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Kendini izleme stratejisi: uygulama için 10 adım

Yıl 2013, Cilt: 14 Sayı: 02, 55 - 65, 01.03.2013
https://doi.org/10.1501/Ozlegt_0000000184

Öz

Kaynakça

  • Agran, M.,King-Sears, M., Wehmeyer, L.M., & Copeland, S.R. (2003). Student-Directed learning. Paul H. Brookes Publishing Co.,Inc.
  • Agran, M., T. Sinclair, S. Alper, M. Cavin, M. Wehmeyer ve C. Hughes. (2005). Using self- monitoring to increase following direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40, 3-13, 2005.
  • Alberto, P. A. ve A. C. Troutman. (1995). Applied behavior analysis for teachers. (3rd edition) New York: Macmillian Publishing Company.
  • Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self- management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7, 33-46.
  • Boyle, J. R. ve C. A. Hughes. (1994). Effects of self-monitoring and subsequent fading of external prompts on the on-task behavior and task productivity of elementary Students with moderate mental retardation. Journal of Behavioral Education, 4, 439-157.
  • Briere, D.E., & Simonsen B. (2011). Self-Monitoring Interventions for At-Risk Middle School Students: The Importance of Considering Function. Behavioral Disorders, 36 (2), 129–140. Browder, D. M. ve E. S. Shapiro. (1985). Applications of self-management to individuals with severe handicaps: A Review. Journal of the Association for Persons with Severe Handicaps, 10, 200-208.
  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
  • Ganz, J. B. (2008). Self-monitoring across ages and ability levels: Teaching students to implement their own positive behavior interventions. Preventing School Failure, 53(1), 39-48.
  • Gureasko-Moore, S., DuPaul, G. J., & White, G. P. (2007). Self-management of classroom preparedness and homework: Effects of school functioning of adolescents with attention deficit hyperactivity disorder. School Psychology Review. 36, 647–664.
  • Mooney, P., Ryan, J. B., Uhing, B. M., Reid, R., & Epstein, M. H. (2005). A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders. Journal of Behavioral Education, 14, 203–221.
  • Koegel, R. L. ve L. K. Koegel.(1990). Extended reductions in stereotypic behavior of Students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119-127.
  • Koegel, R. L., & Frea, W. D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26, 369-377.
  • Lannie, A. L. & Martens, B. K. (2008). Targeting performance dimensions in sequence according to the instructional hierarchy: Effects on children' math work within a self-monitoring program. Journal of Behavioral Education, (14), 356-375.
  • Lee, S., Simpson, R., & Shoran, K. (2007). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism & Other Developmental Disabilities, 22, 2–13.
  • Lee, S., Palmer, S.B., & M. L. Wehmeyer (2009). Goal setting and self-monitoring for students with disabilities: Practical tips and ideas for teachers. Intervention in School and Clinic, 44(3), 139-145.
  • Newman, B., Buffington, D. M., & Hemmes, N. S. (1996). Self-reinforcement used to increase the appropriate conversation of autistic teenagers. Education and Training in Mental Retardation and Developmental Disabilities, 31, 304-309.
  • O’Reilly, M., Tiernan, R., Lancioni, G., Lacy, C., Hillery, H., & Gardiner, M. (2002). Use of self-monitoring and delayed feedback to increase on-task behavior in a post-institutionalized child within regular classroom settings. Education and Treatment of Children, 25, 91–102.
  • Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471-481.
  • Rafferty, L.A. (2010). Step-by-step teaching students to self-monitor. Teaching Exceptional Children, Vol. 43(2), 50-58.
  • Reid, R., Trout, A. L., & Schartz, M. (2005). Selfregulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71, 361–377.
  • Reinecke, D. R., Newman, B., & Meinberg, D. L. (1999). Self-management of sharing in three pre-schoolers with autism. Education and Training in Mental Retardation and Developmental Disabilities, 34, 312- 317.
  • Schloss, P. J. ve M. A. Smith. (1994). Applied behavior analysis in the classroom. Boston: Allyn and Bacon.
  • Sheffield, K., & Waller, R.J. (2010). A review of single-case studies utilizing self-monitoring interventions to reduce problem classroom behaviors. Beyond Behavior, 9(29), 7-13.
  • Stahmer, A. C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25, 447-459.
  • Wehmeyer, M. L., M. Agran ve C. Hughes. (2003). Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition. Baltimore: Paul H. Brookes Publishing.
  • Yücesoy-Özkan, Ş. (2007). Zihin yetersizliği olan öğrencilere yönelik hazırlanan kendini yönetme stratejileri öğretim paketinin etkililiği. Yayınlanmamış doktora tezi. Anadolu Üniversitesi, Eskişehir.
  • Haytabay-Sosun, T. (2011). Görme Engelli Öğrencilerin okuma etkinliğinde dikkatlerini sürdürme becerileri üzerine kendini izleme tekniğinin etkililiği. Yayınlanmamış yüksek lisans tezi. Gazi Üniversitesi, Ankara.
  • Zimmerman, B.J. (1990). Self-regulated learning and academic achievement : An overview. Educational Psychologist, 25(1), 3-17. ÖZEL EĞİTİM DERGİSİ

