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Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri

Yıl 2019, Cilt: 1 Sayı: 1, 28 - 56, 30.12.2019
https://doi.org/10.37233/TRSPED.2019.0102

Öz




















Discrete trial
training is an effective intervention commonly used in teaching different
skills to children with developmental disabilities. It aims to increase the
correct responses using prompts, reinforcements, and error correction
strategies. One of the main components of the discrete trial training is error
correction, which aims to reduce errors in the future by correcting errors. In
error correction, the instructor corrects the child’s error using different
strategies immediately after the child makes a mistake during training. There
are several types of error correction strategies commonly used in discrete
trial training; (a) vocal feedback or error statement, (b) a brief time-out,
(c) a model for the correct response, (d) single response repetition/active
student response, (e) multi-response repetition/repeated response, (f)
re-present until independent, (g) remove and re-present, and (h) the combination
of the strategies. The purpose of this study is to provide a brief overview of
discrete trial training, to explain the error correction procedures and their
importance, to introduce the types of error correction strategies used in
discrete trial training, to conceptualize error correction strategies through
flowcharts, to explain how to use error correction strategies, and to inform
about the error correction literature.










Kaynakça

  • Bozkuş-Genç, G. (2017). Otizm spektrum bozukluğu olan çocuklara soru sorarak iletişim başlatmanın öğretiminde temel tepki öğretiminin etkileri. Yayımlanmamış doktora tezi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Cannella-Malone, H., Wheaton, J. E., Pu, P-F., Tullis, C. A., & Park, J. H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(3), 332-344.
  • Barbetta, P. M., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities. Journal of Behavioral Education, 3(3), 217-233. https://doi.org/10.1007/BF00961552
  • Cooper J. O, Heron T. E., & Heward, W. L. (2014). Applied behavior analysis. (2nd Ed.). Upper Saddle River, NJ: Pearson.
  • De Boer, S. R. (2013). Ayrık denemelerle öğretim nasıl yapılır? (Çev: S. Topbaş & A. Akyüz-Toğram). Ankara: Detay Yayıncılık.
  • Downs, A., Downs, R. C., Fossum, M., & Rau, K. (2008). Effectiveness of discrete trial teaching with preschool students with developmental disabilities. Education and Training in Developmental Disabilities, 43(4), 443-453.
  • Eikeseth, S., Smith, D. P., & Klintwall, L. (2014). Discrete trial teaching and discrimination training. In J. Tarbox, D. R. Dixon, P. Sturmey ve J. L. Matson (Eds.), Handbook of early intervention for autism spectrum disorders (s. 229-253). New York: Springer.
  • Barbetta, P. M., Heward, W. L., & Bradley, D. M. (1993). Relative effects of whole‐word and phonetic‐prompt error correction on the acquisition and maintenance of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 26(1), 99-110. https://doi.org/10.1901/jaba.1993.26-99
  • Kurt, O. (2011). A comparison of discrete trial teaching with and without gestures/signs in teaching receptive language skills to children with autism. Educational Sciences: Theory and Practice, 11(3), 1436-1444.
  • Barton, E. S. (1970). Inappropriate speech in a severely retarded child: A case study in language conditioning and generalization. Journal of Applied Behavior Analysis, 3(4), 299-307. https://doi.org/10.1901/jaba.1970.3-299
