Sinan KALKAN, Şerife BALIKCI, Salih RAKAP

Özel Eğitimde Nitelikli Davranışsal Amaç Belirleme ve Yazmaya İlişkin İlkelerin Doküman Analizi Yoluyla Belirlenmesi

Özel eğitimde eğitsel faaliyetlerin nihai amacı, özel gereksinimli öğrencinin ve etkileşimde bulunduğu bireylerin yaşantılarını olumlu yönde etkileyecek sosyal açıdan önemli ve öğrenci için işlevsel olan davranışları öğretmektir. Bu çalışma, ulusal ve uluslararası alanyazında yer alan özel eğitimde öğretimsel amaç geliştirme ve yazma konusuna odaklanan dokümanları gözden geçirerek nitelikli öğretimsel amaç geliştirmeye ilişkin ilkeleri belirlemeyi ve örnekleri ile açıklamayı amaçlamaktadır. Bu bağlamda, nitelikli öğrenme faaliyetleri için yüksek kaliteli öğretimsel amaçlar belirleme ve yazmanın önemini tartışılmış ve özel gereksinimli çocuklara öğretim yapan öğretmenlerin yüksek kaliteli öğretimsel amaçlar geliştirmelerine rehberlik etmek amacıyla belirlenmiş ilkeler ayrıntılı bir şekilde örnekleriyle ele alınmış ve açıklanmıştır. Çalışma kapsamında, nitelikli öğretimsel amaçlar belirleme ve yazma ilkeleri öğretimsel amaçta belirtilen davranış ifadesinin uygunluğu, kullanılan araç-gereç, etkinlik ve becerilerin gelişimsel uygunluğu, öğretimsel amaçta belirtilen davranışın işlevselliği, öğretimsel amaçta belirtilen davranışın genellenebilirliği ve öğretimsel amaçta belirtilen davranışın ölçülebilirliği olmak üzere beş tema altında ele alınmıştır. Herbir ilke, bu başlıklar altında ayrı ayrı örnekleriyle açıklanmıştır. Yüksek kaliteli öğretimsel amaç yazmanın gerekliliği alanyazında yapılan araştırmaların sonuçlarıyla yorumlanmış ve önerilerde bulunulmuştur.

Determining Principles of High-Quality Instructional Objectives in Special Education through Document Analysis

The ultimate goal of educational activities in special education is to teach behaviors that are socially important and functional for the student that will positively affect the lives of students with special needs and the individuals they interact with. This study aims to determine the principles of developing high quality instructional objectives by reviewing the documents in the national and international literature that focus on developing and writing instructional objectives in special education. In this context, the importance of developing high-quality instructional objectives for quality learning activities was discussed, and the principles determined to guide special education teachers in developing high-quality instructional objectives were discussed and explained in detail. The principles for developing high quality instructional objectives were presented under five themes: the appropriateness of behavioral expression specified in the instructional objective, the developmental appropriateness of the materials, activities and skills used, the functionality of the behavior specified in the instructional objective, the generalizability of the behavior specified in the instructional objective, and the measurability of the behavior specified in the instructional objective. Each principle is explained with examples. The need for writing high quality instructional objectives is discussed in the light of previous research and recommendations are offered.

