Hatice Kübra ERKARAMAN, Ahmet YIKMIŞ, Nesime Kübra TERZİOĞLU

Otizmli Öğrencilere Basamak Değerinin Öğretiminde Somut-Yarı Somut-Soyut Öğretim Stratejisinin Etkililiği

Araştırmanın amacı otizm spektrum bozukluğu (OSB) olan öğrencilere basamak değerinin öğretiminde somut-yarı somut-soyut öğretim stratejisinin (CRA) etkililiğini belirlemektir. Bu amacın yanı sıra öğretim tamamlandıktan sonra CRA stratejisi ile yapılan öğretimlerin farklı kişi ve uyaranlarda genelleme etkisi, öğretim sona erdikten onuncu ve yirminci günlerde izleme etkisi ve bu strateji hakkında öğretmenlerin görüşlerini belirlemeye yönelik sosyal geçerliliği araştırılmıştır. Araştırmada tek denekli araştırma yöntemlerinden yoklama denemeli denekler arası çoklu yoklama modeli kullanılmıştır. Araştırmanın bağımlı değişkeni araştırmaya katılan öğrencilerin basamak değerine ilişkin işlemleri gerçekleştirme düzeyleri, bağımsız değişkeni ise somut-yarı somut-soyut öğretim stratejisi ile yapılan öğretimdir. Araştırmanın katılımcılarını Tekirdağ’ da yaşayan, OSB tanısı almış, yaşları 8-12 arasında değişen üç erkek öğrenciyle gerçekleştirilmiştir. Uygulama sürecinde toplanan veriler görsel analiz ile analiz edilmiştir. Araştırmanın sonucunda OSB’li öğrencilere basamak değerinin öğretiminde CRA stratejisinin etkili olduğu görülmüştür. Ayrıca öğrencilerin kazandıkları bu becerileri öğretim bittikten sonraki onuncu ve yirminci günlerde koruyabildikleri, bu beceriyi farklı kişi ve uyaranlara genelleyebildikleri ve öğretmenlerin araştırma hakkındaki görüşlerinin olumlu olduğu sonucuna varılmıştır.

Effectiveness of Concrete-Representational-Abstract Teaching Strategy in Teaching Place Value to Students with Autism

Learning math concepts and skills is as critical for students with autism spectrum disorder as it is for every student. However, it is known that these students have various difficulties in learning mathematics. The purpose of this study was to determine effectiveness of teaching place value using the concrete- representational-abstract strategy on children with autism spectrum disorder. In addition to this purpose, the generalization effect of teaching with this strategy on different people and stimuli, the maintenance effect on the tenth and twentieth days after the end of the teaching, and the social validity were investigated. Using a multiple probe across participants design. The dependent variables of this study were students correct response with the skills of place value whereas the independent variable of this research was the concrete- representational-abstract strategy. Three male students with autism spectrum disorder participated in this study. To analyze the data, the researcher conducted visual analysis. At the end of the study, findings indicated that concrete-representational-abstract strategy was effective in teaching place value to participating students. Subjects were determined to retain their skills after tenth and twentieth days of the training sessions were terminated, and they were also noted to generalize the target skills across different people and stimuli. In addition, interviews with teachers reveal that their ideas are generally positive on the use of virtual- representational-abstract strategy for students calculation skills.

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