  • McSweeney, F. K., & Murphy, E. S. (Eds.) (2014). The Wiley Blackwell handbook of operant and classical conditioning. Oxford: John Wiley and Sons Inc.
  • Rosenshine, B. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43(7), 60-69.
  • Belfiore, P. J., Fritts, K. M., & Herman, B. C. (2008). The role of procedural integrity: Using self-monitoring to enhance discrete trial instruction (DTI). Focus on Autism and Other Developmental Disabilities, 23(2), 95-102. https://doi.org/10.1177/1088357607311445
  • Snell, M. E., & Brown, F. (2014). Instruction of students with severe disabilities (7th Ed.). Harlow: Pearson Education Limited.
  • Tarbox, R. S. F., & Najdowski, A. C. (2008). Discrete trial teaching as a teaching paradigm. In J. K. Luiselli, D. C. Russo, W. P. Christian & S. M. Wilczynski (Eds.), Effective practices for children with autism (p. 181-194). New York, NY: Oxford University Press.
  • Tekin-İftar, E., & Kırcaali-İftar, G. (2012). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Vize Yayıncılık.
  • Townley-Cochran, D., Leaf, J. B., Leaf, R., Taubman, M., & McEachin, J. (2017). Comparing error correction procedures for children diagnosed with autism. Education and Training in Autism and Developmental Disabilities, 52(1), 91-101.
  • Ünlü, E. (2012). Anne-babalara sunulan otizm spektrum bozukluğu gösteren çocuklara yönelik ayrık denemelerle öğretim programının (ADÖSEP) etkililiği. Yayımlanmamış Doktora Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities. New York, NY: Longman Publishing Group.
  • Cannella-Malone, H. I., Brooks, D. G., & Tullis, C. A. (2013). Using self-directed video prompting to teach students with intellectual disabilities. Journal of Behavioral Education, 22(3), 169-189. https://doi.org/10.1007/s10864-013-9175-3
  • Cariveau, T., Kodak, T., & Campbell, V. (2016). The effects of inter trial interval and instructional format on skill acquisition and maintenance for children with autism spectrum disorders. Journal of Applied Behavior Analysis, 49(4), 809-825. https://doi.org/10.1002/jaba.322
  • Carroll, R. A., Joachim, B. T., Peter, C. C., & Robinson, N. (2015). A comparison of error‐correction procedures on skill acquisition during discrete‐trial instruction. Journal of Applied Behavior Analysis, 48(2), 257-273. https://doi.org/10.1002/jaba.205
  • Carroll, R. A., Kodak, T., & Adolf, K. J. (2016). Effect of delayed reinforcement on skill acquisition during discrete‐trial instruction: Implications for treatment integrity errors in academic settings. Journal of Applied Behavior Analysis, 49(1), 176-181. https://doi.org/10.1002/jaba.268
  • Carroll, R. A., Kodak, T., & Fisher, W. W. (2013). An evaluation of programmed treatment‐integrity errors during discrete‐trial instruction. Journal of Applied Behavior Analysis, 46(2), 379-394. https://doi.org/10.1002/jaba.49
  • Carroll, R. A., Owsiany, J., & Cheatham, J. M. (2018). Using an abbreviated assessment to identify effective error‐correction procedures for individual learners during discrete‐trial instruction. Journal of Applied Behavior Analysis, 51(3), 482-501. https://doi.org/10.1002/jaba.460
  • Dass, T. K., Kisamore, A. N., Vladescu, J. C., Reeve, K. F., Reeve, S. A., & Taylor‐Santa, C. (2018). Teaching children with autism spectrum disorder to tact olfactory stimuli. Journal of Applied Behavior Analysis, 51(3), 538-552. https://doi.org/10.1002/jaba.470
