Araştırma Makalesi
Otizm Spektrum Bozukluğu Bulunan Çocuklara Basit Toplama İşlemi Öğretiminde Nokta Belirleme Tekniğinin Tablet ile Sunumunun Etkililiği
Öz
Otizm spektrum tanısı almış olan bireyler, günlük yaşam becerileri ve akademik beceriler gibi birçok alanda yetersizlik göstermektedir. Akademik becerilerin arasından matematik becerilerinin günlük hayatta bağımsız olabilmek için önemi büyüktür. Sayma, sayılar, para kullanımı, alışveriş, zaman, şekiller, dört işlem gerektiren problem çözme gibi matematik becerilerinin gelişimsel yetersizliğe sahip bireylerin günlük yaşamında ihtiyaç duyacağı becerilerden birkaçıdır. Bu becerileri kazandırabilmek için geliştirilmiş yöntemlerden birisi de nokta belirleme tekniğidir. Bu teknik rakamlar ve dört işlem öğretilirken kullanılmaktadır. Bu çalışmanın amacı da nokta belirleme tekniğini tablet ile sunarak otizm spektrum bozukluğu tanısı olan bireylere temel toplama işleminin öğretiminin etkililiğini belirlemektir. Çalışma tek denekli araştırma yöntemlerinden katılımcılar arası çoklu yoklama modeli ile yürütülmüştür. Katılımcılar yaşları 8-10 yaş aralığında değişen dört otizm spektrum bozukluğu tanılı öğrencidir. Araştırma sonucunda otizm spektrum bozukluğu olan öğrencilere nokta belirleme tekniğinin tablet ile sunumunun basit toplama işlemini öğrenmelerinde etkili olduğu sonucuna ulaşılmıştır. Araştırmanın izleme verileri bu beceirnin kalıcı olduğunu, genelleme verileri ise katılımcıların öğrendikleri beceriyi farklı ortam ve kişilerde de sergilediklerini göstermektedir. Uygulamacılara ve ileri araştırmalara yönelik öneriler sunulmuştur.
Anahtar Kelimeler
Kaynakça
- Acungil, A. T. (2014). Zihin yetersizliği olan öğrencilere görsel-işitsel teknolojilerle sunulan tablet bilgisayar öğretim programının etkililiği [Effectiveness of tablet computer instruction program (tacip) presented via audio-visual technologies on teaching the use of tablet computer to students with intellectual disability]. (Tez No. 373611). [Master's Thesis, Anadolu University], National Thesis Center.
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric.
- Avant, M. J. T., & Heller, K. W. (2011). Examining the effectiveness of Touch Math with students with physical disabilities. Remedial and Special Education, 32(4), 309-321. https://doi.org/10.1177/0741932510362198
- Badır, T. (2014). Zihin engelli bireylere çıkarma işlemi öğretiminde sabit bekleme süreli öğretimle sunulan nokta belirleme tekniğinin etkililiği [The effectiveness of the touchmath teknique presented with constant time delay method on teaching the mentally retarded individuals subraction]. (Tez No. 357733). [Master's Thesis, Abant İzzet Baysal University], National Thesis Center.
- Baroody, A. J. (1987). The development of counting strategies for single-digit addition. Journal for Research in Mathematics Education, 18(2), 141-157.
- Bosseler, A., & Massaro, D. W. (2003). Development and evaluation of a computer- animated tutor for vocabulary and language learning in children with autism. Journal of Autism and Developmental Disorders, 33, 653–672. https://link.springer.com/article/10.1023/b:jadd.0000006002.82367.4f
- Bullock, J. K., Pierce, S., & McClelland, L. (1989). Touch Math: ouch Math: the touch point approach for teaching basic math computation. Colorado Springs.
- Burke, R. V., Anderson, M. N., Bowen, S. L., Howard, M. R., & Allen, K. D. (2010). Evaluation of two instruction methods to increase employment options for young adults with autism spectrum disorders. Research in Developmental Disabilities, 31(6),1223–1233. https://doi.org/10.1016/j.ridd.2010.07.023
- Can-Çalık, N. (2008). Genel eğitim sınıflarında eğitim gören zihin engelli öğrencilere temel toplama becerilerinin öğretiminde nokta belirleme tekniğinin etkililiğinin incelenmesi [The investigation of the effectiveness of the instruction with the touch math technique on the basic summation skills of the students with mild mental retardation in the regular classes]. (Tez No. 232004). [Master's Thesis, Ankara University], National Thesis Center.
