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Ardışık ve Gömülü Denemeler: Otizm Spektrum Bozukluğu Olan Çocuklara Toplumsal Uyarı İşaretlerinin Öğretimi

Yıl 2021, Cilt: 22 Sayı: 1, 61 - 85, 02.03.2021
https://doi.org/10.21565/ozelegitimdergisi.624016

Öz

Bu çalışmanın amacı otizm spektrum bozukluğu (OSB) olan çocuklara toplumsal uyarı işaretlerinin öğretiminde, ardışık denemelerle sunulan öğretim (ADÖ) ile gömülü denemelerle sunulan öğretim (GDÖ) düzenlemesinin etkililik ve verimliliğini karşılaştırmaktır. Araştırmada sabit bekleme süreli öğretim (SBSÖ), ardışık olarak masa başında ve gömülü olarak oyun etkinlikleri içerisinde iki farklı düzenleme şeklinde sunulmuştur. Araştırmaya yaşları 44-64 ay arasında değişen OSB tanılı dört erkek çocuk katılmıştır. Araştırma uyarlamalı dönüşümlü uygulamalar modeli ile gerçekleştirilmiştir.  Bulgular her iki öğretim düzenlemesinin de eşit derecede etkili olduğu yönündedir. Araştırmanın verimlilik bulguları ise ADÖ düzenlemesinin daha verimli olduğu yönündedir. Araştırmada katılımcılara hangi öğretim düzenlemesi ile öğrenmeyi tercih ettikleri sorulmuş, katılımcılardan ikisi ADÖ düzenlemesini tercih ederken ikisi GDÖ düzenlemesi ile öğrenmeyi tercih etmişlerdir.  