  • Ferkis, M. A., Belfiore, P. J., & Skinner, C. H. (1997). The effects of response repetitions on sight word acquisition for students with mild disabilities. Journal of Behavioral Education, 7(3), 307-324. https://doi.org/10.1023/A:1022875506110
  • Geiger, K. B., Carr, J. E., LeBlanc, L. A., Hanney, N. M., Polick, A. S., & Heinicke, M. R. (2012). Teaching receptive discriminations to children with autism: A comparison of traditional and embedded discrete trial teaching. Behavior Analysis in Practice, 5(2), 49-59. https://doi.org/10.1007/BF03391823
  • Grimes, L. (1981). Error analysis and error correction procedures. Teaching Exceptional Children, 14(1), 17-20. https://doi.org/10.1177/004005998101400103
  • Isenhower, R. W., Delmolino, L., Fiske, K. E., Bamond, M., & Leaf, J. B. (2018). Assessing the role of active student response during error correction in discrete trial instruction. Journal of Behavioral Education, 27(2), 262-278. https://doi.org/10.1007/s10864-018-9290-2
  • Johnson, P., Schuster, J., & Bell, J. K. (1996). Comparison of simultaneous prompting with and without error correction in teaching science vocabulary words to high school students with mild disabilities. Journal of Behavioral Education, 6(4), 437-458. https://doi.org/10.1007/BF02110516
  • Kodak, T., Campbell, V., Bergmann, S., LeBlanc, B., Kurtz‐Nelson, E., Cariveau, T., Haq, S., Zemantic, P., & Mahon, J. (2016). Examination of efficacious, efficient, and socially valid error‐correction procedures to teach sight words and prepositions to children with autism spectrum disorder. Journal of Applied Behavior Analysis, 49(3), 532-547. https://doi.org/10.1002/jaba.310
  • Leaf, J. B., Leaf, J. A., Alcalay, A., Dale, S., Kassardjian, A., Tsuji, K., Leaf, R., Taubman, M., & McEachin, J. (2013). Comparison of most-to-least to error correction to teach tacting to two children diagnosed with autism. Evidence-Based Communication Assessment and Intervention, 7(3), 124-133. https://doi.org/10.1080/17489539.2014.884988
  • Leaf, J. B., Leaf, R., Taubman, M., McEachin, J., & Delmolino, L. (2014). Comparison of flexible prompt fading to error correction for children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 26(2), 203-224. https://doi.org/10.1007/s10882-013-9354-0
  • Leaf, J. B., Sheldon, J. B., & Sherman, J. A. (2010). Comparison of simultaneous prompting and no‐no prompting in two‐choice discrimination learning with children with autism. Journal of Applied Behavior Analysis, 43(2), 215-228. https://doi.org/10.1901/jaba.2010.43-215
  • Majdalany, L. M., Wilder, D. A., Greif, A., Mathisen, D., & Saini, V. (2014). Comparing massed‐trial instruction, distributed‐trial instruction, and task interspersal to teach tacts to children with autism spectrum disorders. Journal of Applied Behavior Analysis, 47(3), 657-662. https://doi.org/10.1002/jaba.149
  • Majdalany, L., Wilder, D. A., Smeltz, L., & Lipschultz, J. (2016). The effect of brief delays to reinforcement on the acquisition of tacts in children with autism. Journal of Applied Behavior Analysis, 49(2), 411-415. https://doi.org/10.1002/jaba.282
  • McGhan, A. C., & Lerman, D. C. (2013). An assessment of error‐correction procedures for learners with autism. Journal of Applied Behavior Analysis, 46(3), 626-639. https://doi.org/10.1002/jaba.65
  • Metcalfe, J. (2017). Learning from errors. Annual Review of Psychology, 68(6), 465-489. https://doi.org/10.1146/annurev-psych-010416-044022