PDF

___

Alberto, P., Troutman, A. C. and Axe, J. (2022). Preparing behavioral objectives. In P. Alberto and Troutman (Ed.), Applied behavior analysis for teachers. Upper Saddle River, NJ: Pearson.
American Institute for Research Progress Center. (2021). The what and why of measurable annual goals. Retrieved from https://promotingprogress.org/training/what-why-measurable-annual- goals in 01.03.2022
Bailey, T. R. and Weingarten, Z. (2019). Strategies for setting high-quality academic individualized education program goals. OSEP, U.S. Department of Education. Retrieved from https://intensiveintervention.org/ resource/high-quality-academic-IEP-goals in 28.02.2022
Bateman, B. D. and Herr, C.M. (2019). Writing measurable IEP goals and objectives. WI: Attainment.
Boavida, T., Aguiar, C., McWilliam, R. A. and Pimentel, J. S. (2010). Quality of individualized education program goals of preschoolers with disabilities. Infants and Young Children, 23(3), 233-243. doi:10.1097/IYC.0b013e3181e45925
Brown, L., Branston, M, Hamre-Nietupski, S., Pumpian, I., Certo, N. and Gruenewald, L. (1979). A strategy for developing chronological age appropriate and functional curricular content for severely handicapped adolescents and young adults. Journal of Special Education, 13, 81-90. doi:10.1177/002246697901300113
Burton, N. (2017). Creating effective IEPs: A guide to developing, writing, and implementing plans for teachers. USA: SAGE Publications.
Cooper, J. O., Heron, T. E. and Heward, W. L. (2020). Selecting, defining, and measuring behavior. In O. J. Cooper, T. E. Heron and W. L. Heward (Ed.), Applied behavior analysis. NJ: Pearson.
Ecta Center. (2020). Developing high-quality, functional IFSP outcomes and IEP goals training package. Retrieved from https://ectacenter.org/knowledgepath/ifspoutcomes- iepgoals/ifspoutcomes-iepgoals.asp in 28.02.2022
Giangreco, M. F., Dennis, R. E., Edelman, S. W. and Cloninger, C. J. (1994). Dressing your IEPs for the general education climate analysis of IEP goals and objectives for students with multiple disabilities. Remedial and Special Education, 15(5), 288-296.
Grisham-Brown, J. and Hemmeter, M. L. (1998). Writing IEP goals and objectives: Reflecting an activity-based approach to instruction for young children with disabilities. Young Exceptional Children, 1(3), 2-10. doi:10.1177/109625069800100301
Goodman, J. F. and Bond, L. (1993). The individualized education program: A retrospective critique. The Journal of Special Education, 26(4),408-422. doi:10.1177/002246699302600405
Hawkins, R. P. and Dobes, R. W. (1977). Behavioural definitions in applied behavior analysis: Explicit or implicit? In B. C. Etzel, J. M. LeBlanc and D. M. Baer (Ed.), New developments in behavioral research: theory, methods, and applications (pp. 1-22). London: Routledge.
Hedin, L. and DeSpain, S. (2018). SMART or not? Writing specific, measurable IEP goals. TEACHING Exceptional Children, 51(2), 100-110. doi:10.1177/0040059918802587
Hunt, P., Goetz, L. and Anderson, J. (1986). The quality of IEP objectives associated with placement on integrated versus segregated school sites. Journal of the Association for Persons with Severe Handicaps, 11(2), 125-130. doi:10.1177/154079698601100206
Jung, L. A. (2007). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children, 39(4), 54-58. doi:10.1177/004005990703900406
Kahng, S., Ingvarsson, E. T., Quigg, A. M., Seckinger, K. E. and Teichman, H. M. (2011). Defining and measuring behavior. In W. W. Fisher, C. C. Piazza, and H. S. Roane (Ed.), Handbook of applied behavior analysis (pp. 113–131). New York, NY: Guilford Press.
Leach, D. (2010). Goal setting. In D. Leach, Bringing ABA into your inclusive classroom: A guide to improving outcomes for students with autism spectrum disorders. Baltimore, MD: Brookes.
Lignugaris/Kraft, B., Marchand-Martella, N. and Martella, R. C. (2001). Writing better goals and short-term objectives or benchmarks. Teaching Exceptional Children, 34(1), 52-59.
Maag, J. W. (2018). Behavior management: From theoretical implications to practical applications. Boston, MA: Cengage Learning.