Kaynakça

  • Aldemir, O., & Gursel, O. (2014). The effectiveness of the constant time delay procedure in teaching pre-school academic skills to children with developmental disabilities in a small group teaching arrangement. Educational Sciences: Theory and Practice. doi:10.12738/estp.2014.2.1976
  • Ault, M. J., Wolery, M., Doyle, P. M., & Gast, D. L. (1989). Review of comparative studies in the instruction of students with moderate and severe handicaps. Exceptional Children, 55(4), 346-356.
  • Billingsley, F., White O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2(2), 229-241. Chiara, L., Schuster, J. W., Bell, J. K., & Wolery, M (1995). Small-group massed-trial and individually distributed-trial instruction with preschoolers. Journal of Early Intervention, 19, 203–217.
  • Cuhadaroglu, F., Kaplan, I., Ozgen, G, Ozturk, M. O., Rezaki, M. (1993). Dünya Sağlık Örgütü ICD-10 Ruhsal ve Davranışsal Bozukluklar Sınıflandırması [ICD-10 International Statistical Classification of Diseases and Related Health Problems]. Ankara: Türkiye Sinir ve Ruh Sağlığı Derneği Yayını [Turkey Nervous and Mental Health Association of Publications].
  • Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and non-target skills in preschoolers with developmental delays. Topics in Early Childhood Special Education. doi:10.1177/027112140102100402
  • Delprato, D. J. (2001). Comparisons of discrete-trial and normalized behavioral language intervention for young children with autism. Journal of Autism and Developmental Disorders, 31(3), 315-325.
  • Diken, İ. H., Ardıç, A., & Diken, Ö. (2012). Gilliam Autism Rating Scale-2 Turkish Version. Ankara. Maya Akademi Yayınları [Maya Academy Publications].
  • DiPipi-Hoy, C., & Jitendra, A. (2004). A parent-delivered intervention to teach purchasing skills to young adults with Disabilities.The Journal of Special Education, 38(3), 144-157. doi:10.1177/00224669040380030201
  • Doyle, P. M., Wolery, M., Ault, M. J., & Gast, D. L. (1988). System of least prompts: A literature review of procedural parameters. Journal of the Association for Persons with Severe Handicaps, 13(1), 28-40.
  • Flores, M. M., Houchins, D. E., & Shippen, M. E. (2006). The effects of constant time delay and strategic instruction on students with learning disabilities' maintenance and generalization. International Journal of Special Education, 21(3), 45-57.
  • Geiger, K. B., Carr, J. E., LeBlanc, L. A., Hanney N. M., Polick A. S., & Heincke 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.
  • Grisham-Brown, J., Pretti-Frontczak, K., Hawkins, S. R., & Winchell, B. N. (2009). Addressing early learning standards for all children within blended preschool classrooms. Topics in Early Childhood SpecialEducation.doi:10.1177%2F0271121409333796
  • Grisham-Brown, J., Ridgley, R., Pretti-Frontczak, K., Litt, C., & Nielson, A. (2006). Promoting positive learning outcomes for young children in inclusive classrooms: A preliminary study of children’s progress toward pre-writing standards. Journal of Early and Intensive Behavior Intervention. doi:10.1037/h0100329
  • Grisham-Brown, J., Schuster, J. W., Hemmeter, M. L., & Collins, B. C. (2000). Using an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education, 10, 139-162.
  • Haq, S. S., & Aranki, J. (2019). Comparison of traditional and embedded DTT on problem behavior and responding to instructional targets. Behavior Analysis in Practice, 1-5.
  • Hughes, T. A., & Fredrick, L. D. (2006). Teaching vocabulary with students with learning disabilities using class wide peer tutoring and constant time delay. Journal of Behavioral Education, 15(1), 1-23.
  • Kırcaali-Iftar, G., & Tekin-Iftar, E. (2012). Otizm spektrum bozukluklarına yönelik program örnekleri [Examples of interventions to children with autism spectrum disorders]. In E. Tekin-Iftar (Ed.), Otizm spektrum bozukluğu olan çocuklar ve eğitimleri [Children with autism spectrum disorder and their education] (pp.239-265). Ankara: Vize Yayıncılık, [Vize Publishing].
  • Koroglu, E. (2005). DSM-IV-TR Tanı Ölçütleri Başvuru El Kitabı. [DSM-IV-TR, Diagnostic and Statistical Manual of the Mental Disorders, Text Revision], Ankara: Hekimler Yayın Birliği [Physicians Publication Association].
  • Ledford, J. R., Chazin, K. T., Harbin, E. R., & Ward, S. E. (2017). Massed trials versus trials embedded into game play: Child outcomes and preference. Topics in Early Childhood Special Education, 37(2), 107 120.