  • Miller, A. D., Hall, S. W., & Heward, W. L. (1995). Effects of sequential 1-minute time trials with and without inter-trial feedback and self-correction on general and special education students' fluency with math facts. Journal of Behavioral Education, 5(3), 319-345. https://doi.org/10.1007/BF02110318
  • Nottingham, C. L., Vladescu, J. C., Kodak, T., & Kisamore, A. N. (2017). Incorporating multiple secondary targets into learning trials for individuals with autism spectrum disorder. Journal of Applied Behavior Analysis, 50(3), 653-661. https://doi.org/10.1002/jaba.396
  • Plaisance, L., Lerman, D. C., Laudont, C., & Wu, W. L. (2016). Inserting mastered targets during error correction when teaching skills to children with autism. Journal of Applied Behavior Analysis, 49(2), 251-264. https://doi.org/10.1002/jaba.292
  • Rapp, J. T., Marvin, K. L., Nystedt, A., Swanson, G. J., Paananen, L., & Tabatt, J. (2012). Response repetition as an error‐correction procedure for acquisition of math facts and math computation. Behavioral Interventions, 27(1), 16-32. https://doi.org/10.1002/bin.342
  • Reed, F. D. D., Reed, D. D., Baez, C. N., & Maguire, H. (2011). A parametric analysis of errors of commission during discrete‐trial training. Journal of Applied Behavior Analysis, 44(3), 611-615. https://doi.org/10.1901/jaba.2011.44-611
  • Rodgers, T. A., & Iwata, B. A. (1991). An analysis of error‐correction procedures during discrimination training. Journal of Applied Behavior Analysis, 24(4), 775-781. https://doi.org/10.1901/jaba.1991.24-775
  • Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86-92. https://doi.org/10.1177/108835760101600204
  • Smith, T., Mruzek, D. W., Wheat, L. A., & Hughes, C. (2006). Error correction in discrimination training for children with autism. Behavioral Interventions, 21(4), 245-263. https://doi.org/10.1002/bin.223
  • Sundberg, M. L. (2016). The value of a behavioral analysis of language for autism treatment. In R. G. Romanczyk & McEachin (Eds.), Comprehensive models of autism spectrum disorder treatment (p. 81-116). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-40904-7
  • Taubman, M. T., Leaf, R. B., McEachin, J. J., Papovich, S., & Leaf, J. B. (2013). A comparison of data collection techniques used with discrete trial teaching. Research in Autism Spectrum Disorders, 7(9), 1026-1034. https://doi.org/10.1016/j.rasd.2013.05.002
  • Thomson, K., Martin, G. L., Arnal, L., Fazzio, D., & Yu, C. T. (2009). Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review. Research in Autism Spectrum Disorders, 3(3), 590-606. https://doi.org/10.1016/j.rasd.2009.01.003
  • Tullis, M. (2013). Error management behavior in classrooms: Teachers’ responses to student mistakes. Teaching and Teacher Education, 33, 56-68. https://doi.org/10.1016/j.tate.2013.02.003
  • Turan, M. K., Moroz, L., & Croteau, N. P. (2012). Comparing the effectiveness of error-correction strategies in discrete trial training. Behavior Modification, 36(2), 218-234. https://doi.org/10.1177/0145445511427973
  • Worsdell, A. S., Iwata, B. A., Dozier, C. L., Johnson, A. D., Neidert, P. L., & Thomason, J. L. (2005). Analysis of response repetition as an error‐correction strategy during sight‐word reading. Journal of Applied Behavior Analysis, 38(4), 511-527. https://doi.org/10.1901/jaba.2005.115-04
  • Yücesoy-Özkan, Ş. (2016). Otizm spektrum bozukluğu olan bireyler için bilimsel dayanaklı uygulamalar. A. Cavkaytar (Ed.), Otizm spektrum bozukluğu içinde (s. 125-145). Ankara: Aile ve Sosyal Politikalar Bakanlığı Engelli ve Yaşlı Hizmetleri Genel Müdürlüğü.

Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri

Yıl 2019, Cilt: 1 Sayı: 1, 28 - 56, 30.12.2019
https://doi.org/10.37233/TRSPED.2019.0102

Öz



















Gelişimsel
yetersizliği olan çocuklara farklı becerilerin öğretiminde yaygın olarak
kullanılan ayrık denemelerle öğretim, ipuçlarını kullanarak doğru tepkileri
artırmayı amaçlayan, doğru tepkilerin pekiştirilmesini ve yanlış tepkilerin
düzeltilmesini içeren etkili bir uygulamadır. Ayrık denemelerle öğretimin temel
bileşenlerinden biri, hataları düzelterek ileride bu hataların sergilenmesini
azaltmayı amaçlayan hata düzeltmesidir. Hata düzeltmesi, öğretim sırasında
çocuğun hata yapmasının hemen ardından, uygulamacının farklı şekillerde çocuğun
hatasını düzeltmesidir. Ayrık denemelerle öğretimde hata düzeltmesi, farklı
şekillerde gerçekleştirilebilmektedir. Bunlardan bazıları; sözel geribildirim
ya da hata ifadesi, kısa süreli mola, doğru tepki için model olma, tek tepki
tekrarı/aktif öğrenci tepkisi, çok tepki tekrarı/tekrarlanan tepki,
bağımsızlaşana kadar tekrar sunma, deneme tekrarı ve türlerin bir arada
kullanımıdır. Derleme biçiminde hazırlanan bu makalenin amacı uygulamacılara,
ayrık denemelerle öğretim hakkında kısa bir bilgilendirme yapmak ve bir bileşen
olarak hata düzeltmesinin ne olduğunu ve neden önemli olduğunu açıklamaktır.
Ayrıca ayrık denemelerle öğretim yaparken sıklıkla kullanılan hata düzeltmesi
türlerini tanıtmak, hata düzeltmesi türlerini akış şemaları yoluyla
kavramsallaştırmak, hata düzeltmesi türlerinin nasıl kullanılacağını örneklerle
anlatmak ve bu hata düzeltmesi türlerini kullanarak gerçekleştirilen
araştırmalar konusunda bilgilendirme yapmaktır.

