BibTex RIS Kaynak Göster

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Yıl 2014, Cilt: 29 Sayı: 29-1, 87 - 98, 23.07.2014

Ayten Düzkantar

Öz

It is quite important for visually handicapped children to recognize the environmental sounds. This study was conducted to teach the sources of the environmental sounds to a visually handicapped and mentally retarded child. The purpose of the study was to teach visually handicapped student the names of the animals the sounds of which he/she hears in the near surrounding using the simultaneous prompting method. Three sets of animals which the child encounters in his/her near surrounding, but the names of which he/she doesn't know, were formed in order for the child to recognize them from their sounds. A multiple probe design across behaviors was used in the study. The subject included in the study was a 9 year-old visually and mentally handicapped girl. The names of animals were taught to the subject by holding sessions at the Unit for the Children with Developmental Disabilities in Anatolia University. At the end of the study, simultaneous prompting method was found to be effective in teaching the names of the animals based on the sounds.

Anahtar Kelimeler

Training of people with multiple disabilities functional skills teaching teaching environmental sounds simultaneous teaching

Kaynakça

  • Akmanoğlu, N., Batu, S. (2004). Teaching pointing to numerals to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities. 39 (4), 326- 336.
  • Akmanoğlu, N., Batu, S. (2005). Teaching naming relatives to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities. 40 (4), 401- 410.
  • Alberto, A. A. & Troutman, A. C. (1995). Applied behavior analysis for teachers (4. baskı). New Jersey: Prentice Hall. Birkan, B. (2005). Using simultaneous prompting for teaching various discrete tasks to students with mental reterdation. Education and Training in Developmental Disabilities. 40 (1), 68- 79.
  • Broek, E. G. C., Janssen, C. G. C., Ramshorst T., & Deen, L. (2006). Visual ımpairments in people with severe and profound multiple disabilities: An inventory of visual functioning. Journal of Intellectual Disability Research, 50(6), 470-475.
  • Downing, J. E.( 2002). Including students with severe disabilities in typical classrooms: Practical strategies for teachers (second ed.). Baltimore, MD: paıl H. Brookes.
  • Durando,J. ( 2008) A survey on literacy ınstruction for students with multiple disabilities. Journal of Visual Impairment & Blimlness. Januaiy 2008, 40-45.
  • Evenhuis, H. M., Theunissen,M., Denkers, I., Verschuure,H. & Kemme, H. (2001). Prevalence of visual and hearing impairment in a Dutch institutionalised population with intellectual disability. Journal of Intellectual Disabilty Research 45, 457-464.
  • Eyidoğan, F. “Zihin özürlü öğrencilere silikleştirilen resimli fiş cümleleriyle okuma- yazma öğretiminde hata düzeltmeli eşzamanlı ipucuyla öğretimin etkililiği”. Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, 2005
  • Fetko, K. S., Schuster, D. A., Harley, D. A., & Collins, B. C. (1999). Using simultaneous, prompting to teach a chained vocational task to young adults with severe intellectual disabillities. Education and Training in Mental Retardation and Development Disabiliities. 34 (3), 318- 339. (akt. Doğan, O. S., 2001.)
  • Glazman, A. & Ducret, W (2003), Interdiciplinary collaboration in tehe choice of an adapted mobility device for a child with cerebral palsy and visual impairment. Journal of Visual İmpairment& Blindness, January, 2003.38-41
  • Gürsel, O., Tekin- İftar,E., & Bozkurt, F. (2006). Effectiveness prompting in small group: the opportunity of acquiring non-target skills through observational leraning and ınstructive feedback. Education and Training in Developmental Disabilities. 41 (3), 225- 243.