- Cawley, J. F. (l978). An instructional design in mathematics: Teaching the learning- disabled adolescent. Houghton Mifflin Company. Cihak, D. F., & Foust, J. L. (2008). Comparing number lines and touch points to teach addition facts to students with autism. Focus on Autism and Other Developmental Disabilities, 23(3), 131-137. https://doi.org/10.1177/1088357608318950
- Coleman-Martin, M. B. Heller, K. W., Cihak, D. F., & Irvine, K. L. (2005). Using computer-assisted instruction and the nonverbal reading approach to teach Word identification. Focus on Autism and other developmental disabilities, 20(2), 80-90. https://doi.org/10.1177/10883576050200020401
- Cresswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative. Pearson.
- Değirmenci, D. H., & Özen, A. (2013, October 30-November 1). The effectiveness of video modeling strategy in teaching hotel card services skills to individuals with intellectual disabilities [Conference session]. 23rd National Special Education Congress, Abant Izzet Baysal University, Bolu.
- Eliçin, Ö., Dağseven Emecen, D., & Yıkmış, A. (2013). The effectiveness of teaching basic addition prodedures to children with intellectual disabilities by direct instruction method using point identification technique. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 37(37), 118-136.
- Engelhardt, C. R., Mazurek, M. O., & Sohl, K. (2019). Media use and sleep among boys with autism spectrum disorder, ADHD, or typical development. Pediatrics, 134(6), 1081-1088.
- Fletcher, D., Boon, R. T., & Cihak, D. F. (2010). Effects of the touchmath program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 449–458. https://www.jstor.org/stable/23880117
- Fletcher-Watson, S., Petrou, A., Scott-Barrett, J., Dicks, P., Graham, C., O'Hare, A., ... & McConachie, H. (2016). A trial of an iPad™ intervention targeting social communication skills in children with autism. Autism, 20(7), 771-782.
- Genç, E. D., Issı, H. N., & Yıldız, O. (2017). A mobile application based on point detection technique for mathematics teaching. Istanbul Journal of Innovation in Education, 3(1), 55-62. https://dergipark.org.tr/en/pub/ieyd/issue/30767/396311
- Horner, R. H., Carr, E. G., Halle, J., McGee, G. Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practise in special education. Exeptional Children, 2(71), 165-180. https://journals.sagepub.com/doi/abs/10.1177/001440290507100203
- Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
- Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., ... & Sutherland, D. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147-156.
- King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: a best-evidence synthesis. Exceptional Children, 82(4), 443-462. https://doi.org/10.1177/0014402915625066
- Koegel, L. K., Singh, A. K., & Koegel, R. L. (2013). Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders, 43(9), 2114-2123.
- Kot, M. (2019). Zihin yetersizliği olan öğrencilere çarpma ve bölme işlemlerinin öğretiminde nokta belirleme tekniğinin farklı sunumlarının karşılaştırılması [Comparison of different presentations of touchmath technique in the teaching of multiplication and division processes for intellectual disability]. (Tez No. 597428). [Master's Thesis, Bolu Abant İzzet Baysal University], National Thesis Center.
- Kramer, T., & Krug, D. A. (1973). A Rationale and Procedure for Teaching Addition. Education and Training of the Mentally Retarded, 8(3), 140-5. https://eric.ed.gov/?id=EJ094679
- Kurt, O. (2012). Sosyal geçerlik [Social validity]. In E. Tekin-İftar (Ed.), Single-subject research in education and behavioral sciences (pp. 375-402). Turkish Psychologists Association.
- Littlefield, L. (2003). A comparison of two methods of addition ınstruction, touchpoints and manipulatives, with first grade students with learning dısabilities ın a resource classroom to determine effıciency and effectiveness. [Doctoral dissertation, University of Kentucky].
- Lorah, E. R., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., & Hantula, D. (2015). Evaluating picture exchange and the iPad™ as a speech generating device to teach communication to young children with autism. Journal of Developmental and Physical Disabilities, 27(6), 881-896.
- Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508-520.
