Araştırma Makalesi
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Otizm Spektrum Bozukluğu Olan Öğrencilere Kendini Yönetme Öğretiminin Kendini Yönetme, Etkinlikle İlgilenme ve Etkinliği Tamamlama Becerileri Üzerine Etkililiği

Yıl 2024, Cilt: 25 Sayı: 3, 209 - 225, 01.09.2024
https://doi.org/10.21565/ozelegitimdergisi.1265574

Öz

Giriş: Otizm spektrum bozukluğu (OSB) olan öğrencilerin kendini yönetme stratejilerini (KYS) kazanmaları bağımsız davranış sergilemelerine katkı sağlayabilmektedir. KYS; kendine ön uyaran verme, kendini izleme, kendine yönerge verme, kendini değerlendirme veya kendini pekiştirme stratejilerinden oluşmaktadır. OSB olan öğrenciler özellikle günlük yaşam becerilerinde, akademik becerilerde veya sosyal beceri gerektiren ortamlarda bu stratejileri kullanabilmektedir.
Yöntem: Bu araştırmada kendini yönetme (KY) öğretiminin OSB olan öğrencilerin KYS’yi kazanması ve sürdürmesi üzerine olan etkisi incelenmiştir. Öğrencilerin stratejileri kullanarak etkinlikle ilgilenme ve etkinliği tamamlama davranışlarını kazanmaları ve sürdürmeleri, kullanılan stratejileri ve hedef davranışları farklı kişilere/ortamlara ne düzeyde genellediğinin belirlenmesi de amaçlanmıştır. Ayrıca sosyal geçerlik verilerinin toplanması amacıyla öğrenci annelerinin ve öğretmenlerinin görüşleri alınmıştır. Araştırma, tek denekli araştırma modellerinden katılımcılar arası yoklama evreli çoklu yoklama modeli kullanılarak gerçekleştirilmiştir. Araştırmanın katılımcıları, OSB tanısı olan ve 10-12 yaşları arasındaki üç öğrencidir.
Bulgular: Araştırma bulguları, KY öğretiminin OSB olan öğrencilerin KYS’yi kazanmasında etkili olduğunu ve stratejileri kullanan öğrencilerin uygulamadan sonra da stratejileri kullanmayı sürdürdüklerini göstermiştir. Ayrıca kendine ön uyaran verme, kendini izleme, kendini değerlendirme ve kendini pekiştirmeden oluşan KYS’yi kullanan öğrencilerin etkinlikle ilgilenme ve etkinliği tamamlama düzeylerinde artış olduğu, kazanımları uygulamadan sonra da sürdürdüğü, farklı kişi ve ortamlara genellediği belirlenmiştir. Katılımcıların annelerinden ve öğretmenlerinden toplanılan sosyal geçerlik bulguları, KYS’nin kullanılması ve etkileri hakkında olumlu olduğunu göstermektedir.
Tartışma: Öğrencilerin hedef davranışlara ilişkin öğretim öncesi ve öğretim sonrası performanslarında anlamlı düzeyde artış olduğu görülmektedir. KY uygulamalarının etkililiği mevcut araştırma bulgularıyla desteklenmeye çalışılmıştır ve ilgili araştırma sonuçlarıyla tutarlılık göstermektedir. Bu kapsamda OSB olan öğrencilerin eğitim programları tasarlanırken KY uygulamalarının kullanılmasına özen gösterilmesi gerektiği önerilmektedir.