  • Kırcaali-İftar, G. & Tekin, E. (1997). Tek denekli araştırma yöntemleri. Ankara: Türk Psikologlar Derneği Yayınları.
  • Lancioni, G. E., O’Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D. & Severini, L. (2006). A microswichbased program to anable students with multiple disabilities to choose among environmental stimuli. Journal of Visual İmpairment& Blindness, August, 2006.488-493.
  • Lancioni, G. E., O’Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D. & Severini, L. 2006. A Microswichbased program to anable Students with Multiple Disabilities to Choose Among Environmental Stimuli. Journal of Visual İmpairment& Blindness, August, 2006.
  • Layton, C. A. & Lock, R. H. (2001). Determining learning disabilities in student with low vision. Journal of Visual Impairment&Blindness, May 2001.
  • McCall, S. & McLinden,M. (2001). Literacy and children who are blind and who have additional disabilities-the challenges for teachers and researchers. International Journal of Disability,Development and Education,Vol 48,4. Odluyurt, S. (2008). Okul öncesi dönemde gelişimsel yetersizlik gösteren çocuklar için gerekli kaynaştırmaya hazırlık becerilerinin ve bu becerilerden bazılarının etkinlikler içinde gömülen eşzamanlı ipucuyla öğretiminin etkilerinin belirlenmesi. Eskişehir: Anadolu Üniversitesi.
  • Orelove, F., Sobsey, D. (1996). Educating children with multiple disabilities: A transdiciplinary appoach (3 rd ed.). Baltimore, MD: Paul H. Brookes.
  • Parrott, A. K., Schuster, W. J., Collins, C. B., Gassavay, J. L. (2000). “Simultaneous prompting and ınstructive feedback when teaching chained tasks”, Journal of Behavioral Education. 10,1; 3-19.
  • Perfect, M. M. (2000). Examining communicative behaviors in a3-year-old boy who is blind. Journal of Visual Impairment & Blindness, June 2001.
  • Schuster, J. W., Griffen, K. A., (1993) Teaching a chained task with a simultaneous prompting procedure, Journal of Behavioral Education. 3(3); 299-315.
  • Tawney, W. J. & Gast, D. L. (1984). Single subject research in special education. colombus: Merrill Publishing Company.
  • Tekin- İftar, E. (2003). Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. Education and Training in Developmental Disabilities. 38 (1), 77- 94.
  • Tekin- İftar, E. (2008). Parent- delivered community- based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities. 43 (2), 249- 265.
  • Tekin- İftar, E., Kurt, O., & Acar, G. (2008). Enhancing instructional efficiency through generalızatıon and ınstructive feedback: a single- subject study with children with mental reterdation. International Journal of Special Education. 23 (1), 147- 158.
  • Tekin, E. (2000). Zihin özürlü çocuklara kardeşleri aracılığıyla sunulan dört saniye sabit bekleme süreli öğretimin ve eşzamanlı ipucuyla öğretimin etkililiklerinin ve verimliliklerinin karşılaştırılması. Yayınlanmamış Doktora Tezi. Eskişehir: Anadolu Üniversitesi Yayınları.
  • Tekin, E., Kırcaali- İftar, G. (2002). Comparison of the effectiveness of two response prompting procedures delivered by sibling tutors. Education and Training in Mental Reterdation and Developmental Disabilities. 37 (3), 283- 299.
  • Topsakal, M. (2004). “Zihin özürlü çocuklara oto yıkama becerisi öğretiminde hata düzeltmesi yapılarak gerçekleştirilen eşzamanlı ipucuyla öğretimin etkililiği”. Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Trief, E. (2007). The use of tangible cuesfor children with multiple disabilities and visual ımpairment. Journal of Visual Impairment & Blindness, October 2007613-619
  • Warburg, M. (2001). Visual impairment in adult people with intellectual disability: Literature review. Journal of Intellectual Disabilty Research 45, 424-438.
  • Wolery, M., Ault, M. J. & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities: use of response prompting strategies. New York: Longman.