  • Lerman, D. C., Valentino, A. L., & LeBlanc, L. A. (2016). Discrete trial training. In Early intervention for young children with autism spectrum disorder (pp. 47-83). Springer, Cham.
  • Lovaas, O. I., Koegel, R., Simmons, J. Q., & Long, J. S. (1973). Some generalization and follow up measures on autistic children in behavior therapy. Journal of Applied Behevior Analysis. doi:10.1901/jaba.1973.6-131
  • McGee, G. G., Krantz, P. J., & McClannahan, L. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis. doi.org/10.1901/jaba.1985.18-17
  • Mirenda-Linne, F., & Melin, L. (1992). Acquisition, generalization, and spontaneous use of color adjectives: A comparison of incidental teaching and traditional discrete-trial procedures for children with autism. Research in Developmental Disabilities, 13, 191-210. doi:10.1016/08914222(92)90025-2
  • Norman, J. M., Collins, B. C., & Schuster, J. W. (2001). Using an instructional package including video technology to teach self-help skills to elementary students with mental disabilities. Journal of Special Education Technology. doi:10.1177/016264340101600301
  • Savasır, I., & Sahin, N. (1994). Wechsler Çocuklar İçin Zeka Ölçeği (WÇZÖ-R) [Manual WISC-R. Wechsler intelligence scale for children, revised] Ankara: Türk Psikologları Derneği Yayını [Turkish Psychologists Association Publications].
  • Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G.,…, & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-0152407-8
  • Seward, J., Schuster, J. W., Ault, M. J., Collins, B. C., & Hall, M. (2014). Comparing simultaneous prompting and constant time delay to teach leisure skills to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 381-395.
  • Sigafoos, J., O., Reilly, M., Ma, C. H., Edrisinha, C., Cannella, H., & Lancioni, G. E. (2006). Effects of embedded instruction versus discrete-trial training on self‐injury, correct responding, and mood in a child with autism. Journal of Intellectual and Developmental Disability.doi:10.1080/13668250600999160
  • Swain, R., Lane, J. D., & Gast, D. L. (2015). Comparison of constant time delay and simultaneous prompting procedures: Teaching functional sight words to students with intellectual disabilities and autism spectrum disorder. Journal of Behavioral Education, 24(2), 210-229.
  • Tekin-Iftar, E., Kurt, O., & Cetin, O. (2011). A comparison of constant time delay instruction with high and low treatment integrity. Educational Sciences: Theory and Practice, 11(1), 375-381.
  • Tekin-İftar, E., & Kırcaali-İftar, G. (2016). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless teaching methods in special education] (3. baskı) [3rd ed.]. Ankara: Vize Yayıncılık.
  • Ugurel-Sermin, R. (1987). Stanford-Binet Ölçeğinin İstanbul Çocuklarına Uygulanması: L ve M Formlarının Birleşimi [Stanford-Binet Intelligence Scale: Manual for the Third Revision: Form L-M]. İstanbul: İstanbul Üniversitesi Fen Fakültesi Yayınları [Istanbul University, Science Faculty Publications]
  • Wolery, M., & Gast, D. L. (1984). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Childhood Special Education, 4(3), 52-77.
  • Wolery, M., & Hemmeter, M. L. (2011). Classroom instruction: Background, assumptions, and challenges. Journal of Early Intervention, 33(4), 371-380.
  • Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D. (2002). Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education, 22(1), 14-25.
  • Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D. (2002). Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education. doi:10.1177%2F027112140202200102
  • Wolery, M., Ault, M. J., Gast, D. L., Doyle, P. M., & Mills, B. M. (1990). Use of choral and individual attentional responses with constant time delay when teaching sight word reading. Remedial and Special Education, 11(5), 47-58.
  • Wolery, M., Doyle, P. M., Gast, D. L., Ault-Jones, M., & Simpson, S. L. (1993). Comparison of progressive time delay and transition-based teaching with preschoolers who have developmental delays. Journal of Early Intervention, 17, 160–76.
  • Yılmaz, I., Birkan, B., Konukman, F., & Erkan, M. (2005). Using a constant time delay procedure to teach aquatic play skills to children with autism. Education and Training in Developmental Disabilities, 40(2), 171-182.