- Massaro, D. W., & Bosseler, A. (2006). Read my lips: The importance of the face in a computer-animated tutor for vocabulary learning by children with autism. Autism, 10(5), 495–510. https://doi.org/10.1177/1362361306066599
- Ministry of National Education [MoNE] (2008). Özel eğitim ve rehabilitasyon merkezi zihinsel engelli bireyler destek eğitim programı [Special education and rehabilitation center mentally disabled individuals support education program]. Ankara. Retrived from: https://ookgm.meb.gov.tr/meb_iys_dosyalar/2021_07/09112805_21132431_Zihinsel.pdf
- Minshew, N. J., Goldstein, G., Taylor, H. G., & Siegel, D. J. (1994) Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16(2), 261-270. https://doi.org/10.1080/01688639408402637
- Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of autism and developmental disorders, 43, 2174-2189. https://doi.org/10.1007/s10803-013-1770-6
- Newman, T. M. (1994). The effectiveness of a multisensory approach for teaching addition to children vvith Down syndrome. [Unpublication master thesis]. McGill University.
- Nuhoğlu, H., & Eliçin, Ö. (2013). The use of pointing technique (Touch Math) in teaching mathematics skills. Ankara University Faculty of Educational Sciences Journal of Special Education, 14(01), 021-036. https://dergipark.org.tr/en/download/article-file/159112
- Öncül, N. & Yücesoy Özkan, Ş. (2010). Teaching the daily living skills to adults with moderate and severe intellectual disabilities using video modeling. Anadolu University Journal of Social Sciences, 10(3), 143–156. https://earsiv.anadolu.edu.tr/xmlui/handle/11421/259
- Özkan, Y. Ş. (2013, October 30-November 1). Comparison of teaching video models in which peers and individuals themselves are models in teaching first aid skills to children with intellectual disabilities. [Conference session]. 23rd National Special Education Congress, Abant Izzet Baysal University, Bolu.
- Öztürk, H. Z. (2016). Tablet bilgisayar üzerinde eş zamanlı ipucuyla sunulan Nokta Belirleme Tekniğinin rakam-nesne eşlemesi öğretiminde etkililiği [The effectiveness of touch math to teach number-object matching via simultaneous prompting on a tablet computer]. (Tez No. 418154). [Master's Thesis, Bolu Abant İzzet Baysal University], National Thesis Center.
- Parsons, S., & Cobb, S. (2014). State-of-the-art of virtual reality technologies for children on the autism spectrum. European Journal of Special Needs Education, 29(3), 355-366
- Pupo, M. (1994). Teaching intellectually disabled students addition through a multisensory approach. [Unpublished master thesis]. McGiII University.
- Robertson, A. E., & Ne'eman, A. D. (2012). Autistic acceptance, the college campus, and technology: Growth of neurodiversity in society and academia. Disability Studies Quarterly, 32(4).
- Sani-Bozkurt, S. (2012). Otizmli çocuklara rol oyun becerilerinin öğretiminde akran ve yetişkin modelin kullanıldığı video modelin etkililiği ve verimliliği [The effectiveness and efficiency of video modeling where peer and adult model used in teaching role playing skills to children with autism]. (Tez No. 298168). [Master's Thesis, Anadolu University], National Thesis Center.
- Schlosser, R. W., Wendt, O., Angermeier, K., & Shetty, M. (2014). Searching for evidence in augmentative and alternative communication: Navigating a scattered literature. Augmentative and Alternative Communication, 20(4), 233-255.
- Simon, R., & Hanrahan, J. (2004). An evaluation of the Touch Math method for teaching addition to students with learning disabilities in mathematics, European Journal of Special Needs Education, 19(2), 191-209. https://doi.org/10.1080/08856250410001678487
- Sneider, C., & Beals, K. (2006). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 29(1), 9-29.
- Tekin-İftar, E. (2012). Çoklu yoklama modelleri [Multiple porobe models]. In E. Tekin-İftar (Ed.), Single-subject research in education and behavioral sciences (pp. 217-243-402). Nobel.
- Tekin-İftar, E., & Kırcaali-İftar, G. (2004). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless teaching methods in special education]. Nobel.
- Velasco, V. (2009). Effectiveness of touch math in teaching addition to kindergarten students (Publication No. 1472250). [Doctoral dissertation, California State University]. ProQuest Dissertations & Theses Global.
- Whyte, E. M., Smyth, J. M., & Scherf, K. S. (2018). Designing serious game interventions for individuals with autism. Journal of Autism and Developmental Disorders, 48(12), 2714-2730.
- Williams, K. F. (2013). The use of video prompting via an iPad® and a system of least-to-most prompting to teach individuals with moderate intellectual disabilities the vocational task of rolling silverware (Publication No. 3604848) [Doctoral dissertation, Liberty University]. ProQuest Dissertations & Theses Global.
