Otizmli Çocuklara Kavram Öğretiminde Dağıtılmış ve Sıklaştırılmış Denemelerle Öğretim

Yıl 2025, Erken Görünüm, 1 - 15

Hüsne Öz Alkoyak , Sezgin Vuran

https://doi.org/10.21565/ozelegitimdergisi.1464202

Öz

Giriş: Bu araştırmada, otizm spektrum bozukluğu olan çocuklara kavram öğretiminde dağıtılmış ve sıklaştırılmış uygulamaların etkililik, verimlilik, kalıcılık, genelleme ve sosyal geçerlilik bakımından karşılaştırılması amaçlanmıştır.
Yöntem: Araştırmaya yaş aralığı; 4 yaş 9 ay ile 5 yaş 6 ay olan, otizm spektrum bozukluğu olan dört erkek çocuk katılmış ve araştırmada tek denekli araştırma modellerinden uyarlamalı dönüşümlü uygulamalar modeli kullanılmıştır.
Bulgular: Bulgular, (a) tüm katılımcıların dağıtılmış uygulama koşulunda ölçütü daha erken karşıladığını, (b) iki katılımcıda dağıtılmış uygulama koşulunda, müdahaleden 8, 9 ve 10 hafta sonra edindikleri kavramların kalıcılığının sağlandığını, (c) katılımcıların hiçbirinin genelleme ölçütünü karşılamadığını ve (d) sosyal geçerlilik verilerine göre öğretmenlerin dağıtılmış uygulama hakkında daha olumlu görüş bildirdiğini göstermiştir.
Tartışma: Araştırmanın bulguları, önceki çalışmalarla benzer olup sıklaştırılmış uygulamanın öğretimin etkililiğini önemli ölçüde azalttığını göstermektedir.

Anahtar Kelimeler

otizm, ayrık denemelerle öğretim, dağıtılmış denemelerle öğretim, sıklaştırılmış denemelerle öğretim, kavram öğretimi

Distributed and Massed Practices in Teaching Concepts to Children with Autism

Öz

Introduction: This study aimed to compare the effectiveness, efficiency, maintenance, generalization, and social validity of distributed and massed practices in concept teaching to children with autism spectrum disorder.
Method: The participants were four children with autism spectrum disorder aged between 4.5 and 5.5 years. The present study used an adapted alternating treatments design.
Findings: The results showed that (a) all participants reached the mastery criterion more quickly in the distributed practice condition, (b) two participants maintained concepts 8, 9, and 10 weeks after the intervention in the distributed practice condition, (c) none of the participants reached the generalization criterion, and (d) social validity data showed that teachers had positive opinions about the distributed practice.
Discussion: Results of this study were parallel to previous studies and showed that massed practice considerably reduces the effectiveness of teaching.

Anahtar Kelimeler

Autism spectrum disorder, discrete trial teaching, distributed practice, massed practice, tact acquisition.

Kaynakça

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