OTİZM SPEKTRUM BOZUKLUĞU OLAN ÇOCUKLARA EV İÇİ BECERİLERİN ÖĞRETİMİNDE VİDEOYLA MODEL OLMA İLE VİDEOYLA İPUCU YÖNTEMLERİNİN ETKİLİLİĞİNİN VE VERİMLİLİKLERİNİN KARŞILAŞTIRILMASI

Bu araştırmanın temel amacı, otizm spektrum bozukluğu (OSB) olan çocuklara ev içi becerilerinden poşet çay ve kaşarlı tost hazırlama davranışlarının öğretiminde videoyla model olma ile video  ipucunun etkililik ve verimliliğinin karşılaştırılmasıdır. Ayrıca, araştırmanın sosyal geçerliliğini belirlemek için araştırmaya katılan deneklerin öğretmenlerinden videoyla model olma ile video  ipucu için sosyal geçerlilik verisi toplanmıştır. Araştırmaya 16-17 yaşlarında, OSB tanısı almış üç erkek çocuk katılmıştır. Bu araştırma özel bir rehabilitaston merkezinin mutfağında gerçekleştirilmiştir. Araştırmanın bulguları araştırmaya katılan üç deneğin de video ipucuyla tüm hedef davranışları kazandığını göstermektedir. Videoyla model olma ile iki denek hedef davranışları kazanırken, bir denek hedef davranışı kazanamamıştır. Araştırma bulguları, video ipucunun videoyla model olmayla öğretime göre daha verimli olduğunu göstermiştir. Araştırma bittikten 15, 30 ve 45 gün sonra kazanılan davranışların kalıcılığının korunduğu gözlenmiştir. Araştırmaya katılan deneklerin öğretmenleri de videoyla model olma ve video ipucuyla öğretim için olumlu görüş bildirmişlerdir.

COMPARING EFFECTIVENESS AND EFFICIENCY OF VIDEO MODELING AND VIDEO PROMPTING METHODS IN TEACHING CHİLDREN WITH AUTISM SPECTRUM DISORDER

The fundamental aim of this research is to compare the efficiency and productivity of two strategies, video prompting and video modelling on children with autism spectrum disorder (ASD). The purpose of the strategy application is to instil the children behaviours on how to make tea using a tea bag and cheese toast. To determine the social validity of the study, the instructors of the subjects were investigated to collect socially valid data by use of video modelling and video prompting. The subjects of the study are three male students in their 16s and 17s diagnosed with ASD. The study was held in the kitchen of a private rehabilitation center. The results of the study indicate that the subjects (three of them) have acquired all behaviours and objectives provided through video prompting. In the video modelling method two of the subjects were successful in acquiring the target behaviours but one was not. The findings suggest that video prompting strategy is more effective than the video modelling. It was observed that the acquired behaviours were present and permanent after the research applications were over on three different check points on the 15th, 30th and 45th day. The teachers of the subjects who participated in the research also reported positive views on both strategies, video modelling and video prompting. 

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