Kaynakça

  • Bozkuş-Genç, G. (2017). Otizm spektrum bozukluğu olan çocuklara soru sorarak iletişim başlatmanın öğretiminde temel tepki öğretiminin etkileri. Yayımlanmamış doktora tezi. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Cannella-Malone, H., Wheaton, J. E., Pu, P-F., Tullis, C. A., & Park, J. H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(3), 332-344.
  • Barbetta, P. M., & Heward, W. L. (1993). Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities. Journal of Behavioral Education, 3(3), 217-233. https://doi.org/10.1007/BF00961552
  • Cooper J. O, Heron T. E., & Heward, W. L. (2014). Applied behavior analysis. (2nd Ed.). Upper Saddle River, NJ: Pearson.
  • De Boer, S. R. (2013). Ayrık denemelerle öğretim nasıl yapılır? (Çev: S. Topbaş & A. Akyüz-Toğram). Ankara: Detay Yayıncılık.
  • Downs, A., Downs, R. C., Fossum, M., & Rau, K. (2008). Effectiveness of discrete trial teaching with preschool students with developmental disabilities. Education and Training in Developmental Disabilities, 43(4), 443-453.
  • Eikeseth, S., Smith, D. P., & Klintwall, L. (2014). Discrete trial teaching and discrimination training. In J. Tarbox, D. R. Dixon, P. Sturmey ve J. L. Matson (Eds.), Handbook of early intervention for autism spectrum disorders (s. 229-253). New York: Springer.
  • Barbetta, P. M., Heward, W. L., & Bradley, D. M. (1993). Relative effects of whole‐word and phonetic‐prompt error correction on the acquisition and maintenance of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 26(1), 99-110. https://doi.org/10.1901/jaba.1993.26-99
  • Kurt, O. (2011). A comparison of discrete trial teaching with and without gestures/signs in teaching receptive language skills to children with autism. Educational Sciences: Theory and Practice, 11(3), 1436-1444.
  • Barton, E. S. (1970). Inappropriate speech in a severely retarded child: A case study in language conditioning and generalization. Journal of Applied Behavior Analysis, 3(4), 299-307. https://doi.org/10.1901/jaba.1970.3-299
  • McSweeney, F. K., & Murphy, E. S. (Eds.) (2014). The Wiley Blackwell handbook of operant and classical conditioning. Oxford: John Wiley and Sons Inc.
  • Rosenshine, B. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43(7), 60-69.
  • Belfiore, P. J., Fritts, K. M., & Herman, B. C. (2008). The role of procedural integrity: Using self-monitoring to enhance discrete trial instruction (DTI). Focus on Autism and Other Developmental Disabilities, 23(2), 95-102. https://doi.org/10.1177/1088357607311445
  • Snell, M. E., & Brown, F. (2014). Instruction of students with severe disabilities (7th Ed.). Harlow: Pearson Education Limited.
  • Tarbox, R. S. F., & Najdowski, A. C. (2008). Discrete trial teaching as a teaching paradigm. In J. K. Luiselli, D. C. Russo, W. P. Christian & S. M. Wilczynski (Eds.), Effective practices for children with autism (p. 181-194). New York, NY: Oxford University Press.
  • Tekin-İftar, E., & Kırcaali-İftar, G. (2012). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Vize Yayıncılık.
  • Townley-Cochran, D., Leaf, J. B., Leaf, R., Taubman, M., & McEachin, J. (2017). Comparing error correction procedures for children diagnosed with autism. Education and Training in Autism and Developmental Disabilities, 52(1), 91-101.
  • Ünlü, E. (2012). Anne-babalara sunulan otizm spektrum bozukluğu gösteren çocuklara yönelik ayrık denemelerle öğretim programının (ADÖSEP) etkililiği. Yayımlanmamış Doktora Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities. New York, NY: Longman Publishing Group.
  • Cannella-Malone, H. I., Brooks, D. G., & Tullis, C. A. (2013). Using self-directed video prompting to teach students with intellectual disabilities. Journal of Behavioral Education, 22(3), 169-189. https://doi.org/10.1007/s10864-013-9175-3
  • Cariveau, T., Kodak, T., & Campbell, V. (2016). The effects of inter trial interval and instructional format on skill acquisition and maintenance for children with autism spectrum disorders. Journal of Applied Behavior Analysis, 49(4), 809-825. https://doi.org/10.1002/jaba.322
  • Carroll, R. A., Joachim, B. T., Peter, C. C., & Robinson, N. (2015). A comparison of error‐correction procedures on skill acquisition during discrete‐trial instruction. Journal of Applied Behavior Analysis, 48(2), 257-273. https://doi.org/10.1002/jaba.205
