Publication: Eğitsel oyun destekli müzik eğitiminin otizmli öğrencilerin ritim becerileri edinmeleri üzerindeki etkisinin incelenmesi
Abstract
Bu çalışmada, Eğitsel oyun destekli müzik eğitiminin otizmli öğrencilerin ritim becerileri edinmeleri üzerindeki etkisi incelenmiştir. Araştırma Aksaray ilinde bir özel eğitim uygulama okulunda eğitim gören, otizm tanılı 3 öğrenci ile gerçekleştirilmiştir. Araştırmada nicel araştırma yöntemlerinden yarı deneysel desen olan tek denekli araştırma modeli tercih edilmiş olup, araştırma tek denekli araştırma yöntemlerinden katılımcılar arası yoklama evreli çoklu yoklama modeli ile desenlenmiştir. Araştırma kapsamında eğitsel oyun destekli müzik eğitiminin uygulanmasında otizmli öğrencilere kazandırılmak istenen beceriler yanlışsız öğretim yöntemlerinden Sabit Bekleme Süreli öğretim yöntemi kullanılarak gerçekleştirilmiştir. Araştırmanın bağımlı değişkenleri; katılımcıların bağımsız olarak gerçekleştirmeleri hedeflenen “ritim kalıplarını gösterebilme” ve “ritim kalıplarını ritim çubukları ile çalabilme” becerilerini edinebilmeleridir. Araştırmanın bağımsız değişkeni ise Eğitsel oyun destekli müzik eğitimidir. Araştırma bulguları, Eğitsel oyun destekli müzik eğitiminin otizmli öğrencilere hedeflenen becerileri kazandırmada etkili olduğunu göstermektedir. Araştırmada katılımcılarla öğretim sona erdikten 1. 2. ve 4. hafta sonra yapılan izleme oturumlarında öğrenilen becerilerin kalıcılığının korunduğu; öğretim sona erdikten sonra yapılan genelleme oturumlarında ise katılımcıların öğrendikleri becerileri farklı ortamda da genelleyebildikleri görülmüştür. Ayrıca katılımcıların veli ve öğretmenlerinin araştırma süreci ve etkililiğine yönelik görüşlerinin de olumlu olduğu sonucuna ulaşılmıştır.
In this study, the effect of educational game-supported music education on the acquisition of rhythm skills of students with autism was examined. The research was conducted with three students diagnosed with autism who are attending a special education implementation school in Aksaray. Among the quantitative research methods, a semi-experimental design using a single-subject research model was preferred, and the study was designed using the multiple probe model across participants, which is one of the single-subject research methods. In the implementation of educational game-supported music education, the skills aimed to be acquired by students with autism were taught using the Fixed Waiting Time method, which is one of the errorless teaching methods. The dependent variables of the research were the participants’ ability to independently demonstrate “rhythm patterns” and their ability to play “rhythm patterns with rhythm sticks.” The independent variable of the study was educational game-supported music education. The research findings indicate that educational game-supported music education is effective in helping students with autism acquire the targeted skills. It was observed that the learned skills were retained in follow-up sessions conducted one, two, and four weeks after the teaching concluded. Additionally, in the generalization sessions held after the teaching, it was found that participants could generalize the learned skills to different environments. Moreover, the opinions of the participants’ parents and teachers regarding the research process and its effectiveness were also found to be positive.
In this study, the effect of educational game-supported music education on the acquisition of rhythm skills of students with autism was examined. The research was conducted with three students diagnosed with autism who are attending a special education implementation school in Aksaray. Among the quantitative research methods, a semi-experimental design using a single-subject research model was preferred, and the study was designed using the multiple probe model across participants, which is one of the single-subject research methods. In the implementation of educational game-supported music education, the skills aimed to be acquired by students with autism were taught using the Fixed Waiting Time method, which is one of the errorless teaching methods. The dependent variables of the research were the participants’ ability to independently demonstrate “rhythm patterns” and their ability to play “rhythm patterns with rhythm sticks.” The independent variable of the study was educational game-supported music education. The research findings indicate that educational game-supported music education is effective in helping students with autism acquire the targeted skills. It was observed that the learned skills were retained in follow-up sessions conducted one, two, and four weeks after the teaching concluded. Additionally, in the generalization sessions held after the teaching, it was found that participants could generalize the learned skills to different environments. Moreover, the opinions of the participants’ parents and teachers regarding the research process and its effectiveness were also found to be positive.