Kendini İzleme Stratejisi: Uygulama İçin 10 Adım

Yıl 2013, Cilt: 14 Sayı: 02, 55 - 65, 01.03.2013
https://doi.org/10.1501/Ozlegt_0000000184

Öz

Bireylerin kendi davranışlarını yönetmesi eğitimin en temel amaçlarından biridir. Öğretmenler, öğrencilerine kendi davranış sorumluluklarını almaları için kendini yönetme stratejilerini kazandırmalıdır. Alan yazında kendini yönetme stratejileri içerisinde yer alan kendini izleme stratejisi, yetersizlikten etkilenmiş öğrencilerin problem davranışlarının azaltılmasında ve akademik becerilerin kazandırılmasında sıklıkla kullanılan bir davranış yönetme stratejisidir. Bu makale, bir kendini yönetme stratejisi olan kendini izleme stratejisi hakkında bilgi vermek ve stratejinin nasıl uygulanacağına yönelik uygulama basamaklarını uygulayıcılara tanıtmak amacıyla yazılmıştır

Kaynakça

  • Agran, M.,King-Sears, M., Wehmeyer, L.M., & Copeland, S.R. (2003). Student-Directed learning. Paul H. Brookes Publishing Co.,Inc.
  • Agran, M., T. Sinclair, S. Alper, M. Cavin, M. Wehmeyer ve C. Hughes. (2005). Using self- monitoring to increase following direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40, 3-13, 2005.
  • Alberto, P. A. ve A. C. Troutman. (1995). Applied behavior analysis for teachers. (3rd edition) New York: Macmillian Publishing Company.
  • Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self- management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7, 33-46.
  • Boyle, J. R. ve C. A. Hughes. (1994). Effects of self-monitoring and subsequent fading of external prompts on the on-task behavior and task productivity of elementary Students with moderate mental retardation. Journal of Behavioral Education, 4, 439-157.
  • Briere, D.E., & Simonsen B. (2011). Self-Monitoring Interventions for At-Risk Middle School Students: The Importance of Considering Function. Behavioral Disorders, 36 (2), 129–140. Browder, D. M. ve E. S. Shapiro. (1985). Applications of self-management to individuals with severe handicaps: A Review. Journal of the Association for Persons with Severe Handicaps, 10, 200-208.
  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
  • Ganz, J. B. (2008). Self-monitoring across ages and ability levels: Teaching students to implement their own positive behavior interventions. Preventing School Failure, 53(1), 39-48.
  • Gureasko-Moore, S., DuPaul, G. J., & White, G. P. (2007). Self-management of classroom preparedness and homework: Effects of school functioning of adolescents with attention deficit hyperactivity disorder. School Psychology Review. 36, 647–664.
  • Mooney, P., Ryan, J. B., Uhing, B. M., Reid, R., & Epstein, M. H. (2005). A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders. Journal of Behavioral Education, 14, 203–221.
  • Koegel, R. L. ve L. K. Koegel.(1990). Extended reductions in stereotypic behavior of Students with autism through a self-management treatment package. Journal of Applied Behavior Analysis, 23, 119-127.
  • Koegel, R. L., & Frea, W. D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26, 369-377.