  • Carroll, R. A., Kodak, T., & Adolf, K. J. (2016). Effect of delayed reinforcement on skill acquisition during discrete‐trial instruction: Implications for treatment integrity errors in academic settings. Journal of Applied Behavior Analysis, 49(1), 176-181. https://doi.org/10.1002/jaba.268
  • Carroll, R. A., Kodak, T., & Fisher, W. W. (2013). An evaluation of programmed treatment‐integrity errors during discrete‐trial instruction. Journal of Applied Behavior Analysis, 46(2), 379-394. https://doi.org/10.1002/jaba.49
  • Carroll, R. A., Owsiany, J., & Cheatham, J. M. (2018). Using an abbreviated assessment to identify effective error‐correction procedures for individual learners during discrete‐trial instruction. Journal of Applied Behavior Analysis, 51(3), 482-501. https://doi.org/10.1002/jaba.460
  • Dass, T. K., Kisamore, A. N., Vladescu, J. C., Reeve, K. F., Reeve, S. A., & Taylor‐Santa, C. (2018). Teaching children with autism spectrum disorder to tact olfactory stimuli. Journal of Applied Behavior Analysis, 51(3), 538-552. https://doi.org/10.1002/jaba.470
  • Ferkis, M. A., Belfiore, P. J., & Skinner, C. H. (1997). The effects of response repetitions on sight word acquisition for students with mild disabilities. Journal of Behavioral Education, 7(3), 307-324. https://doi.org/10.1023/A:1022875506110
  • Geiger, K. B., Carr, J. E., LeBlanc, L. A., Hanney, N. M., Polick, A. S., & Heinicke, M. R. (2012). Teaching receptive discriminations to children with autism: A comparison of traditional and embedded discrete trial teaching. Behavior Analysis in Practice, 5(2), 49-59. https://doi.org/10.1007/BF03391823
  • Grimes, L. (1981). Error analysis and error correction procedures. Teaching Exceptional Children, 14(1), 17-20. https://doi.org/10.1177/004005998101400103
  • Isenhower, R. W., Delmolino, L., Fiske, K. E., Bamond, M., & Leaf, J. B. (2018). Assessing the role of active student response during error correction in discrete trial instruction. Journal of Behavioral Education, 27(2), 262-278. https://doi.org/10.1007/s10864-018-9290-2
  • Johnson, P., Schuster, J., & Bell, J. K. (1996). Comparison of simultaneous prompting with and without error correction in teaching science vocabulary words to high school students with mild disabilities. Journal of Behavioral Education, 6(4), 437-458. https://doi.org/10.1007/BF02110516
  • Kodak, T., Campbell, V., Bergmann, S., LeBlanc, B., Kurtz‐Nelson, E., Cariveau, T., Haq, S., Zemantic, P., & Mahon, J. (2016). Examination of efficacious, efficient, and socially valid error‐correction procedures to teach sight words and prepositions to children with autism spectrum disorder. Journal of Applied Behavior Analysis, 49(3), 532-547. https://doi.org/10.1002/jaba.310
  • Leaf, J. B., Leaf, J. A., Alcalay, A., Dale, S., Kassardjian, A., Tsuji, K., Leaf, R., Taubman, M., & McEachin, J. (2013). Comparison of most-to-least to error correction to teach tacting to two children diagnosed with autism. Evidence-Based Communication Assessment and Intervention, 7(3), 124-133. https://doi.org/10.1080/17489539.2014.884988
  • Leaf, J. B., Leaf, R., Taubman, M., McEachin, J., & Delmolino, L. (2014). Comparison of flexible prompt fading to error correction for children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 26(2), 203-224. https://doi.org/10.1007/s10882-013-9354-0
  • Leaf, J. B., Sheldon, J. B., & Sherman, J. A. (2010). Comparison of simultaneous prompting and no‐no prompting in two‐choice discrimination learning with children with autism. Journal of Applied Behavior Analysis, 43(2), 215-228. https://doi.org/10.1901/jaba.2010.43-215
  • Majdalany, L. M., Wilder, D. A., Greif, A., Mathisen, D., & Saini, V. (2014). Comparing massed‐trial instruction, distributed‐trial instruction, and task interspersal to teach tacts to children with autism spectrum disorders. Journal of Applied Behavior Analysis, 47(3), 657-662. https://doi.org/10.1002/jaba.149
  • Majdalany, L., Wilder, D. A., Smeltz, L., & Lipschultz, J. (2016). The effect of brief delays to reinforcement on the acquisition of tacts in children with autism. Journal of Applied Behavior Analysis, 49(2), 411-415. https://doi.org/10.1002/jaba.282