Kaynakça

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  • Beaver, B. N., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (2017). Self-reinforcement compared to teacher-delivered reinforcement during activity schedules on the iPod touch. Education and Training in Autism and Developmental Disabilities, 52(4), 393-404.
  • Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24(2), 106. https://doi.org/10.1037/a0016159
  • Briesch, A. M., Briesch, J. M., & Mahoney, C. (2014). Reported use and acceptability of self-management interventions to target behavioral outcomes. Contemporary School Psychology, 18(4), 222-231. https://doi.org/10.1007/s40688-014-0016-8
  • Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders. 30(6). https://doi.org/10.1023/A:1005687310346
  • Busick, M., & Neitzel, J. (2009). Self-management implementation checklist. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.
  • Callahan, K., & Rademacher, J. A. (1999). Using self-management strategies to increase the on-task behavior of a student with autism. Journal of Positive Behavior Interventions, 1(2), 117-122. https://doi.org/10.1177/109830079900100206
  • Carr, J. E., Austin, J. L., Britton, L. N., Kellum, K. K., & Bailey, J. S. (1999). An assessment of social validity trends in applied behavior analysis. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 14(4), 223-231. https://doi.org/10.1002/(SICI)1099-078X(199910/12)14:4<223::AID-BIN37>3.0.CO;2-Y
  • Carr, M. E., Moore, D. W., & Anderson, A. (2014). Self-management interventions on students with autism: A meta-analysis of single-subject research. Exceptional Children, 81(1), 28-44. https://doi.org/10.1177/0014402914532235
  • Carter, E. W., Sisco, L. G., & Lane, K. L. (2011). Paraprofessional perspectives on promoting self-determination among elementary and secondary students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 36(1-2), 1-10. https://doi.org/10.2511/rpsd.36.1-2.1
  • Erbaş, D. (2018). Güvenirlik. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar içinde (ss. 109-128). Ankara: Anı Yayıncılık.
  • Fritz, J. N., Iwata, B. A., Rolider, N. U., Camp, E. M., & Neidert, P. L. (2012). Analysis of self‐recording in self‐management interventions for stereotypy. Journal of Applied Behavior Analysis, 45(1), 55-68. https://doi.org/10.1901/jaba.2012.45-55
  • Ganz, J. B., & Sigafoos, J. (2005). Self-monitoring: Are young adults with MR and autism able to utilize cognitive strategies independently?. Education and Training in Developmental Disabilities, 24-33.
  • Gushanas, C. M., & Thompson, J. L. (2019). Effect of self-monitoring on personal hygiene among ındividuals with developmental disabilities attending postsecondary education. Career Development and Transition for Exceptional Individuals, 42(4), 203–213. https://doi.org/10.1177/2165143418781297
  • Hampshire, P. K., Butera, G., & Bellini, S. (2011). Self-management and parents as ınterventianists: ımpraving homework performance in middle school students with disabilities. Beyond Behavior, 21(1), 28-34.
  • Hampshire, P. K., Butera, G. D., & Bellini, S. (2016). Self-management and parents as interventionists to improve homework independence in students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 22-34. https://doi.org/10.1080/1045988X.2014.954515
  • Haytabay-Sosun, T., & Özdemir, S. (2012). Görme engelli öğrencilerin okuma etkinliğinde dikkatini sürdürme becerileri üzerine kendini izleme tekniğinin etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13(2), 25-44. https://doi.org/10.1501/Ozlegt_0000000169
  • Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39, 1329–1338. https://doi.org10.1007/s10803-009-0751-2
  • Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., ... & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 1-20. https://doi.org/10.1007/s10803-020-04844-2
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The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion Skills

Yıl 2024, Cilt: 25 Sayı: 3, 209 - 225, 01.09.2024
https://doi.org/10.21565/ozelegitimdergisi.1265574

Öz

Introduction: Self-management strategies (SMS) consist of antecedent cue regulation, self-monitoring, self-instruction, self-evaluation, or self-reinforcement strategies. Students with autism spectrum disorder (ASD) can use these strategies especially in their daily life skills, academic skills, or in environments that require social skills.
Method: In this study, the effect of self-management (SM) teaching on the acquisition and maintenance of SMS by students with ASD was examined. It was also aimed to determine how students acquire and maintain the behaviors of on-task and task completion by using strategies, and to what extent they generalize the strategies and target behaviors to different people/environments. The study was conducted using multiple probe design with probe conditions across subjects, one of the single-subject research models.
Findings: The findings of the study showed that SM teaching was effective in helping students with ASD acquire SMS, and that students who used the strategies continued to use the strategies after the intervention. In addition, it was determined that students who used the SMS consisting of antecedent cue regulation, self-monitoring, self-evaluation, and self-reinforcement increased their on-task and task completion levels, maintained the gains after the intervention and generalized them to different people and environments. Social validity findings collected from the participants showed that they were positive about the use and effects of the SMS.
Discussion: There was a significant increase in students' pre-teaching and post-teaching performances regarding target behaviors. The effectiveness of SM interventions was tried to be supported by the findings of the current study and was consistent with the results of the related study.