Massed versus Embedded Trial Arrangements: Teaching Community Signs to Children with Autism Spectrum Disorder

Yıl 2021, Cilt: 22 Sayı: 1, 61 - 85, 02.03.2021
https://doi.org/10.21565/ozelegitimdergisi.624016

Öz

The aim of this study is to compare the effectiveness and efficiency of teaching the meaning of community signs with massed trial arrangements (MTA) and embedded trial arrangements (ETA) using constant time delay intervention. The constant time delay intervention was used two different arrangements; MTA versus ETA. The study was conduct with four boys with Autism Spectrum Disorder, aged between 44-64 months. An adapted alternating design was used. The two arrangements were equally effective in terms of the number of sessions required for participants to learn the meaning of the signs. However, MTA sessions were much shorter. The study asked participants’ preferred arrangement; two chose MTA and two chose ETA.

Kaynakça

  • Aldemir, O., & Gursel, O. (2014). The effectiveness of the constant time delay procedure in teaching pre-school academic skills to children with developmental disabilities in a small group teaching arrangement. Educational Sciences: Theory and Practice. doi:10.12738/estp.2014.2.1976
  • Ault, M. J., Wolery, M., Doyle, P. M., & Gast, D. L. (1989). Review of comparative studies in the instruction of students with moderate and severe handicaps. Exceptional Children, 55(4), 346-356.
  • Billingsley, F., White O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2(2), 229-241. Chiara, L., Schuster, J. W., Bell, J. K., & Wolery, M (1995). Small-group massed-trial and individually distributed-trial instruction with preschoolers. Journal of Early Intervention, 19, 203–217.
  • Cuhadaroglu, F., Kaplan, I., Ozgen, G, Ozturk, M. O., Rezaki, M. (1993). Dünya Sağlık Örgütü ICD-10 Ruhsal ve Davranışsal Bozukluklar Sınıflandırması [ICD-10 International Statistical Classification of Diseases and Related Health Problems]. Ankara: Türkiye Sinir ve Ruh Sağlığı Derneği Yayını [Turkey Nervous and Mental Health Association of Publications].
  • Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and non-target skills in preschoolers with developmental delays. Topics in Early Childhood Special Education. doi:10.1177/027112140102100402
  • Delprato, D. J. (2001). Comparisons of discrete-trial and normalized behavioral language intervention for young children with autism. Journal of Autism and Developmental Disorders, 31(3), 315-325.
  • Diken, İ. H., Ardıç, A., & Diken, Ö. (2012). Gilliam Autism Rating Scale-2 Turkish Version. Ankara. Maya Akademi Yayınları [Maya Academy Publications].
  • DiPipi-Hoy, C., & Jitendra, A. (2004). A parent-delivered intervention to teach purchasing skills to young adults with Disabilities.The Journal of Special Education, 38(3), 144-157. doi:10.1177/00224669040380030201
  • Doyle, P. M., Wolery, M., Ault, M. J., & Gast, D. L. (1988). System of least prompts: A literature review of procedural parameters. Journal of the Association for Persons with Severe Handicaps, 13(1), 28-40.
  • Flores, M. M., Houchins, D. E., & Shippen, M. E. (2006). The effects of constant time delay and strategic instruction on students with learning disabilities' maintenance and generalization. International Journal of Special Education, 21(3), 45-57.
  • Geiger, K. B., Carr, J. E., LeBlanc, L. A., Hanney N. M., Polick A. S., & Heincke 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.
  • Grisham-Brown, J., Pretti-Frontczak, K., Hawkins, S. R., & Winchell, B. N. (2009). Addressing early learning standards for all children within blended preschool classrooms. Topics in Early Childhood SpecialEducation.doi:10.1177%2F0271121409333796
  • Grisham-Brown, J., Ridgley, R., Pretti-Frontczak, K., Litt, C., & Nielson, A. (2006). Promoting positive learning outcomes for young children in inclusive classrooms: A preliminary study of children’s progress toward pre-writing standards. Journal of Early and Intensive Behavior Intervention. doi:10.1037/h0100329
  • Grisham-Brown, J., Schuster, J. W., Hemmeter, M. L., & Collins, B. C. (2000). Using an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education, 10, 139-162.
  • Haq, S. S., & Aranki, J. (2019). Comparison of traditional and embedded DTT on problem behavior and responding to instructional targets. Behavior Analysis in Practice, 1-5.
  • Hughes, T. A., & Fredrick, L. D. (2006). Teaching vocabulary with students with learning disabilities using class wide peer tutoring and constant time delay. Journal of Behavioral Education, 15(1), 1-23.
  • Kırcaali-Iftar, G., & Tekin-Iftar, E. (2012). Otizm spektrum bozukluklarına yönelik program örnekleri [Examples of interventions to children with autism spectrum disorders]. In E. Tekin-Iftar (Ed.), Otizm spektrum bozukluğu olan çocuklar ve eğitimleri [Children with autism spectrum disorder and their education] (pp.239-265). Ankara: Vize Yayıncılık, [Vize Publishing].
  • Koroglu, E. (2005). DSM-IV-TR Tanı Ölçütleri Başvuru El Kitabı. [DSM-IV-TR, Diagnostic and Statistical Manual of the Mental Disorders, Text Revision], Ankara: Hekimler Yayın Birliği [Physicians Publication Association].
