EXAMINATION OF POSTGRADUATE THESIS CARRIED OUT WITH ERRORLESS TEACHING METHODS IN INDIVIDUALS WITH AUTISM SPECTRUM DISORDER

Yıl 2021, Cilt: 4 Sayı: 1, 109 - 117, 31.01.2021

Fevziye Ertekin Başak Bağlama

Öz

Correct teaching methods are techniques that include teaching techniques used in many areas such as functional, academic, self-care and daily life skills of children with special needs. When the postgraduate thesis studies on correct teaching methods with autistic individuals and children are examined in the YÖKTEZ database, it is seen that thesis studies on the types of correct teaching method are carried out and descriptive and meta-analysis studies are carried out for subheadings; but there is no study that examines these theses in detail under the name of correct teaching methods. The aim of this study is to examine current research trends in postgraduate thesis carried out with using errorless teaching methods in the education of individuals with autism spectrum disorder in Turkey. A total number of 9 open-access postgraduate thesis obtained from Higher Education Research Council of Turkey (YOK) as a result of comprehensive survey from the archives and published in the years 2011 and 2019 were included open access within 9 graduate thesis. Document analysis as one of the qualitative research methods was used in the research. When the postgraduate theses in YÖKTEZ related to the thesis related to the errorless teaching methods of students diagnosed with autism are examined, 3 of the theses are about teaching with gradual help, 2 of the theses are about teaching by increasing the clue gradually, 2 of the theses are about teaching with concurrent hints and 2 of them are about fixed waiting period teaching types. Thesis are examined in the field of academic skills, features of the subjects, features of the method, and features of the model, features of the findings.As a result of the YÖKTEZ survey, 8 master and 1 doctoral thesis related to the errorless teaching methods were reached. When the research methods used in theses are examined, it is concluded that single subject research methods are used in 9 theses. According to the purpose of the research, it was determined that the participants used single subject research methods and that the age ranges of the students formed the participants in the dissertations examined were between 3 and 15 years old. The theses were examined in terms of the area of academic skills taught, the characteristics of the subjects, the characteristics of the method, the features of the model, the features of the findings, and the findings were discussed in the light of forward-looking suggestions.

Anahtar Kelimeler

Autism spectrum disorder,, errorles teaching methods,, postgraduate thesis,

Kaynakça

• Çattık, M. (2016). The effectiveness of gradual assisted instruction in a small group on the smart board on digital play and observational learning skills of children with autism spectrum disorders (Unpublished master thesis). Graduate School of Social Sciences, Anadolu University, Eskisehir, Turkey.
• Cipani, E., Augustine, A., & Blomgren, E. (1982). Teaching profoundly retarded adults to ascend stairs safely. Education and Training of the Mentally Retarded, 51-54.
• Cipani, E., & Madigan, K. (1986). Errorless learning: Research and application for" difficult to teach" children. Canadian Journal for Exceptional Children, 3(2), 39-43.
• Doğan, S. (2016). The effectiveness of the fixed waiting time teaching offered in small groups in teaching professions to children with autism spectrum disorders (Unpublished master thesis). Graduate School of Educational Sciences, Anadolu University, Eskisehir, Turkey.
• Ergin, G. (2017). The effectiveness of instruction by increasing the clue in the diversification of imaginary play behaviors of children with autism spectrum disorders (Unpublished master thesis). Graduate School of Educational Sciences, Anadolu University, Eskisehir, Turkey.
• Gibson, A. N., & Schuster, J. W. (1992). The use of simultane ous prompting for teaching expressive word recognition to preschoolchildren. Topics in Early Childhood and Special Education, 12(2), 247-267.
• Gül, S. O., & Diken, İ. H. (2009). Reviewing the graduate thesis was carried out in Turkey for specialized training in early childhood. International Journal of Early Childhood Special Education (INT-JECSE), 1(1), 46-78.
• Güldenoğlu, İ. (2008). Investigation of the effectiveness and continuity of mutual teaching technique in teaching reading comprehension skills to students with mild mental retardation (Unpublished master thesis). Ankara University Graduate School of Educational Sciences, Ankara.
• Karabulut, A., & Yıkmış, A. (2010). Effectiveness of simultaneous hint teaching in teaching time telling skills to mentally handicapped individuals. Journal of Abant İzzet Baysal University, 10(2), 103-113.
• Kılıç, Y. (2019). The effectiveness of simultaneous cue teaching in teaching music activities prepared with Orff approach to students with autism spectrum disorders (Unpublished master thesis). Marmara University Graduate School of Educational Sciences, Istanbul.
• MacFarland-Smith, J., Schuster, J. W., & Stevens, K. B. (1993). Using simultaneous prompting to teach expressive object identification to preschoolers with developmental delays. Journal of Early intervention, 17(1), 50-60.
• MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26(1), 89-97.
• Özak, H., & Diken, İ. H. (2010). Mentally handicapped students graduate thesis revision of made in turkey regarding functional academic skills. Journal of Special Education. 11(1), 43-58.
• Özer, E., Çoşgun Başar, M., Özkubat, U., Töret, G., & Karasu, N. (2013). The effectiveness of simultaneous cue teaching used in teaching skills in children with disabilities: descriptive evaluation and meta-analysis. Special Education Journal, 14(2) 67-84.
• Porsuk, D. (2018). The effectiveness of the tablet computer application presented with progressive assisted instruction on the demanding behaviors of students with autism spectrum disorders (Unpublished master thesis). Marmara University Graduate School of Educational Sciences, Istanbul.
• Şahin, Ş. (2015). Comparison of the effectiveness and efficiency of the traditional and embedded teaching provided with fixed waiting time teaching in the teaching of social warning signs to children with autism (Unpublished master thesis). Anadolu University Graduate School of Educational Sciences, Eskisehir.
• Sarar B. D. (2016). The effectiveness of progressive assistance teaching method in teaching children with autism in rules of play (Unpublished master thesis). Marmara University Graduate School of Educational Sciences, Istanbul.
• Schuster, J. W., & Griffen, A. K. (1991). Using constant time delay to teach recipe following skills. Education and Training in Mental Retardation, 26(4), 411-419.
• Schuster, J. W., & Griffen, A. K. (1993). Using a simultaneous prompting strategy to teach a chained task to elementary students with moderate mental retardation. Journal of Behavioral Education, 3, 299-315.
• Taptık Şahin, G. (2011). The effectiveness of simultaneous tint teaching in teaching tooth brushing skill to children with autism (Unpublished master thesis). Abant Izzet Baysal University Graduate School of Social Sciences, Bolu.
• Tekin, E. (1999). Correct teaching methods. Special Education Journal, 2(3)-87-102.
• Wolery, M., Gast, D. L., Kirk, K., & Schuster, J. (1988). Fading extra-stimulus prompts with autistic children using time delay. Education and Treatment of Children, 11, 29-44.
• Wolery, M., Bailey, D. B., & Sugai, G. M. (1988). Effective teaching: Principles and procedures of applied behavioral analysis with exceptional students. Boston Allyn: Bacon, Inc.