- Yıkmış, A. (2016). Effectiveness of the touch math technique in teaching basic addition to children with Autism. Educational Sciences: Theory & Practice, 16(3), 1005-1025. https://doi.org/10.12738/estp.2016.3.2057
Effectiveness Of Presentation Of Touch-Math With Tablet In Teaching The Simple Additional Process To Children With Autism Spectrum Disorder
Öz
Individuals diagnosed with autism spectrum show inadequacy in many areas, such as daily life skills and academic skills. Among the academic skills, mathematics skills have great importance for being independent in daily life. Counting numbers, using money, shopping, calculating time, shapes, and problem-solving are some of the skills that individuals with developmental deficiency need in their daily lives. One of the methods developed in order to gain these skills is the Touch-Math technique. These technic is used for teaching numbers and the four arithmetical operations. The aim of this study is to determine the effectiveness of teaching the basic collection process to individuals with autism spectrum disorder by presenting Touch-Math technique with a tablet. The study was carried out with the multiple probe design between the participants, one of the single-subject research methods. Participants are students with four autism spectrum disorders whose age changes between 8-10 years of age. As a result of the research, it was concluded that the presentation of the dot determination technique with a tablet to teach the simple collection process for students with autism spectrum disorder. The monitoring data of the study shows that this skill is permanent, and the generalization data shows that the participants exhibit the skills learned in different environments and individuals. Suggestions were presented to practitioners and advanced research.
Anahtar Kelimeler
Kaynakça
- Acungil, A. T. (2014). Zihin yetersizliği olan öğrencilere görsel-işitsel teknolojilerle sunulan tablet bilgisayar öğretim programının etkililiği [Effectiveness of tablet computer instruction program (tacip) presented via audio-visual technologies on teaching the use of tablet computer to students with intellectual disability]. (Tez No. 373611). [Master's Thesis, Anadolu University], National Thesis Center.
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric.
- Avant, M. J. T., & Heller, K. W. (2011). Examining the effectiveness of Touch Math with students with physical disabilities. Remedial and Special Education, 32(4), 309-321. https://doi.org/10.1177/0741932510362198
- Badır, T. (2014). Zihin engelli bireylere çıkarma işlemi öğretiminde sabit bekleme süreli öğretimle sunulan nokta belirleme tekniğinin etkililiği [The effectiveness of the touchmath teknique presented with constant time delay method on teaching the mentally retarded individuals subraction]. (Tez No. 357733). [Master's Thesis, Abant İzzet Baysal University], National Thesis Center.
- Baroody, A. J. (1987). The development of counting strategies for single-digit addition. Journal for Research in Mathematics Education, 18(2), 141-157.
- Bosseler, A., & Massaro, D. W. (2003). Development and evaluation of a computer- animated tutor for vocabulary and language learning in children with autism. Journal of Autism and Developmental Disorders, 33, 653–672. https://link.springer.com/article/10.1023/b:jadd.0000006002.82367.4f
- Bullock, J. K., Pierce, S., & McClelland, L. (1989). Touch Math: ouch Math: the touch point approach for teaching basic math computation. Colorado Springs.
- Burke, R. V., Anderson, M. N., Bowen, S. L., Howard, M. R., & Allen, K. D. (2010). Evaluation of two instruction methods to increase employment options for young adults with autism spectrum disorders. Research in Developmental Disabilities, 31(6),1223–1233. https://doi.org/10.1016/j.ridd.2010.07.023
- Can-Çalık, N. (2008). Genel eğitim sınıflarında eğitim gören zihin engelli öğrencilere temel toplama becerilerinin öğretiminde nokta belirleme tekniğinin etkililiğinin incelenmesi [The investigation of the effectiveness of the instruction with the touch math technique on the basic summation skills of the students with mild mental retardation in the regular classes]. (Tez No. 232004). [Master's Thesis, Ankara University], National Thesis Center.
- Cawley, J. F. (l978). An instructional design in mathematics: Teaching the learning- disabled adolescent. Houghton Mifflin Company. Cihak, D. F., & Foust, J. L. (2008). Comparing number lines and touch points to teach addition facts to students with autism. Focus on Autism and Other Developmental Disabilities, 23(3), 131-137. https://doi.org/10.1177/1088357608318950
- Coleman-Martin, M. B. Heller, K. W., Cihak, D. F., & Irvine, K. L. (2005). Using computer-assisted instruction and the nonverbal reading approach to teach Word identification. Focus on Autism and other developmental disabilities, 20(2), 80-90. https://doi.org/10.1177/10883576050200020401
- Cresswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative. Pearson.