Kaynakça

  • American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Aykut, Ç., (2020). Increasing self-evaluation use through video feedback to ımprove academic engagement among students with ıntellectual disabilities. International Journal of Progressive Education, 16(1), 111-124. https://doi.org/10.29329/ijpe.2020.228.9
  • Beaver, B. N., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (2017). Self-reinforcement compared to teacher-delivered reinforcement during activity schedules on the iPod touch. Education and Training in Autism and Developmental Disabilities, 52(4), 393-404.
  • Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24(2), 106. https://doi.org/10.1037/a0016159
  • Briesch, A. M., Briesch, J. M., & Mahoney, C. (2014). Reported use and acceptability of self-management interventions to target behavioral outcomes. Contemporary School Psychology, 18(4), 222-231. https://doi.org/10.1007/s40688-014-0016-8
  • Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders. 30(6). https://doi.org/10.1023/A:1005687310346
  • Busick, M., & Neitzel, J. (2009). Self-management implementation checklist. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina.
  • Callahan, K., & Rademacher, J. A. (1999). Using self-management strategies to increase the on-task behavior of a student with autism. Journal of Positive Behavior Interventions, 1(2), 117-122. https://doi.org/10.1177/109830079900100206
  • Carr, J. E., Austin, J. L., Britton, L. N., Kellum, K. K., & Bailey, J. S. (1999). An assessment of social validity trends in applied behavior analysis. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 14(4), 223-231. https://doi.org/10.1002/(SICI)1099-078X(199910/12)14:4<223::AID-BIN37>3.0.CO;2-Y
  • Carr, M. E., Moore, D. W., & Anderson, A. (2014). Self-management interventions on students with autism: A meta-analysis of single-subject research. Exceptional Children, 81(1), 28-44. https://doi.org/10.1177/0014402914532235
  • Carter, E. W., Sisco, L. G., & Lane, K. L. (2011). Paraprofessional perspectives on promoting self-determination among elementary and secondary students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 36(1-2), 1-10. https://doi.org/10.2511/rpsd.36.1-2.1
  • Erbaş, D. (2018). Güvenirlik. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar içinde (ss. 109-128). Ankara: Anı Yayıncılık.
  • Fritz, J. N., Iwata, B. A., Rolider, N. U., Camp, E. M., & Neidert, P. L. (2012). Analysis of self‐recording in self‐management interventions for stereotypy. Journal of Applied Behavior Analysis, 45(1), 55-68. https://doi.org/10.1901/jaba.2012.45-55
  • Ganz, J. B., & Sigafoos, J. (2005). Self-monitoring: Are young adults with MR and autism able to utilize cognitive strategies independently?. Education and Training in Developmental Disabilities, 24-33.
  • Gushanas, C. M., & Thompson, J. L. (2019). Effect of self-monitoring on personal hygiene among ındividuals with developmental disabilities attending postsecondary education. Career Development and Transition for Exceptional Individuals, 42(4), 203–213. https://doi.org/10.1177/2165143418781297
  • Hampshire, P. K., Butera, G., & Bellini, S. (2011). Self-management and parents as ınterventianists: ımpraving homework performance in middle school students with disabilities. Beyond Behavior, 21(1), 28-34.
  • Hampshire, P. K., Butera, G. D., & Bellini, S. (2016). Self-management and parents as interventionists to improve homework independence in students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 22-34. https://doi.org/10.1080/1045988X.2014.954515
  • Haytabay-Sosun, T., & Özdemir, S. (2012). Görme engelli öğrencilerin okuma etkinliğinde dikkatini sürdürme becerileri üzerine kendini izleme tekniğinin etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13(2), 25-44. https://doi.org/10.1501/Ozlegt_0000000169
  • Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39, 1329–1338. https://doi.org10.1007/s10803-009-0751-2
  • Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., ... & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 1-20. https://doi.org/10.1007/s10803-020-04844-2
  • Kolbenschlag, C. M., & Wunderlich, K. L. (2021). The effects of self-monitoring on on-task behaviors in ındividuals with autism spectrum disorders. Journal of Behavioral Education, 30(1), 80-91.https://doi.org/10.1007/s10864-019-09352-7
  • Küçüközyiğit, M. S., & Özdemir, S. (2017). Görme yetersizliğinden etkilenmiş öğrencilerde matematikte çarpma işlem akıcılığını arttırmada kendini izleme tekniğinin etkililiği. Hacettepe Egitim Dergisi, 32(3), 676-694. http://doi.org/10.16986/HUJE.2016018530
