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Teaching Math Skills to Individuals with Autism Spectrum Disorder: A Descriptive and Meta-Analysis in Single Case Research Designs

Yıl 2020, Cilt: 21 Sayı: 2, 383 - 426, 01.06.2020
https://doi.org/10.21565/ozelegitimdergisi.521232

Öz

The present study aims to evaluate the single-case experimental studies on teaching math skills to individuals with
autism spectrum disorders in terms of (a) quality indicators developed by Horner et al. (2005), (b) descriptive
analysis of the variables used in these studies, and (c) effect sizes of the interventions to decide whether they are
evidence-based. Various databased were searched and the analyses were conducted for 26 studies. Results showed
that 10 research studies classified as “acceptable” in terms of meeting quality indicators developed by Horner et
al. (2005). The effect sizes of tese studies were calculated (Tau-U and PND) and results showed that visual
presentation instructions and strategy-based instructions are the promising instructions in teaching math skills to
individuals with autism. Based on the findings, future research needs and recommendations to the practitioners are
discussed. 

Kaynakça

  • *Dahil edilen çalışmalar
  • **Dışlanan çalışmalar
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Otizm Spektrum Bozukluğu Olan Bireylere Matematik Becerilerini Öğretimi: Tek-Denekli Araştırmalarda Betimsel ve Meta Analiz

Yıl 2020, Cilt: 21 Sayı: 2, 383 - 426, 01.06.2020
https://doi.org/10.21565/ozelegitimdergisi.521232

Öz

Bu çalışmanın amacı otizm spektrum bozukluğu olan bireylere matematik becerilerinin öğretimini hedefleyen tekdenekli deneysel çalışmaları; (a) Horner ve diğerlerinin 2005 yılında geliştirdikleri “Tek-denekli Deneysel
Araştırmaların Niteliksel Göstergeleri” yönergesi açısından değerlendirmek, (b) kapsamlı betimsel analizlerini
gerçekleştirmek ve (c) etki büyüklüklerinin hesaplanarak bu uygulamaların bilimsel dayanaklı uygulamalar olup
olmadıklarını değerlendirmektir. Bu kapsamında çeşitli veri tabanları taranarak elde edilen 26 çalışmanın analizleri
gerçekleştirilmiştir. Bulgular, 10 çalışmanın Horner ve diğerleri tarafından önerilen niteliksel göstergeler
kapsamında “kabul edilebilir” düzeyde olduğu yönündedir. “Kabul edilebilir” düzeyde değerlendirilen
çalışmaların etki büyüklükleri elde edilmiş ve görsel sunum temelli ve strateji temelli uygulamaların otizmli
bireylere çeşitli matematik becerilerinin öğretiminde umut vaat eden uygulamalar olduğu görülmüştür. Elde edilen
bilgiler alanyazın dikkate alınarak tartışılmış ve uygulamacılara ve araştırmacılara yönelik birtakım önerilerde
bulunulmuştur. 

Kaynakça

  • *Dahil edilen çalışmalar
  • **Dışlanan çalışmalar
  • *Adcock, J., & Cuvo, A. J. (2009). Enhancing learning for children with autism spectrum disorders in regular education by instructional modifications. Research in Autism Spectrum Disorders, 3, 319-328. doi:10.1016/j.rasd.2008.07.004
  • *Akmanoğlu, N., & Batu, S. (2004). Teaching pointing to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 39, 326–336.
  • *Alcantara, P. R. (1994). Effects of videotape instructional package on purchasing skills of children with autism. Exceptional Children, 61, 40-55. doi: 10.1177/001440299406100105
  • **Ault, M. J., Wolery, M., Gast, D. L., Doyle, P. M., & Eizenstat, V. (1988). Comparison of response prompting procedures in teaching numeral identification to autistic subjects. Journal of Autism and Developmental Disorders, 18, 627-636. doi: 0162-3257/88/1200-0627506.00/
  • American Psychiatric Association. (1980). Diagnostic and statistical manual of mental disorders (3. Baskı). Washington, DC: Author.
  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4. Revize Edilmiş Baskı). Washington, DC: Author.
  • American Psychiatric Association, (2013). Diagnostic and statistical manual of mental disorders (5. Baskı). Washington, DC: Author.
  • **Bae, Y. S., Chiang, H. M., & Hickson, L. (2015). Mathematical word problem solving ability of children with autism spectrum disorder and their typically developing peers. Journal of Autism and Developmental Disorders, 45, 2200-2208. doi: 10.1007/s10803-015-2387-8
  • Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., ... & Durkin, M. S. (2018). Prevalence of autism spectrum disorder among children aged 8 year. Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2014. MMWR Surveillance Summaries, 67, 1-23.
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  • Olive, M. L., & Franco, J. H. (2008). (Effect) size matters: And so does the calculation. The Behavior Analyst Today, 9, 5-10.
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  • **Rockwell, S. B. (2012). Teaching students with autism to solve additive word problems using schema-based strategy instruction. Yayımlanmamış Doktora Tezi. Florida: Florida Üniversitesi.
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  • **Whitby, P. J. S. (2009). The effects of a modified learning strategy on the multiple step mathematical word problem solving ability of middle school students with high-functioning autism or asperger’s syndrome. Yayımlanmamış Doktora Tezi. Florida: Merkezi Florida Üniversitesi.
  • *Whitby, P. J. (2013). The effects of Solve It! on the mathematical word problem solving ability of adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28, 78-88. doi: 10.1177/1088357612468764
  • Whitby, P. J. S., & Mancil, G. R. (2009). Academic achievement profiles of children with high functioning autism and Asperger syndrome: A review of the literature. Education and Training in Developmental Disabilities, 44, 551-560.
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  • *Yakubova, G., Hughes, E. M., & Hornberger, E. (2015). Video-based intervention in teaching fraction problem-solving to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2865-2875. doi: 10.1007/s10803-015-2449-y
  • *Yıkmış, A. (2016). Effectiveness of the touch math technique in teaching basic addition to children with autism. Educational Sciences: Theory and Practice, 16, 1005-1025. doi: 10.12738/estp.2016.3.2057
Toplam 94 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Orhan Aydın 0000-0002-9695-2414

Elif Tekin İftar 0000-0001-5512-616X

Yayımlanma Tarihi 1 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 21 Sayı: 2

Kaynak Göster

APA Aydın, O., & Tekin İftar, E. (2020). Otizm Spektrum Bozukluğu Olan Bireylere Matematik Becerilerini Öğretimi: Tek-Denekli Araştırmalarda Betimsel ve Meta Analiz. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(2), 383-426. https://doi.org/10.21565/ozelegitimdergisi.521232

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