- Değirmenci, D. H., & Özen, A. (2013, October 30-November 1). The effectiveness of video modeling strategy in teaching hotel card services skills to individuals with intellectual disabilities [Conference session]. 23rd National Special Education Congress, Abant Izzet Baysal University, Bolu.
- Eliçin, Ö., Dağseven Emecen, D., & Yıkmış, A. (2013). The effectiveness of teaching basic addition prodedures to children with intellectual disabilities by direct instruction method using point identification technique. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 37(37), 118-136.
- Engelhardt, C. R., Mazurek, M. O., & Sohl, K. (2019). Media use and sleep among boys with autism spectrum disorder, ADHD, or typical development. Pediatrics, 134(6), 1081-1088.
- Fletcher, D., Boon, R. T., & Cihak, D. F. (2010). Effects of the touchmath program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 449–458. https://www.jstor.org/stable/23880117
- Fletcher-Watson, S., Petrou, A., Scott-Barrett, J., Dicks, P., Graham, C., O'Hare, A., ... & McConachie, H. (2016). A trial of an iPad™ intervention targeting social communication skills in children with autism. Autism, 20(7), 771-782.
- Genç, E. D., Issı, H. N., & Yıldız, O. (2017). A mobile application based on point detection technique for mathematics teaching. Istanbul Journal of Innovation in Education, 3(1), 55-62. https://dergipark.org.tr/en/pub/ieyd/issue/30767/396311
- Horner, R. H., Carr, E. G., Halle, J., McGee, G. Odom, S., & Wolery, M. (2005). The use of single subject research to identify evidence-based practise in special education. Exeptional Children, 2(71), 165-180. https://journals.sagepub.com/doi/abs/10.1177/001440290507100203
- Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
- Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., ... & Sutherland, D. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147-156.
- King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: a best-evidence synthesis. Exceptional Children, 82(4), 443-462. https://doi.org/10.1177/0014402915625066
- Koegel, L. K., Singh, A. K., & Koegel, R. L. (2013). Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders, 43(9), 2114-2123.
- Kot, M. (2019). Zihin yetersizliği olan öğrencilere çarpma ve bölme işlemlerinin öğretiminde nokta belirleme tekniğinin farklı sunumlarının karşılaştırılması [Comparison of different presentations of touchmath technique in the teaching of multiplication and division processes for intellectual disability]. (Tez No. 597428). [Master's Thesis, Bolu Abant İzzet Baysal University], National Thesis Center.
- Kramer, T., & Krug, D. A. (1973). A Rationale and Procedure for Teaching Addition. Education and Training of the Mentally Retarded, 8(3), 140-5. https://eric.ed.gov/?id=EJ094679
- Kurt, O. (2012). Sosyal geçerlik [Social validity]. In E. Tekin-İftar (Ed.), Single-subject research in education and behavioral sciences (pp. 375-402). Turkish Psychologists Association.
- Littlefield, L. (2003). A comparison of two methods of addition ınstruction, touchpoints and manipulatives, with first grade students with learning dısabilities ın a resource classroom to determine effıciency and effectiveness. [Doctoral dissertation, University of Kentucky].
- Lorah, E. R., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., & Hantula, D. (2015). Evaluating picture exchange and the iPad™ as a speech generating device to teach communication to young children with autism. Journal of Developmental and Physical Disabilities, 27(6), 881-896.
- Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508-520.
- Massaro, D. W., & Bosseler, A. (2006). Read my lips: The importance of the face in a computer-animated tutor for vocabulary learning by children with autism. Autism, 10(5), 495–510. https://doi.org/10.1177/1362361306066599
- Ministry of National Education [MoNE] (2008). Özel eğitim ve rehabilitasyon merkezi zihinsel engelli bireyler destek eğitim programı [Special education and rehabilitation center mentally disabled individuals support education program]. Ankara. Retrived from: https://ookgm.meb.gov.tr/meb_iys_dosyalar/2021_07/09112805_21132431_Zihinsel.pdf
- Minshew, N. J., Goldstein, G., Taylor, H. G., & Siegel, D. J. (1994) Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16(2), 261-270. https://doi.org/10.1080/01688639408402637
- Murdock, L. C., Ganz, J., & Crittendon, J. (2013). Use of an iPad play story to increase play dialogue of preschoolers with autism spectrum disorders. Journal of autism and developmental disorders, 43, 2174-2189. https://doi.org/10.1007/s10803-013-1770-6
- Newman, T. M. (1994). The effectiveness of a multisensory approach for teaching addition to children vvith Down syndrome. [Unpublication master thesis]. McGill University.