  • Lannie, A. L. & Martens, B. K. (2008). Targeting performance dimensions in sequence according to the instructional hierarchy: Effects on children' math work within a self-monitoring program. Journal of Behavioral Education, (14), 356-375.
  • Lee, S., Simpson, R., & Shoran, K. (2007). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism & Other Developmental Disabilities, 22, 2–13.
  • Lee, S., Palmer, S.B., & M. L. Wehmeyer (2009). Goal setting and self-monitoring for students with disabilities: Practical tips and ideas for teachers. Intervention in School and Clinic, 44(3), 139-145.
  • Newman, B., Buffington, D. M., & Hemmes, N. S. (1996). Self-reinforcement used to increase the appropriate conversation of autistic teenagers. Education and Training in Mental Retardation and Developmental Disabilities, 31, 304-309.
  • O’Reilly, M., Tiernan, R., Lancioni, G., Lacy, C., Hillery, H., & Gardiner, M. (2002). Use of self-monitoring and delayed feedback to increase on-task behavior in a post-institutionalized child within regular classroom settings. Education and Treatment of Children, 25, 91–102.
  • Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471-481.
  • Rafferty, L.A. (2010). Step-by-step teaching students to self-monitor. Teaching Exceptional Children, Vol. 43(2), 50-58.
  • Reid, R., Trout, A. L., & Schartz, M. (2005). Selfregulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71, 361–377.
  • Reinecke, D. R., Newman, B., & Meinberg, D. L. (1999). Self-management of sharing in three pre-schoolers with autism. Education and Training in Mental Retardation and Developmental Disabilities, 34, 312- 317.
  • Schloss, P. J. ve M. A. Smith. (1994). Applied behavior analysis in the classroom. Boston: Allyn and Bacon.
  • Sheffield, K., & Waller, R.J. (2010). A review of single-case studies utilizing self-monitoring interventions to reduce problem classroom behaviors. Beyond Behavior, 9(29), 7-13.
  • Stahmer, A. C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25, 447-459.
  • Wehmeyer, M. L., M. Agran ve C. Hughes. (2003). Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition. Baltimore: Paul H. Brookes Publishing.
  • Yücesoy-Özkan, Ş. (2007). Zihin yetersizliği olan öğrencilere yönelik hazırlanan kendini yönetme stratejileri öğretim paketinin etkililiği. Yayınlanmamış doktora tezi. Anadolu Üniversitesi, Eskişehir.
  • Haytabay-Sosun, T. (2011). Görme Engelli Öğrencilerin okuma etkinliğinde dikkatlerini sürdürme becerileri üzerine kendini izleme tekniğinin etkililiği. Yayınlanmamış yüksek lisans tezi. Gazi Üniversitesi, Ankara.
  • Zimmerman, B.J. (1990). Self-regulated learning and academic achievement : An overview. Educational Psychologist, 25(1), 3-17. ÖZEL EĞİTİM DERGİSİ
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Çığıl Aykut Bu kişi benim

Yayımlanma Tarihi 1 Mart 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 14 Sayı: 02

Kaynak Göster

APA Aykut, Ç. (2013). Kendini İzleme Stratejisi: Uygulama İçin 10 Adım. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(02), 55-65. https://doi.org/10.1501/Ozlegt_0000000184




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