Publication: Otizm spektrum bozukluğu olan öğrencilere temel çarpma işlemi öğretiminde nokta belirleme tekniğinin etkililiği
Abstract
Bu araştırmada, doğrudan öğretim yöntemiyle (DÖY) sunulan nokta belirleme tekniğinin, otizm spektrum bozukluğu (OSB) olan öğrencilere çarpma işlemi öğretiminde etkili olup olmadığı araştırılmıştır. Bu amaçla birlikte nokta belirleme tekniği ile yapılan öğretimin, öğretimin sonlandırılmasından bir hafta ve iki hafta sonraki kalıcılık etkisi, farklı kişi ve ortamlardaki genelleme etkisi ve öğretmenlerin nokta belirleme tekniği hakkındaki görüşlerini tespit etmeye yönelik sosyal geçerliliği incelenmiştir. Araştırmaya bir özel eğitim merkezine kayıtlı olan, temel çarpma işlem becerisinin öğretimi için gereken ön koşul becerilere sahip olduğu belirlenen, OSB tanısı almış, 8-10 yaşlarında bir kız ve iki erkek öğrenci katılmıştır. Tek denekli araştırma modellerinden biri olan denekler arası yoklama denemeli çoklu yoklama modelinin kullanıldığı bu araştırmanın bağımlı değişkeni, deneklerin temel çarpma işlem becerisini gerçekleştirme düzeyidir. Bağımsız değişken ise doğrudan öğretim yöntemiyle sunulan nokta belirleme tekniğidir. Araştırmanın bulguları OSB olan öğrencilere temel çarpma işlem becerilerinin öğretiminde nokta belirleme tekniğinin etkili olduğunu, uygulama sona erdikten bir hafta ve iki hafta sonra ise edinilen becerinin kalıcılığının devam ettiğini ve temel çarpma işlem becerisinin hem farklı sınıf ortamına hem de farklı bir öğretmene genellenebildiğini göstermiştir. Nokta belirleme tekniği ile yapılan öğretim süreci hakkında öğretmenler olumlu görüş bildirmiştir.
This study aims to determine whether the TouchMath technique which is presented by using with direct teaching method is effective or not in teaching basic multiplication skills to children with autism. For this purpose, the maintenance effect of teaching with the TouchMath technique, one week and two weeks after the end of the teaching, the generalization effect in different people and environments, and the social validity of teachers to determine their views on point determination technique were examined. One female and two male students aged 8-10 years, who were diagnosed with autism spectrum disorder, who were registered to a special education center and who were determined to have the prerequisite skills for teaching basic multiplication skills, participated in the research. The dependent variable of this research, in which one of the single-subject research models, a multiple probe design across, is the level of the subjects to perform basic multiplication skills. The independent variable of this research was TouchMath procedure which was used to teach multplication fact skills to the subjects. The findings of the study showed that the TouchMath technique was effective in teaching basic multiplication skills to students with autism spectrum disorder and the maintenance of the acquired skill continued one week and two weeks after the application ended, and that the basic multiplication skill could be generalized to both a different classroom environment and a different teacher. Teachers gave positive opinions about the teaching process with the TouchMath technique.
This study aims to determine whether the TouchMath technique which is presented by using with direct teaching method is effective or not in teaching basic multiplication skills to children with autism. For this purpose, the maintenance effect of teaching with the TouchMath technique, one week and two weeks after the end of the teaching, the generalization effect in different people and environments, and the social validity of teachers to determine their views on point determination technique were examined. One female and two male students aged 8-10 years, who were diagnosed with autism spectrum disorder, who were registered to a special education center and who were determined to have the prerequisite skills for teaching basic multiplication skills, participated in the research. The dependent variable of this research, in which one of the single-subject research models, a multiple probe design across, is the level of the subjects to perform basic multiplication skills. The independent variable of this research was TouchMath procedure which was used to teach multplication fact skills to the subjects. The findings of the study showed that the TouchMath technique was effective in teaching basic multiplication skills to students with autism spectrum disorder and the maintenance of the acquired skill continued one week and two weeks after the application ended, and that the basic multiplication skill could be generalized to both a different classroom environment and a different teacher. Teachers gave positive opinions about the teaching process with the TouchMath technique.