Efficacy of Teaching with Simultaneous Prompting in Teaching the Environmental Sounds to A Child with Multiple Disabilities

Yıl 2014, Cilt: 29 Sayı: 29-1, 87 - 98, 23.07.2014

Ayten Düzkantar

Öz

Görme özürlü çocukların çevrelerindeki sesleri anlamlandırması çok önemlidir. Bu çalışma görme özrünün yanı sıra zihin geriliğine sahip bir öğrenciye çevresindeki seslerin neye ait olduğunu öğretmek için yapılmıştır. Bu araştırmanın amacı, görme özürlü öğrenciye yakın çevresinde sesini duyduğu hayvanların adlarının eşzamanlı öğretim yöntemiyle öğretmektir. Çocuğun hayvanları sesinden tanıması için yakın çevresinde karşılaştığı fakat isimlerini bilmediği hayvanlardan üç set oluşturulmuştur. Araştırmada davranışlararası yoklama evreli çoklu yoklama modeli kullanılmıştır. Araştırmaya alınan denek 9 yaşında görme ve zihin özürlü bir kız çocuktur. Deneğe hayvan isimleri Anadolu Üniversitesi Gelişimsel Yetersizliği Olan Çocuklar Biriminde bireysel öğretim oturumları düzenlenerek öğretilmiştir. Çalışma sonunda yanlışsız öğretim yöntemlerinden eşzamanlı öğretim yönteminin sesleri dinleyerek hayvan isimlerinin öğretilmesinde etkili olduğu belirlenmiştir.

Anahtar Kelimeler

Çok özürlülerin eğitimi işlevsel beceri öğretimi çevre seslerinin öğretimi eşzamanlı öğretim

