in the study. The dependent variable was the ability to cross the street safely using pedestrian traffic lights, while the independent variable was the video modeling instruction. The study's findings indicated that the video modeling intervention was effective in teaching children with ASD the skill of safely crossing the street using pedestrian traffic lights. The children maintained the learned skill three and five days after the teaching sessions concluded and were able to generalize it to real-world environments. The social validity data collected from the mothers of the participating children were positive, indicating support for using video modeling to teach pedestrian traffic skills.

Keywords

• Autism spectrum disorder
• safety skills
• pedestrian skills
• crossing the street using traffic light
• video modeling

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