Otizm Spektrum Bozukluğu Olan Çocuklara Sorumluluk Kazandırmada Uygun Olan ve Olmayan Davranış Örnekleriyle Öğretimin Etkililiği

Yıl 2024, Cilt: 44 Sayı: 3, 2223 - 2254, 30.12.2024

İbrahim Toprak , Seray Olçay

https://doi.org/10.17152/gefad.1473284

Öz

Uygun olan ve olmayan davranış örnekleriyle öğretim otizm spektrum bozukluğu olan çocuklara sosyal becerilerin öğretiminde etkililiği araştırmalarla ortaya konmuş yöntemlerden biridir. Bu araştırmanın amacı da otizm spektrum bozukluğu olan çocuklara önemli bir sosyal beceri olan sorumluluklarını bağımsız olarak yerine getirme becerisinin öğretiminde uygun olan ve olmayan davranış örnekleriyle öğretimin etkililiğini incelemektir. Araştırmada ayrıca kişiler ve ortamlar arası genelleme verisi, öğretim sona erdikten iki ve dört hafta sonra izleme verisi ile çocukların annelerinden sosyal geçerlik verisi toplanmıştır. Uygun olan ve olmayan davranış örnekleriyle öğretimin otizm spektrum bozukluğu olan çocuklara sorumluluklarını bağımsız olarak yerine getirme becerisinin öğretimi üzerindeki etkililiğini ortaya koymak üzere tek denekli deneysel desenlerden katılımcılar arası yoklama evreli çoklu yoklama modelinin kullanıldığı araştırmada üç çocuğun da sorumluluklarını bağımsız olarak yerine getirme becerisini edindikleri, edindikleri beceriyi öğretim sona erdikten sonra korudukları, farklı ortam ve kişilere genelledikleri görülmüştür. Araştırmanın sosyal geçerlik bulguları ise otizm spektrum bozukluğu olan çocukların annelerinin araştırmada öğretimi yapılan hedef beceriye, uygun olan ve olmayan davranış örnekleriyle öğretime ve elde edilen sonuçlara ilişkin olumlu görüş bildirdiklerini ortaya koymuştur. Araştırma bulguları tartışılarak ileri araştırmalara ve uygulamaya yönelik önerilerde bulunulmuştur.

Anahtar Kelimeler

Otizm spektrum bozukluğu, uygun olan ve olmayan davranış örnekleriyle öğretim, sosyal beceriler, tek denekli araştırmalar.

The Effectiveness of Cool Versus Not Cool Procedure to Teach Taking Responsibility to Children With Autism Spectrum Disorders

Öz

Cool versus not cool procedure is one of the effective procedures to teach social skills to children with autism spectrum disorder (ASD). The purpose of this study was to investigate the effects of cool versus not cool procedure to teach taking responsibility, a significant social skill, to children with ASD. The study also measured maintenance two and four weeks after the intervention, as well as generalization across people and settings. Social validity data were collected from participating children’s mothers. The study employed multiple probe design across participants to demonstrate the effects of the procedure to teach taking responsibility skill. The results indicated that all three children with ASD acquired the target skills, maintained, and generalized them across different people and settings. The social validity results showed that the mothers had positive opinions regarding the target skills, the cool versus not cool procedure, and outcomes. Implications and future directions were also discussed.

Anahtar Kelimeler

Autism spectrum disorder, cool versus not cool, social skills, single-subject research.

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