Kaynakça

  • Akmanoğlu, N., Batu, S. (2004). Teaching pointing to numerals to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities. 39 (4), 326- 336.
  • Akmanoğlu, N., Batu, S. (2005). Teaching naming relatives to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities. 40 (4), 401- 410.
  • Alberto, A. A. & Troutman, A. C. (1995). Applied behavior analysis for teachers (4. baskı). New Jersey: Prentice Hall. Birkan, B. (2005). Using simultaneous prompting for teaching various discrete tasks to students with mental reterdation. Education and Training in Developmental Disabilities. 40 (1), 68- 79.
  • Broek, E. G. C., Janssen, C. G. C., Ramshorst T., & Deen, L. (2006). Visual ımpairments in people with severe and profound multiple disabilities: An inventory of visual functioning. Journal of Intellectual Disability Research, 50(6), 470-475.
  • Downing, J. E.( 2002). Including students with severe disabilities in typical classrooms: Practical strategies for teachers (second ed.). Baltimore, MD: paıl H. Brookes.
  • Durando,J. ( 2008) A survey on literacy ınstruction for students with multiple disabilities. Journal of Visual Impairment & Blimlness. Januaiy 2008, 40-45.
  • Evenhuis, H. M., Theunissen,M., Denkers, I., Verschuure,H. & Kemme, H. (2001). Prevalence of visual and hearing impairment in a Dutch institutionalised population with intellectual disability. Journal of Intellectual Disabilty Research 45, 457-464.
  • Eyidoğan, F. “Zihin özürlü öğrencilere silikleştirilen resimli fiş cümleleriyle okuma- yazma öğretiminde hata düzeltmeli eşzamanlı ipucuyla öğretimin etkililiği”. Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, 2005
  • Fetko, K. S., Schuster, D. A., Harley, D. A., & Collins, B. C. (1999). Using simultaneous, prompting to teach a chained vocational task to young adults with severe intellectual disabillities. Education and Training in Mental Retardation and Development Disabiliities. 34 (3), 318- 339. (akt. Doğan, O. S., 2001.)
  • Glazman, A. & Ducret, W (2003), Interdiciplinary collaboration in tehe choice of an adapted mobility device for a child with cerebral palsy and visual impairment. Journal of Visual İmpairment& Blindness, January, 2003.38-41
  • Gürsel, O., Tekin- İftar,E., & Bozkurt, F. (2006). Effectiveness prompting in small group: the opportunity of acquiring non-target skills through observational leraning and ınstructive feedback. Education and Training in Developmental Disabilities. 41 (3), 225- 243.
  • Kırcaali-İftar, G. & Tekin, E. (1997). Tek denekli araştırma yöntemleri. Ankara: Türk Psikologlar Derneği Yayınları.
  • Lancioni, G. E., O’Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D. & Severini, L. (2006). A microswichbased program to anable students with multiple disabilities to choose among environmental stimuli. Journal of Visual İmpairment& Blindness, August, 2006.488-493.
  • Lancioni, G. E., O’Reilly, M. F., Singh, N. N., Sigafoos, J., Didden, R., Oliva, D. & Severini, L. 2006. A Microswichbased program to anable Students with Multiple Disabilities to Choose Among Environmental Stimuli. Journal of Visual İmpairment& Blindness, August, 2006.
  • Layton, C. A. & Lock, R. H. (2001). Determining learning disabilities in student with low vision. Journal of Visual Impairment&Blindness, May 2001.
  • McCall, S. & McLinden,M. (2001). Literacy and children who are blind and who have additional disabilities-the challenges for teachers and researchers. International Journal of Disability,Development and Education,Vol 48,4. Odluyurt, S. (2008). Okul öncesi dönemde gelişimsel yetersizlik gösteren çocuklar için gerekli kaynaştırmaya hazırlık becerilerinin ve bu becerilerden bazılarının etkinlikler içinde gömülen eşzamanlı ipucuyla öğretiminin etkilerinin belirlenmesi. Eskişehir: Anadolu Üniversitesi.
  • Orelove, F., Sobsey, D. (1996). Educating children with multiple disabilities: A transdiciplinary appoach (3 rd ed.). Baltimore, MD: Paul H. Brookes.
  • Parrott, A. K., Schuster, W. J., Collins, C. B., Gassavay, J. L. (2000). “Simultaneous prompting and ınstructive feedback when teaching chained tasks”, Journal of Behavioral Education. 10,1; 3-19.
  • Perfect, M. M. (2000). Examining communicative behaviors in a3-year-old boy who is blind. Journal of Visual Impairment & Blindness, June 2001.
  • Schuster, J. W., Griffen, K. A., (1993) Teaching a chained task with a simultaneous prompting procedure, Journal of Behavioral Education. 3(3); 299-315.
  • Tawney, W. J. & Gast, D. L. (1984). Single subject research in special education. colombus: Merrill Publishing Company.
  • Tekin- İftar, E. (2003). Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. Education and Training in Developmental Disabilities. 38 (1), 77- 94.
  • Tekin- İftar, E. (2008). Parent- delivered community- based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities. 43 (2), 249- 265.
  • Tekin- İftar, E., Kurt, O., & Acar, G. (2008). Enhancing instructional efficiency through generalızatıon and ınstructive feedback: a single- subject study with children with mental reterdation. International Journal of Special Education. 23 (1), 147- 158.
  • Tekin, E. (2000). Zihin özürlü çocuklara kardeşleri aracılığıyla sunulan dört saniye sabit bekleme süreli öğretimin ve eşzamanlı ipucuyla öğretimin etkililiklerinin ve verimliliklerinin karşılaştırılması. Yayınlanmamış Doktora Tezi. Eskişehir: Anadolu Üniversitesi Yayınları.
  • Tekin, E., Kırcaali- İftar, G. (2002). Comparison of the effectiveness of two response prompting procedures delivered by sibling tutors. Education and Training in Mental Reterdation and Developmental Disabilities. 37 (3), 283- 299.
  • Topsakal, M. (2004). “Zihin özürlü çocuklara oto yıkama becerisi öğretiminde hata düzeltmesi yapılarak gerçekleştirilen eşzamanlı ipucuyla öğretimin etkililiği”. Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Trief, E. (2007). The use of tangible cuesfor children with multiple disabilities and visual ımpairment. Journal of Visual Impairment & Blindness, October 2007613-619
  • Warburg, M. (2001). Visual impairment in adult people with intellectual disability: Literature review. Journal of Intellectual Disabilty Research 45, 424-438.
  • Wolery, M., Ault, M. J. & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities: use of response prompting strategies. New York: Longman.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ayten Düzkantar Bu kişi benim

Yayımlanma Tarihi 23 Temmuz 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 29 Sayı: 29-1

Kaynak Göster

APA Düzkantar, A. (2014). Efficacy of Teaching with Simultaneous Prompting in Teaching the Environmental Sounds to A Child with Multiple Disabilities. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-1), 87-98.