- Nuhoğlu, H., & Eliçin, Ö. (2013). The use of pointing technique (Touch Math) in teaching mathematics skills. Ankara University Faculty of Educational Sciences Journal of Special Education, 14(01), 021-036. https://dergipark.org.tr/en/download/article-file/159112
- Öncül, N. & Yücesoy Özkan, Ş. (2010). Teaching the daily living skills to adults with moderate and severe intellectual disabilities using video modeling. Anadolu University Journal of Social Sciences, 10(3), 143–156. https://earsiv.anadolu.edu.tr/xmlui/handle/11421/259
- Özkan, Y. Ş. (2013, October 30-November 1). Comparison of teaching video models in which peers and individuals themselves are models in teaching first aid skills to children with intellectual disabilities. [Conference session]. 23rd National Special Education Congress, Abant Izzet Baysal University, Bolu.
- Öztürk, H. Z. (2016). Tablet bilgisayar üzerinde eş zamanlı ipucuyla sunulan Nokta Belirleme Tekniğinin rakam-nesne eşlemesi öğretiminde etkililiği [The effectiveness of touch math to teach number-object matching via simultaneous prompting on a tablet computer]. (Tez No. 418154). [Master's Thesis, Bolu Abant İzzet Baysal University], National Thesis Center.
- Parsons, S., & Cobb, S. (2014). State-of-the-art of virtual reality technologies for children on the autism spectrum. European Journal of Special Needs Education, 29(3), 355-366
- Pupo, M. (1994). Teaching intellectually disabled students addition through a multisensory approach. [Unpublished master thesis]. McGiII University.
- Robertson, A. E., & Ne'eman, A. D. (2012). Autistic acceptance, the college campus, and technology: Growth of neurodiversity in society and academia. Disability Studies Quarterly, 32(4).
- Sani-Bozkurt, S. (2012). Otizmli çocuklara rol oyun becerilerinin öğretiminde akran ve yetişkin modelin kullanıldığı video modelin etkililiği ve verimliliği [The effectiveness and efficiency of video modeling where peer and adult model used in teaching role playing skills to children with autism]. (Tez No. 298168). [Master's Thesis, Anadolu University], National Thesis Center.
- Schlosser, R. W., Wendt, O., Angermeier, K., & Shetty, M. (2014). Searching for evidence in augmentative and alternative communication: Navigating a scattered literature. Augmentative and Alternative Communication, 20(4), 233-255.
- Simon, R., & Hanrahan, J. (2004). An evaluation of the Touch Math method for teaching addition to students with learning disabilities in mathematics, European Journal of Special Needs Education, 19(2), 191-209. https://doi.org/10.1080/08856250410001678487
- Sneider, C., & Beals, K. (2006). Scaffolding the writing of students with disabilities through procedural facilitation: Using an Internet-based technology to improve performance. Learning Disability Quarterly, 29(1), 9-29.
- Tekin-İftar, E. (2012). Çoklu yoklama modelleri [Multiple porobe models]. In E. Tekin-İftar (Ed.), Single-subject research in education and behavioral sciences (pp. 217-243-402). Nobel.
- Tekin-İftar, E., & Kırcaali-İftar, G. (2004). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless teaching methods in special education]. Nobel.
- Velasco, V. (2009). Effectiveness of touch math in teaching addition to kindergarten students (Publication No. 1472250). [Doctoral dissertation, California State University]. ProQuest Dissertations & Theses Global.
- Whyte, E. M., Smyth, J. M., & Scherf, K. S. (2018). Designing serious game interventions for individuals with autism. Journal of Autism and Developmental Disorders, 48(12), 2714-2730.
- Williams, K. F. (2013). The use of video prompting via an iPad® and a system of least-to-most prompting to teach individuals with moderate intellectual disabilities the vocational task of rolling silverware (Publication No. 3604848) [Doctoral dissertation, Liberty University]. ProQuest Dissertations & Theses Global.
- Yıkmış, A. (2016). Effectiveness of the touch math technique in teaching basic addition to children with Autism. Educational Sciences: Theory & Practice, 16(3), 1005-1025. https://doi.org/10.12738/estp.2016.3.2057
Toplam 51 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Aile Kaynakları Eğitimi |
| Bölüm | Research Article |
| Yazarlar | |
| Erken Görünüm Tarihi | 29 Ekim 2023 |
| Yayımlanma Tarihi | 30 Kasım 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 7 Sayı: 3 |