McLaughlin, T. W., Snyder, P. A. and Algina, J. (2017). Using generalizability theory to examine the dependability of scores from the Learning Target Rating Scale. Topics in Early Childhood Special Education, 37(3), 164-175. doi:10.1177/0271121416669924
McWilliam, R. A. (2009). Goal Functionality Scale III. Chattanooga, TN: Siskin Children’s Institute. More, C. M. and Hart Barnett, J. E. (2014). Developing individualized IEP goals in the age of technology: Quality challenges and solutions. Preventing School Failure: Alternative Education for Children and Youth, 58(2), 103-109. doi:10.1080/1045988X.2013.782533
Morris, R. J. (1985). Behavior modification with exceptional children: Principles and practices. London: Scott, Foresman and Company.
Notari, A. R. (1988). The utility of a criterion-referenced instrument in the development of individualized education plan goals for infants and young children. Doctoral dissertation, University of Oregon, Oregon.
Notari-Syverson, A. R. and Shuster, S. L. (1995). Putting real-life skills into IEP/IFSPs for infants and young children. Teaching Exceptional Children, 27(2), 29-32. doi:10.1177/004005999502700207
Odluyurt, S. (2021). Hedef davranış belirleme. A. Düzkantar (Ed.), Uygulamalı davranış analizi içinde (ss. 18-41). Nobel Akademik.
Özyürek, M. (2010). Bireyselleştirilmiş eğitim programını geliştirme ve temelleri. Ankara: Kök Yayın.
Pierangelo, R. and Giuliani, G. (2007). Understanding, developing, and writing effective IEPs: A step- by-step guide for educators. Thousand Oaks, CA: Corwin Press.
Rakap, S. (2015). Quality of individualized education program goals and objectives for preschool children with disabilities. European Journal of Special Needs Education, 30(2), 173-186.
Rakap, S. (2017a). Hedef davranış tanımlama ve davranışsal amaç yazma. D. Erbas and S. Yücesoy- Özkan (Ed.), Uygulamalı davranış analizi içinde (ss. 37-75). Ankara: Pegem Akademi.
Rakap, S. (2017b). Okul öncesi dönemde kaynaştırma eğitimi uygulamalarının desteklenmesinde doğal öğretim yaklaşımları. Özel Eğitim Dergisi, 18(3), 471-492.
Rakap, S., Kalkan, S. ve Balıkcı, Ş. (2020). Erken müdahale ve erken çocuklukta özel eğitim alanında Tavsiye Edilen Uygulamalara (TEdU) ilişkin Türk paydaşların bakış açılarının incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 4(3), 665-681.
Rakap, S., Yücesoy Özkan, S. and Kalkan, S. (2019). How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings? European Journal of Special Needs Education, 34(5), 663-677.
Ruble, L. A., McGrew, J., Dalrymple, N. and Jung, L. A. (2010). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40(12), 1459- 1470. doi:10.1007/s10803-010-1003-1
Shea, T. M. and A. M. Bauer. (2012). Behavior management: A practical approach for educators (10th ed). Boston: Pearson.
Şirin, N. (2014). Hedef davranış belirleme ve tanımlama. E. Tekin-İftar (Ed.), Uygulamalı davranış analizi içinde (ss. 41-98). Ankara: Vize Yayıncılık.
The IRIS Center. (2019). IEPs: Developing high-quality individualized education programs. Retrieved from https://iris.peabody.vanderbilt.edu/module/iep01/ in 27.02.2022
Thornton, S. (2005). Evaluating IEP goals: the importance of writing high quality goals for monitoring student progress. Doctoral dissertation, University of California, USA.
Twachtman-Cullen, D. and Twachtman-Bassett, J. (2011). The IEP from A to Z: How to create meaningful and measurable goals and objectives. San Francisco, CA: John Wiley and Sons.
Tymitz-Wolf, B. (1982). Guidelines for assessing IEP goals and objectives. Teaching Exceptional Children, 14(5), 198-201.
Vuran, S. ve Ünlü, E. (2017). Hedef davranışların belirlenmesi. S. Vuran (Ed.), Uygulamalı davranış analizi içinde (ss.33-55). Eğiten.
Webber, J. and Scheuermann, B. (2008). Curriculum development. In J. Webber and B. Scheuermann, Educating students with autism: A quick start manual. Austin, TX: Pro-Ed.
Winterman, K. G. and Rosas, C. E. (2014). The IEP checklist: Your guide to creating meaningful and compliant IEPs. Baltimore, MD: Brookes.
Yıldırım, A. ve Simsek, H. (1999). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yay.