Gürcistan Örneği: Fırsat Öğretiminin Otizm Spektrum Bozukluğu Olan Çocuklara Sosyal Becerilerin Kazandırılmasındaki Etkileri

Yıl 2025, Sayı: 66, 3623 - 3641, 29.12.2025

Tinatin Gobadze , Nuray Öncül , Şerife Yücesoy Özkan

https://doi.org/10.53444/deubefd.1516767

Öz

Bu araştırmada, Gürcistan Batum’da yaşayan otizm spektrum bozukluğu olan üç çocuğa akademik, sanat ve serbest zaman etkinlikleri sırasında sosyal becerileri (teşekkür etme, izin isteme ve yardım isteme) kazandırma, kazandırdıktan sonraysa korumada ve farklı bağlamlara genellemede fırsat öğretiminin etkili olup olmadığı incelenmiştir. Araştırmada aynı zamanda fırsat öğretimi yoluyla yapılan sosyal beceri öğretiminin sosyal geçerliği, katılımcıların kendilerinin, öğretmenlerinin ve annelerinin görüşlerine göre değerlendirilmiştir. Yaşları 10-12 arasında değişen ve üçü de erkek olan çocuklar Gürcistan, Batum’da bir devlet okuluna devam etmektedirler. Araştırmada, bağımsız değişkenin bağımlı değişken üzerindeki etkisini en az üç durumda incelemeye ve kalıcılığı değerlendirmeye olanak sağlayan tek-denekli araştırma desenlerinden katılımcılar arası yoklama evreli çoklu yoklama deseni kullanılmıştır. Tüm deney süreci birinci araştırmacı tarafından çocukların okullarında ya da evlerinde gerçekleştirilmiştir. Gözlemciler arası güvenirlik ve uygulama güvenirliği yüzdeleri %98-100 arasındadır. Araştırmada elde edilen veriler grafiksel analiz ve ona ek olarak Tau-U etki büyüklüğü hesaplaması kullanılarak analiz edilmiştir. Araştırmanın bulguları, fırsat öğretiminin otizm spektrum bozukluğu olan çocuklara sosyal becerileri kazandırmada, kazandıktan sonraysa korumada ve farklı durumlara genellemede etkili olduğunu göstermektedir. Bulgular ayrıca, otizm spektrum bozukluğu olan çocukların kendilerinin, öğretmenlerinin ve annelerinin fırsat öğretimi kullanarak yapılan sosyal beceri öğretiminde; öğretim amacını önemli, yöntemi kabul edilebilir ve sonuçları anlamalı bulduklarını ortaya koymaktadır. Etki büyüklüğünü gösteren ağırlıklı ortalama Tau-U değeriyse 0.92’dir. Araştırmada ileri araştırmalara yönelik önerilerde bulunulmuştur.

Anahtar Kelimeler

otizm spektrum bozukluğu , fırsat öğretimi , sosyal beceri

Gürcistan Example: Incidental Teaching’s Effects In Teaching Social Skill To Children With Autism Spectrum Disorder

Öz

In the current study, incidental teaching’s effects in teaching social skills during academic, art, and leisure activities to three children with autism spectrum disorder living in Georgia was investigated. The research determined the effect of incidental teaching on generalization and maintenance. Also, the social validity of social skills teaching using incidental teaching was assessed based on the opinions of the participants, their teachers, and their mothers. The participants were three boys aged 10-12, attending the State School in Batumi, Georgia. In the study, a multiple probe design with probe phase across participants is one of the single-case designs that aims to examine the functional relationship of the independent and the dependent variable in at least three conditions and allows for evaluation maintenance was used. The first researcher carried out the experimental procedure at the children’s schools or homes. Inter-observer reliability and treatment integrity percentages are between 98-100%. The effectiveness data were analyzed using graphical analysis and Tau-U effect size calculation. The findings show that incidental teaching is effective in developing the social skills of children with autism spectrum disorder, maintaining them after the acquisition, and generalizing them to different situations. The findings also show that children with autism spectrum disorder, their teachers, and their mothers found that the purpose of the research is essential, the intervention is acceptable, and the results are significant. The weighted average Tau-U value is 0.92. Suggestions for further research were made in the study.

Anahtar Kelimeler

Autism spectrum disorders , social skills , incidental teaching

Kaynakça

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