Gelişimsel Yetersizliği Olan Çocuklara Saat Kavramı Kazandırma, Genelleme ve Sürdürme: Kaç Alt Amaç Öğretilmeli?

Öz

Bu çalışmanın amacı, gelişimsel yetersizliği olan öğrencilere saat kavramlarının öğretilmesi, genellemesi ve sürdürülmesinde doğrudan öğretim yönteminin etkililiğini incelemektir. Ayrıca bu çalışmada genellemeye ulaşılabilmesi için öğrencilere kaç alt amacın öğretilmesi gerektiği de test edilmiştir. Çalışmaya orta ve ağır düzeyde gelişim yetersizliği olan biri erkek, ikisi kız üç öğrenci denek olarak katılmıştır. Denekler 10 ile 16 yaş arasında değişmektedir. Doğrudan öğretim yönteminin etkililiği davranışlar arası çoklu yoklama modeli kullanılarak ve denekler arası tekrar edilerek değerlendirilmiştir. Araştırma sonuçları, doğrudan öğretim yönteminin gelişimsel yetersizliği olan 3 öğrenciye, hedeflenen saat kavramlarını kazandırmada etkili olduğunu ortaya koymuştur. Öğrenciler öğretim sona erdikten 17 ve 30 gün sonara hedef davranışları %100 düzeyinde sürdürebilmişler ve bu davranışları gerçek saat genelleyebilmişlerdir. Makalede çalışmanın sınırlılıkları ve ileri araştırmalara ilişkin öneriler de tartışılmıştır.

Anahtar Kelimeler

• Doğrudan öğretim, saat kavramları, gelişimsel yetersizliği olan öğrenciler

Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?

Öz

The purpose of the present study was to analyze effectiveness of direct instruction method for teaching, maintaining and generalizing time concepts for students with disabilities. It was also tested how many subaims should be thought for promoting generalization in this study. Participants included three students (one boy and two girls) whose functioning levels ranged from mild to moderate disabilities. Their age range is between 10 and 16. Effectiveness of direct instruction method was evaluated through the use of a multiple probe design across behaviors and replicated across students. Results indicated that the direct instruction method was successful in teaching targeted behaviors to all three children with disabilities. Students maintained target behaviors at 100% accuracy 17 and 30 days after training and generalized responses across real time materials. Limitations of the study and future research implications are discussed.

Anahtar Kelimeler

• Direct instruction,time concepts,and students with disabilities

Kaynakça

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50. Correspondence concerning this article should be addressed to Binyamin Birkan, Tohum Otizm Vakfi, Cumhuriyet Mah. Abidei Hurriyet Cad. No:39 34380 Sisli-Istanbul/ Turkey. Electronic mail may be sent via internet to [[e-mail]].