  • Ledford, J. R., Chazin, K. T., Harbin, E. R., & Ward, S. E. (2017). Massed trials versus trials embedded into game play: Child outcomes and preference. Topics in Early Childhood Special Education, 37(2), 107 120.
  • Lerman, D. C., Valentino, A. L., & LeBlanc, L. A. (2016). Discrete trial training. In Early intervention for young children with autism spectrum disorder (pp. 47-83). Springer, Cham.
  • Lovaas, O. I., Koegel, R., Simmons, J. Q., & Long, J. S. (1973). Some generalization and follow up measures on autistic children in behavior therapy. Journal of Applied Behevior Analysis. doi:10.1901/jaba.1973.6-131
  • McGee, G. G., Krantz, P. J., & McClannahan, L. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis. doi.org/10.1901/jaba.1985.18-17
  • Mirenda-Linne, F., & Melin, L. (1992). Acquisition, generalization, and spontaneous use of color adjectives: A comparison of incidental teaching and traditional discrete-trial procedures for children with autism. Research in Developmental Disabilities, 13, 191-210. doi:10.1016/08914222(92)90025-2
  • Norman, J. M., Collins, B. C., & Schuster, J. W. (2001). Using an instructional package including video technology to teach self-help skills to elementary students with mental disabilities. Journal of Special Education Technology. doi:10.1177/016264340101600301
  • Savasır, I., & Sahin, N. (1994). Wechsler Çocuklar İçin Zeka Ölçeği (WÇZÖ-R) [Manual WISC-R. Wechsler intelligence scale for children, revised] Ankara: Türk Psikologları Derneği Yayını [Turkish Psychologists Association Publications].
  • Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G.,…, & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-0152407-8
  • Seward, J., Schuster, J. W., Ault, M. J., Collins, B. C., & Hall, M. (2014). Comparing simultaneous prompting and constant time delay to teach leisure skills to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 381-395.
  • Sigafoos, J., O., Reilly, M., Ma, C. H., Edrisinha, C., Cannella, H., & Lancioni, G. E. (2006). Effects of embedded instruction versus discrete-trial training on self‐injury, correct responding, and mood in a child with autism. Journal of Intellectual and Developmental Disability.doi:10.1080/13668250600999160
  • Swain, R., Lane, J. D., & Gast, D. L. (2015). Comparison of constant time delay and simultaneous prompting procedures: Teaching functional sight words to students with intellectual disabilities and autism spectrum disorder. Journal of Behavioral Education, 24(2), 210-229.
  • Tekin-Iftar, E., Kurt, O., & Cetin, O. (2011). A comparison of constant time delay instruction with high and low treatment integrity. Educational Sciences: Theory and Practice, 11(1), 375-381.
  • Tekin-İftar, E., & Kırcaali-İftar, G. (2016). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless teaching methods in special education] (3. baskı) [3rd ed.]. Ankara: Vize Yayıncılık.
  • Ugurel-Sermin, R. (1987). Stanford-Binet Ölçeğinin İstanbul Çocuklarına Uygulanması: L ve M Formlarının Birleşimi [Stanford-Binet Intelligence Scale: Manual for the Third Revision: Form L-M]. İstanbul: İstanbul Üniversitesi Fen Fakültesi Yayınları [Istanbul University, Science Faculty Publications]
  • Wolery, M., & Gast, D. L. (1984). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Childhood Special Education, 4(3), 52-77.
  • Wolery, M., & Hemmeter, M. L. (2011). Classroom instruction: Background, assumptions, and challenges. Journal of Early Intervention, 33(4), 371-380.
  • Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D. (2002). Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education, 22(1), 14-25.
  • Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D. (2002). Embedding and distributing constant time delay in circle time and transitions. Topics in Early Childhood Special Education. doi:10.1177%2F027112140202200102
  • Wolery, M., Ault, M. J., Gast, D. L., Doyle, P. M., & Mills, B. M. (1990). Use of choral and individual attentional responses with constant time delay when teaching sight word reading. Remedial and Special Education, 11(5), 47-58.
  • Wolery, M., Doyle, P. M., Gast, D. L., Ault-Jones, M., & Simpson, S. L. (1993). Comparison of progressive time delay and transition-based teaching with preschoolers who have developmental delays. Journal of Early Intervention, 17, 160–76.
  • Yılmaz, I., Birkan, B., Konukman, F., & Erkan, M. (2005). Using a constant time delay procedure to teach aquatic play skills to children with autism. Education and Training in Developmental Disabilities, 40(2), 171-182.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Şerife Şahin 0000-0001-5404-762X

Arzu Özen 0000-0002-5321-4892

Yayımlanma Tarihi 2 Mart 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 22 Sayı: 1

Kaynak Göster

APA Şahin, Ş., & Özen, A. (2021). Massed versus Embedded Trial Arrangements: Teaching Community Signs to Children with Autism Spectrum Disorder. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(1), 61-85. https://doi.org/10.21565/ozelegitimdergisi.624016




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