  • Lee, G. T., Chen, J., Xu, S., Feng, H., & Guo, Z. (2018). Effects of self-monitoring intervention on independent completion of a daily living skill for children with autism spectrum disorders in China. Child & Family Behavior Therapy, 40(2), 148-165. https://doi.org/10.1080/07317107.2018.1477352
  • McClannahan, L. E., & Krantz, P. J. (1999). Topics in autism. Activity schedules for children with autism: Teaching independent behavior. Woodbine House.
  • Mechling, L. C., & Gustafson, M. (2009). Comparison of the effects of static picture and video prompting on completion of cooking related tasks by students with moderate intellectual disabilities. Exceptionality: A Special Education Journal, 17(2), 103-116. https://doi.org/10.1080/09362830902805889
  • Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39(10), 1420-1434. https://doi.org/10.1007/s10803-009-0761-0
  • Millî Eğitim Bakanlığı (2008). Yaygın gelişimsel bozukluklar destek eğitim programı. http://ookgm.meb.gov.tr/www/destek-egitim-programlari/icerik/205
  • Mithaug, D. K., & Mithaug, D. E. (2003). Effects of teacher‐directed versus student‐directed instruction on self‐management of young children with disabilities. Journal of Applied Behavior Analysis, 36(1), 133-136. https://doi.org/10.1901/jaba.2003.36-133
  • Mruzek, D. W., Cohen, C., & Smith, T. (2007). Contingency contracting with students with autism spectrum disorders in a public school setting. Journal of Developmental and Physical Disabilities, 19, 103–114. https://doi.org/10.1007/s10882-007-9036-x
  • National Research Council (2001). Educating Children with Autism. Committee on Educational Interventions for Children with Autism. https://www.handicapcenter.com/wp-content/uploads/2015/01/Educating-Children-with-Autism.pdf
  • Newman, B., & Ten Eyck, P. (2005). Self-management of initiations by students diagnosed with autism. The Analysis of Verbal Behavior, 21(1), 117-122. https://doi.org/10.1007/BF03393013
  • Nittrouer, C. L., Shogren, K. A., & Pickens, J. L. (2016). Using a collaborative process to develop goals and self-management interventions to support young adults with disabilities at work. Rehabilitation Research, Policy, and Education, 30(2), 110-128. https://doi.org/10.1891/2168-6653.30.2.110
  • 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(3), 471-481. https://doi.org/10.1901/jaba.1994.27-471
  • Reinecke, D. R., Krokowski, A., & Newman, B. (2018). Self-management for building independence: Research and future directions. International Journal of Educational Research, 87, 119-126. https://doi.org/10.1016/j.ijer.2016.08.006
  • Roberts, G. J., Mize, M., Reutebuch, C. K., Falcomata, T., Capin, P., & Steelman, B. L. (2019). Effects of a self-management with peer training intervention on academic engagement for high school students with autism spectrum disorder. Journal of Behavioral Education, 28(4), 456-478. https://doi.org/10.1007/s10864-018-09317-2
  • Rosenbloom, R., Wills, H. P., Mason, R., Huffman, J. M., & Mason, B. A. (2019). The effects of a technology-based self-monitoring intervention on on-task, disruptive, and task-completion behaviors for adolescents with autism. Journal of autism and developmental disorders, 49(12), 5047-5062. https://doi.org/10.1007/s10803-019-04209-4
  • Shogren, K. A., Lang, R., Machalicek, W., Rispoli, M. J., & O'Reilly, M. (2011). Self-versus teacher management of behavior for elementary school students with Asperger syndrome: Impact on classroom behavior. Journal of Positive Behavior Interventions, 13(2), 87-96. https://doi.org/10.1177%2F1098300710384508
  • Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single subject research: Methodology and validation. Remedial and Special Education, 8, 24–33. https://doi.org/10.1177/074193258700800206
  • Scruggs, T. E., & Mastropieri, M. A. (2001). How to summarize single-participant research: Ideas and applications. Exceptionality, 9(4), 227-244. https://doi.org/10.1207/S15327035EX0904_5
  • Simpson, R. L., de Boer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23, 116-133.
  • Singh, N. N., Lancioni, G. E., Manikam, R., Winton, A. S., Singh, A. N., Singh, J., & Singh, A. D. (2011). A mindfulness-based strategy for self-management of aggressive behavior in adolescents with autism. Research in Autism Spectrum Disorders, 5(3), 1153-1158. https://doi.org/10.1016/j.rasd.2010.12.012
  • Soares, D. A., Vannest, K. J., & Harrison, J. (2009). Computer aided self‐monitoring to increase academic production and reduce self‐injurious behavior in a child with autism. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 24(3), 171-183. https://doi.org/10.1002/bin.283