  • McGhan, A. C., & Lerman, D. C. (2013). An assessment of error‐correction procedures for learners with autism. Journal of Applied Behavior Analysis, 46(3), 626-639. https://doi.org/10.1002/jaba.65
  • Metcalfe, J. (2017). Learning from errors. Annual Review of Psychology, 68(6), 465-489. https://doi.org/10.1146/annurev-psych-010416-044022
  • Miller, A. D., Hall, S. W., & Heward, W. L. (1995). Effects of sequential 1-minute time trials with and without inter-trial feedback and self-correction on general and special education students' fluency with math facts. Journal of Behavioral Education, 5(3), 319-345. https://doi.org/10.1007/BF02110318
  • Nottingham, C. L., Vladescu, J. C., Kodak, T., & Kisamore, A. N. (2017). Incorporating multiple secondary targets into learning trials for individuals with autism spectrum disorder. Journal of Applied Behavior Analysis, 50(3), 653-661. https://doi.org/10.1002/jaba.396
  • Plaisance, L., Lerman, D. C., Laudont, C., & Wu, W. L. (2016). Inserting mastered targets during error correction when teaching skills to children with autism. Journal of Applied Behavior Analysis, 49(2), 251-264. https://doi.org/10.1002/jaba.292
  • Rapp, J. T., Marvin, K. L., Nystedt, A., Swanson, G. J., Paananen, L., & Tabatt, J. (2012). Response repetition as an error‐correction procedure for acquisition of math facts and math computation. Behavioral Interventions, 27(1), 16-32. https://doi.org/10.1002/bin.342
  • Reed, F. D. D., Reed, D. D., Baez, C. N., & Maguire, H. (2011). A parametric analysis of errors of commission during discrete‐trial training. Journal of Applied Behavior Analysis, 44(3), 611-615. https://doi.org/10.1901/jaba.2011.44-611
  • Rodgers, T. A., & Iwata, B. A. (1991). An analysis of error‐correction procedures during discrimination training. Journal of Applied Behavior Analysis, 24(4), 775-781. https://doi.org/10.1901/jaba.1991.24-775
  • Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86-92. https://doi.org/10.1177/108835760101600204
  • Smith, T., Mruzek, D. W., Wheat, L. A., & Hughes, C. (2006). Error correction in discrimination training for children with autism. Behavioral Interventions, 21(4), 245-263. https://doi.org/10.1002/bin.223
  • Sundberg, M. L. (2016). The value of a behavioral analysis of language for autism treatment. In R. G. Romanczyk & McEachin (Eds.), Comprehensive models of autism spectrum disorder treatment (p. 81-116). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-40904-7
  • Taubman, M. T., Leaf, R. B., McEachin, J. J., Papovich, S., & Leaf, J. B. (2013). A comparison of data collection techniques used with discrete trial teaching. Research in Autism Spectrum Disorders, 7(9), 1026-1034. https://doi.org/10.1016/j.rasd.2013.05.002
  • Thomson, K., Martin, G. L., Arnal, L., Fazzio, D., & Yu, C. T. (2009). Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review. Research in Autism Spectrum Disorders, 3(3), 590-606. https://doi.org/10.1016/j.rasd.2009.01.003
  • Tullis, M. (2013). Error management behavior in classrooms: Teachers’ responses to student mistakes. Teaching and Teacher Education, 33, 56-68. https://doi.org/10.1016/j.tate.2013.02.003
  • Turan, M. K., Moroz, L., & Croteau, N. P. (2012). Comparing the effectiveness of error-correction strategies in discrete trial training. Behavior Modification, 36(2), 218-234. https://doi.org/10.1177/0145445511427973
  • Worsdell, A. S., Iwata, B. A., Dozier, C. L., Johnson, A. D., Neidert, P. L., & Thomason, J. L. (2005). Analysis of response repetition as an error‐correction strategy during sight‐word reading. Journal of Applied Behavior Analysis, 38(4), 511-527. https://doi.org/10.1901/jaba.2005.115-04
  • Yücesoy-Özkan, Ş. (2016). Otizm spektrum bozukluğu olan bireyler için bilimsel dayanaklı uygulamalar. A. Cavkaytar (Ed.), Otizm spektrum bozukluğu içinde (s. 125-145). Ankara: Aile ve Sosyal Politikalar Bakanlığı Engelli ve Yaşlı Hizmetleri Genel Müdürlüğü.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Şerife Yücesoy Özkan 0000-0002-0529-0639

Dilara Ecem Altun 0000-0003-3429-1259

Yayımlanma Tarihi 30 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 1 Sayı: 1

Kaynak Göster

APA Yücesoy Özkan, Ş., & Altun, D. E. (2019). Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri. Turkish Journal of Special Education Research and Practice, 1(1), 28-56. https://doi.org/10.37233/TRSPED.2019.0102