Ardışık ve Gömülü Denemeler: Otizm Spektrum Bozukluğu Olan Çocuklara Toplumsal Uyarı İşaretlerinin Öğretimi

Bu çalışmanın amacı otizm spektrum bozukluğu (OSB) olan çocuklara toplumsal uyarı işaretlerinin öğretiminde, ardışık denemelerle sunulan öğretim (ADÖ) ile gömülü denemelerle sunulan öğretim (GDÖ) düzenlemesinin etkililik ve verimliliğini karşılaştırmaktır. Araştırmada sabit bekleme süreli öğretim (SBSÖ), ardışık olarak masa başında ve gömülü olarak oyun etkinlikleri içerisinde iki farklı düzenleme şeklinde sunulmuştur. Araştırmaya yaşları 44-64 ay arasında değişen OSB tanılı dört erkek çocuk katılmıştır. Araştırma uyarlamalı dönüşümlü uygulamalar modeli ile gerçekleştirilmiştir. Bulgular her iki öğretim düzenlemesinin de eşit derecede etkili olduğu yönündedir. Araştırmanın verimlilik bulguları ise ADÖ düzenlemesinin daha verimli olduğu yönündedir. Araştırmada katılımcılara hangi öğretim düzenlemesi ile öğrenmeyi tercih ettikleri sorulmuş, katılımcılardan ikisi ADÖ düzenlemesini tercih ederken ikisi GDÖ düzenlemesi ile öğrenmeyi tercih etmişlerdir.

Massed versus Embedded Trial Arrangements: Teaching Community Signs to Children with Autism Spectrum Disorder

The aim of this study is to compare the effectiveness and efficiency of teaching the meaning of community signs with massed trial arrangements (MTA) and embedded trial arrangements (ETA) using constant time delay intervention. The constant time delay intervention was used two different arrangements; MTA versus ETA. The study was conduct with four boys with Autism Spectrum Disorder, aged between 44-64 months. An adapted alternating design was used. The two arrangements were equally effective in terms of the number of sessions required for participants to learn the meaning of the signs. However, MTA sessions were much shorter. The study asked participants’ preferred arrangement; two chose MTA and two chose ETA.

Keywords:

constant time delay, massed trial arrangements embedded trial arrangements, community signs,

