Otizmli bireylere adı söylenen giysiyi gösterme becerisinin öğretiminde bilgisayar destekli eş zamanlı ipucuyla öğretimin etkililiği
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Tarih
2012
Dergi Başlığı
Dergi ISSN
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, otizm tanısı almış bireylere adı söylenen giysiye ait resmi gösterme becerisinin öğretiminde, bilgisayar destekli eşzamanlı ipucuyla öğretimin etkililiği araştırılmıştır. Ayrıca bu çalışmada, araç-gereçler arası genelleme etkisi ve öğretim sona erdikten 1, 3, ve 4 hafta sonra kalıcılık etkisi araştırılmıştır. Tek-denekli araştırma modellerinden, denekler arası çoklu yoklama modeli ile tasarlanan araştırma, yaşları 8 ile 12 arasında değişen ve otizm özellikleri gösteren üç öğrenci ile yürütülmüştür. Araştırmada, her deneğe beş giysi öğretilmiştir. Araştırmanın bağımlı değişkeni, adı söylenen giysiyi bilgisayar mönitörüne parmağıyla veya eliyle dokunarak gösterme davranışıdır. Bağımsız değişkeni ise bilgisayar destekli eşzamanlı ipucuyla öğretimdir. Araştırmada, yoklama, öğretim ve izleme oturumları, bilgisayar destekli eğitimle gerçekleştirilirken, genelleme oturumlarında bilgisayarda yer alan resimlerin yerine resimli kartlar kullanılmıştır. Araştırmanın bulguları, bilgisayar destekli eşzamanlı ipucuyla öğretimin, otizmli öğrencilere adı söylenen giysiye ait resmi gösterme becerisinin öğretiminde etkili olduğunu ve öğretim bittikten 1, 3 ve 4 hafta sonra öğrenilenlerin kalıcılığının korunduğunu gösterir niteliktedir. Aynı zamanda, öğretimi yapılan beceriyi, farklı araç gereçlere genelleyebildikleri görülmektedir.
This study investigated effectiveness of computer assisted simultaneous prompting procedure on teaching skill of showing pictures of clothes name of which told to individuals with autism. The study also examined the generalization effect across materials and maintenance sessions were conducted 1, 3 and 4 weeks after the instruction had stopped. The experimental design of the study was multiple probe design across three subjects who were students between 8-12 years of age with characteristics of autism. Five items of clothing were taught to each subject in the study. The dependent variable of the study was the behavior of pointing to the right item of clothing by touching the screen by hand or finger. The independent variable of the study was the use of computer assisted simultaneous prompting procedure. There were probe, instruction and observation sessions in the study which were undertaken by the use of computer as well as generalization sessions that used picture cards instead of the computer pictures that were used before. The findings of this study showed that computer assisted simultaneous prompting was an effective instructional procedure in teaching the individual with autistic features to identify the picture of clothing items that were named. It was also evident that simultaneous prompting procedure was effective in maintaining what was learned 1, 3 and 4 weeks after the instruction had stopped. At the same time, the individuals in the study could generalize the skill across materials.
This study investigated effectiveness of computer assisted simultaneous prompting procedure on teaching skill of showing pictures of clothes name of which told to individuals with autism. The study also examined the generalization effect across materials and maintenance sessions were conducted 1, 3 and 4 weeks after the instruction had stopped. The experimental design of the study was multiple probe design across three subjects who were students between 8-12 years of age with characteristics of autism. Five items of clothing were taught to each subject in the study. The dependent variable of the study was the behavior of pointing to the right item of clothing by touching the screen by hand or finger. The independent variable of the study was the use of computer assisted simultaneous prompting procedure. There were probe, instruction and observation sessions in the study which were undertaken by the use of computer as well as generalization sessions that used picture cards instead of the computer pictures that were used before. The findings of this study showed that computer assisted simultaneous prompting was an effective instructional procedure in teaching the individual with autistic features to identify the picture of clothing items that were named. It was also evident that simultaneous prompting procedure was effective in maintaining what was learned 1, 3 and 4 weeks after the instruction had stopped. At the same time, the individuals in the study could generalize the skill across materials.
Açıklama
Anahtar Kelimeler
Bilgisayar Destekli Öğrenme, Eş Zamanlı İpucuyla Öğretim, Otizm, Computer Assisted Learning, Simultaneous Prompting Procedure, Autism
Kaynak
Gaziantep Üniversitesi Sosyal Bilimler Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
11
Sayı
4
