The effectiveness of the constant time delay procedure in teaching writing with the sound-based sentence method

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dc.authorid0000-0002-7590-8764
dc.authorid0000-0003-4691-9680
dc.authorid0000-0001-6798-1743
dc.contributor.authorArı, Adnan
dc.contributor.authorEratay, Emine
dc.contributor.authorDüzkantar, Ayten
dc.date.accessioned2024-09-25T19:58:40Z
dc.date.available2024-09-25T19:58:40Z
dc.date.issued2023
dc.departmentBAİBÜ, Eğitim Fakültesi, Özel Eğitim Bölümü
dc.description.abstractIntroduction: The present study was planned since no practical study adapted for individuals with special needs (ISN) was found in teaching reading and writing with the sound-based sentence method (SBSM). There were few studies aimed at teaching reading and writing, and the skills targeted in these studies were limited. This study aimed to determine the effectiveness of the constant time delay procedure (CTDP) in teaching reading and writing with the sound-based sentence method to individuals with special needs. In addition to the said main purpose, the permanence of reading and writing skills and their generalizability across materials and persons were also examined. Moreover, the opinions of families and teachers of ISN were obtained to collect social validity data. Method: Three INS were included in this study. Of these, two were girls, and one was a boy, all aged seven. They attended the second grade as full-day co-teaching inclusive students and had not learned reading and writing. The study employed a multiple probe design across behaviors, one of the single-subject research designs. The study aimed to teach three behaviors and eighteen sub-behaviors, including six sub-behaviors in each behavior. Findings: The study showed that two participants acquired reading and writing skills in all the sub-behaviors (closed syllables, open syllables, three-letter monosyllables, three-letter two syllables, words, and sentences) of all three behaviors (syllables, words, and sentences consisting of e-l-a-k-i-n sounds, syllables, words, and sentences consisting of o-m-u-t-u-y sounds, syllables, words, and sentences consisting of the combination of sounds in these two groups [e-l-a-k-i-n-o-m-u-t-u-y]); that the skills they acquired were permanent; that they generalized these skills across persons and materials, while one participant acquired skills in the first three sub-behaviors (closed syllables, open syllables, three-letter monosyllables) only in the first behavior. Considering the social validity findings of the study, the participants families and primary school teachers expressed positive opinions about the study. Discussion: The findings obtained were discussed within the framework of the literature indicating the negative aspects of teaching reading and writing with the SBSM.en_US
dc.identifier.doi10.21565/ozelegitimdergisi.1016807
dc.identifier.endpage273en_US
dc.identifier.issn1304-7639
dc.identifier.issn2149-8261
dc.identifier.issue2en_US
dc.identifier.startpage253en_US
dc.identifier.urihttps://doi.org/10.21565/ozelegitimdergisi.1016807
dc.identifier.urihttps://hdl.handle.net/20.500.12491/13695
dc.identifier.volume24en_US
dc.identifier.wosWOS:001015269300004en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorEratay, Emine
dc.institutionauthorid0000-0001-6798-1743
dc.language.isotren_US
dc.publisherAnkara Univ, Fac Educational Sciencesen_US
dc.relation.ispartofAnkara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzYK_20240925en_US
dc.subjectIndividuals with Special Needsen_US
dc.subjectTeaching Reading and Writingen_US
dc.subjectSound-Based Sentence Methoden_US
dc.subjectConstant Time Delay Procedureen_US
dc.subjectTeaching Academic Skillsen_US
dc.titleThe effectiveness of the constant time delay procedure in teaching writing with the sound-based sentence methoden_US
dc.title.alternativeSes temelli cümle yaklaşımıyla okuma-yazma öğretiminde sabit bekleme süreli öğretimin etkililiği
dc.typeArticleen_US

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