Publication: Otizimli çocuklara kurallı oyunların öğretiminde aşamalı yardımla öğretim yönteminin etkililiği
Abstract
Normal gelişim gösteren çocuklar oyunlar oynayarak veya akranlarını gözleyerek becerileri öğrenebilirler. Bununla birlikte otizm spektrum bozukluğu olan çocuklar genellikle yalnız kalmayı tercih etmekte ve başkalarını taklit etmede, gözleyerek öğrenmede güçlük yaşamaktadırlar. Bilimsel dayanaklı uygulamalar kullanılarak OSB’li çocuklara oyun becerilerinin öğretilmesiyle akranlarıyla sosyal etkileşim kurmaları ve iletişime geçmeleri beklenmektedir. Araştırmada, otizm spektrum bozukluğuna sahip çocuklara kurallı oyun becerilerinin öğretiminde aşamalı yardımla öğretim yönteminin etkililiği incelenmiştir. Ayrıca, aşamalı yardımla öğretim yönteminin kurallı oyunların sürdürülmesi ve genellemesi üzerindeki etkisi de belirlenmiştir. Bunun yanı sıra, katılımcı annelerinin “kurallı oyun öğretiminde aşamalı yardımla öğretim yönteminin etkililiği” hakkında görüşleri sosyal geçerlik verileri toplanarak belirlenmeye çalışılmıştır. Araştırmanın katılımcılarını İstanbul Kadıköy Hamit İbrahimiye Özel Eğitim Uygulama Merkezinin okulöncesi sınıfına devam eden 6-7 yaşlarında otizm spektrum bozukluğu tanılı üç çocuk oluşturmuştur. Araştırmada tek denekli araştırma yöntemlerinden katılımcılar arası yoklama evreli çoklu yoklama modeli kullanılmıştır. Araştırma bulguları, aşamalı yardımla öğretim yönteminin otizmli çocuklara kurallı oyun becerisinin öğretiminde etkili olduğunu ve katılımcıların uygulama sona erdikten sonra da oyunu oynayabildiklerini, farklı ortam ve kişilere de genelleyebildiklerini göstermiştir. Ayrıca, annelerle yapılan görüşmeler sonucunda aşamalı yardımla öğretim yöntemi ile kurallı oyun becerisinin öğretimi ile ilgili görüşlerinin olumlu yönde olduğu görülmüştür. Spektrum Bozukluğu, Kurallı Oyun, Aşamalı Yardımla Öğretim Yöntemi.
Children with normal development can achieve knowledge from the outside on their own or while they are playing with their playmates. However, this is not the case for children with autism, as they mostly prefer to be alone, they have difficulties in learning by observing, and they cannot imitate others. By using data based applications that are on a scientific basis, children with autism are expected to socially interact/ communicate with their peers with the help of game teaching. The overall objective of this research; to teach rural game skills children with autism using graduated guidance. According to the overall objective of the research we try to answer following questions: (1) Is Graduated guidance effective to teach games with rules children with autism acquisition, following and generalization stage? (2) What are the views of parents about use of graduated guidance to teach game with rules? Three children at ages 6-7 who are diagnosed with autism spectrum disorder are the participants fort his research and all of them going pre-school in İstanbul Kadıköy Hamit İbrahimiye Special Education Intervention Centre. In this study, one of the single subject research methods, multiple probe design with probe conditions across subjects has been used. The findings of the research showed that graduated guidance was effective in teaching children with autism to play game with rules. The instructional arrangement provided in the research was also effective on maintaining the acquired skills over time and generalizing the acquired skills to novel setting and persons. Also, it was seen that mothers’ opinions regarding their children to play game with rules were positive. Autism Spectrum Disorder, Game with Rules, Graduated Guidance
Children with normal development can achieve knowledge from the outside on their own or while they are playing with their playmates. However, this is not the case for children with autism, as they mostly prefer to be alone, they have difficulties in learning by observing, and they cannot imitate others. By using data based applications that are on a scientific basis, children with autism are expected to socially interact/ communicate with their peers with the help of game teaching. The overall objective of this research; to teach rural game skills children with autism using graduated guidance. According to the overall objective of the research we try to answer following questions: (1) Is Graduated guidance effective to teach games with rules children with autism acquisition, following and generalization stage? (2) What are the views of parents about use of graduated guidance to teach game with rules? Three children at ages 6-7 who are diagnosed with autism spectrum disorder are the participants fort his research and all of them going pre-school in İstanbul Kadıköy Hamit İbrahimiye Special Education Intervention Centre. In this study, one of the single subject research methods, multiple probe design with probe conditions across subjects has been used. The findings of the research showed that graduated guidance was effective in teaching children with autism to play game with rules. The instructional arrangement provided in the research was also effective on maintaining the acquired skills over time and generalizing the acquired skills to novel setting and persons. Also, it was seen that mothers’ opinions regarding their children to play game with rules were positive. Autism Spectrum Disorder, Game with Rules, Graduated Guidance