  • Sönmez, M., & Yücesoy-Özkan, Ş. (2012). Gelişimsel yetersizliği olan öğrencilere dışarı çıkmak üzere uygun biçimde hazırlanma becerisinin öğretiminde kendini yönetme stratejilerinin etkileri. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 12(1), 151-166.
  • Sönmez-Kartal, M., & Yücesoy-Özkan, S. (2015). Effects of class-wide self-monitoring on on-task behaviors of preschoolers with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 50(4), 418-432.
  • 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(2), 447-459. https://doi.org/10.1901/jaba.1992.25-447
  • Stahr, B., Cushing, D., Lane, K., & Fox, J. (2006). Efficacy of a function-based intervention in decreasing off-task behavior exhibited by a student with ADHD. Journal of Positive Behavior Interventions, 8(4), 201-211. https://doi.org/10.1177%2F10983007060080040301
  • Taber, T. A., Seltzer, A., Juane Heflin, L., & Alberto, P. A. (1999). Use of self-operated auditory prompts to decrease off-task behavior for a student with autism and moderate mental retardation. Focus on Autism and Other Developmental Disabilities, 14(3), 159-166. https://doi.org/10.1177%2F108835769901400305
  • Tekin-İftar, E. (2018). Çoklu yoklama modelleri. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar içinde (ss. 217-244). Anı Yayıncılık.
  • Todd, A. W., Horner, R. H., & Sugai, G. (1999). Self-monitoring and self-recruited praise: Effects on problem behavior, academic engagement, and work completion in a typical classroom. Journal of Positive Behavior Interventions, 1(2), 66-122. https://doi.org/10.1177%2F109830079900100201
  • Todd, T., & Reid, G. (2006). Increasing physical activity in individuals with autism. Focus on Autism and Other Developmental Disabilities, 21(3), 167-176 https://doi.org/10.1177%2F10883576060210030501
  • Töret, G., Aykut, Ç., Babacan, A., & Özkubat, U. (2015). Otizm spektrum bozukluğu olan çocuklarda akademik başarı düzeyleri üzerinde kendini izleme stratejisinin etkisinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(02), 125-147. https://doi.org/10.1501/Ozlegt_0000000224
  • Tufan, S., & Aykut, Ç. (2018). Şemaya dayalı strateji ve kendini izlemenin hafif düzeyde zihinsel engelli öğrencilerin sözlü problem çözme performanslarına etkisi. Elementary Education Online, 17(2). https://doi.org/10.17051/ilkonline.2018.419005
  • Ülke-Kürkçüoğlu, B. (2007). Otistik özellik gösteren çocuklara birebir öğretimde etkinlikler içi ve arası seçim fırsatları sunmanın etkilerinin karşılaştırılması [A comparison of the effects of providing choice opportunities within and between activities during one-to-one teaching to children with autism spectrum disorders] (Tez Numarası: 211653) [Doktora tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Wood, W. M., Karvonen, M., Test, D. W., Browder, D., & Algozzine, B. (2004). Promoting student selfdetermination skills in IEP planning. Teaching Exceptional Children, 36(3), 8-16. https://doi.org/10.1177%2F004005990403600301
  • Yücesoy-Özkan, Ş. (2007). Zihin yetersizliği olan öğrencilere yönelik hazırlanan kendini yönetme stratejileri öğretim paketinin etkililiği [The effectiveness of self management strategy instruction package prepared for students with intellectual disabilities] (Tez Numarası: 210099) [Doktora tezi, Anadolu Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Yücesoy-Özkan, Ş., & Sönmez, M. (2011). Yetersizliği olan bireylerle yapılmış ve kendini yönetme stratejilerinin kullanıldığı tek denekli araştırmaların incelenmesi: Bir meta-analiz çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 11(2), 95-821.
  • Yücesoy-Özkan, Ş., Gürsel, O., & Kırcaali-İftar, G. (2014). Zihin yetersizliği olan öğrencilere yönelik hazırlanan kendini yönetme stratejileri öğretim paketinin etkililiği. İlköğretim Online, 13(1), 94-108.
  • Xu, S., Wang, J., Lee, G. T., & Luke, N. (2017). Using Self-Monitoring with Guided Goal Setting to Increase Academic Engagement for a Student with Autism in an Inclusive Classroom in China. Journal of Special Education, 51(2), 106–114. https://doi.org/10.1177%2F0022466916679980
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Otistik Çocuklar Eğitimi, Otizm ve Spekrum Bozukluğu Eğitimi
Bölüm Makaleler
Yazarlar

Akın Gönen 0000-0003-1346-8975

Yahya Çıkılı 0000-0002-1144-9095

Erken Görünüm Tarihi 30 Aralık 2023
Yayımlanma Tarihi 1 Eylül 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 25 Sayı: 3

Kaynak Göster

APA Gönen, A., & Çıkılı, Y. (2024). The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion Skills. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 25(3), 209-225. https://doi.org/10.21565/ozelegitimdergisi.1265574




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