___

Ault, M. J., Wolery, M., Doyle, P. M., & Gast, D. L. (1989). Review of comparative studies in the instruction of students. with moderate and severe handicaps. Exceptional Children, 55(4), 346-356. doi: 10.1177%2F001440298905500410
Billingsley, F., White O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2(2), 229-241.
Bozkurt, F.,& Gursel, O. (2005). Effectiveness of constant time delay on teaching snack and drink preparation skills to children with mental retardation. Education and Training in Developmental Disabilities, 40(4), 390-400.
Chiara, L., Schuster, J. W., Bell, J. K., &Wolery, M.(1995). Small-group massed-trial and individually distributed-trial instruction with preschoolers. Journal of Early Intervention, 19(3),203-217. doi: 10.1177%2F105381519501900305
Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and non-target skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21(4), 213-221. doi:10.1177/027112140102100402
Delprato, D. J. (2001). Comparisons of discrete-trial and normalized behavioral language intervention foryoung children with autism. Journal of Autism and Developmental Disorders, 31(3), 315-325.
Diken, I. H., Ardıç, A., Diken, Ö., & Gilliam, E. J. (2012). Exploring the validity and reliability of Turkish version of Gilliam Autism Rating Scale-2: Turkish standardization study. Eğitim ve Bilim, 37(166), 318-328. doi:10.1155/2012/490647
DiPipi-Hoy, C., & Jitendra, A. (2004). A parent-delivered intervention to teach purchasing skills to young adults with Disabilities.The Journal of Special Education, 38(3), 144-157. doi: 10.1177/00224669040380030201
Doyle, P. M., Wolery, M., Ault, M. J., & Gast, D. L. (1988). System of least prompts: Aliterature review of procedural parameters. Journal of the Association for Persons with Severe Handicaps, 13(1), 28-40. doi: 10.1177/154079698801300104
Flores, M. M., Houchins, D. E., & Shippen, M. E. (2006). The effects of constant time delay and strategic instruction on students with learning disabilities' maintenance and generalization. International Journal of Special Education, 21(3), 45-57.
Geiger, K. B., Carr, J. E., LeBlanc, L. A., Hanney,N. M., Polick,A. S., & Heincke M. R. (2012). Teaching receptive discriminations to children with autism: A comparison of traditional and embedded discrete trial teaching. Behavior Analysis in Practice, 5(2), 49-59.doi: 10.1007/BF03391823
Grisham-Brown, J., Pretti-Frontczak, K., Hawkins, S. R., & Winchell, B. N. (2009). Addressing early learning standards for all children within blended preschool classrooms. Topics in Early Childhood Special Education, 29(3), 131-142.doi:10.1177%2F0271121409333796
Grisham-Brown, J., Ridgley, R., Pretti-Frontczak, K., Litt, C., & Nielson, A. (2006). Promoting positive learning outcomes for young children in inclusive classrooms: A preliminary study of children’sprogress toward pre-writing standards. Journal of Early and Intensive Behavior Intervention, 3(1), 171-183. doi:10.1037/h0100329
Grisham-Brown, J., Schuster, J. W., Hemmeter, M. L., & Collins, B. C. (2000). Using an embedding strategy to teach preschoolers with significant disabilities. Journal of Behavioral Education, 10(2-3), 139-162.
Baq, S. S., & Aranki, J. (2019). Comparison of traditional and embedded DTT on problem behavior and responding to instructional targets. Behavior Analysis in Practice, 12(2), 1-5.doi: 10.1007/s40617-018-00324-3
Hughes, T. A., & Fredrick, L. D. (2006). Teaching vocabulary with students with learning disabilities using class wide peer tutoring and constant time delay. Journal of Behavioral Education, 15(1), 1-23. doi: 10.1007/s10864-005-9003-5
Kırcaali-İftar, G., & Tekin-İftar, E. (2012). Otizm spektrum bozukluklarına yönelik program örnekleri.E. Tekin-İftar (Ed.), Otizm spektrum bozukluğu olan çocuklar ve eğitimleri [Children with autism spectrum disorder and their education]içinde (ss. 239-265). Ankara: Vize Yayıncılık.
Kırcaali-İftar, G., Ergenekon, Y.,& Uysal, A. (2008). Zihin özürlübir öğrenciye sabit bekleme süreli öğretimle toplama ve çıkarma öğretimi [Teaching addition and subtruction via constant time delay procedure to a student with intellectual disabilities]. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 8(1), 309-320.
Ledford, J. R., Chazin, K. T., Harbin, E. R., & Ward, S. E. (2017). Massed trials versus trials embedded into game play: Child outcomes and preference. Topics in Early Childhood Special Education, 37(2), 107-120. doi: 10.1177/0271121417704703
Lerman, D. C., Valentino, A. L., & LeBlanc, L. A. (2016). Discrete trial training. In R. Lang, T. B. Hancock& N. N. Singh (Eds.),Early intervention for young children with autism spectrum disorder(pp. 47-83). Cham, Switzerland: Springer International Publishing.
McGee, G. G., Krantz, P. J., & McClannahan, L. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis, 18(1), 17-31. doi. 10.1901/jaba.1985.18-17
Mirenda-Linne, F., & Melin, L. (1992). Acquisition, generalization, and spontaneous use of color adjectives: Acomparison of incidental teaching and traditional discrete-trial procedures for children with autism. Research in Developmental Disabilities, 13(3), 191-210. doi: 10.1016/08914222(92)90025-2
Norman, J. M., Collins, B. C., & Schuster, J. W. (2001). Using an instructional package including video technology to teach self-help skills to elementary students with mental disabilities. Journalof Special Education Technology, 16(3), 5-18. doi: 10.1177/016264340101600301
Roark, T. J., Collins, B. C., Hemmeter, M. L., & Kleinert, H. (2002). Including manual signing as nontargeted information when using a constant time delay procedure to teach receptive identification of packaged food items. Journal of Behavioral Education, 11(1), 19-38.
Rogers, L., Hemmeter, M. L., & Wolery, M. (2010). Using a constant time delay procedure to teach foundational swimming skills to children with autism. Topics in Early Childhood Special Education, 30(2), 102-111. doi: 10.1177/0271121410369708
Savaşır, I., & Şahin, N. (1994). Wechsler Çocuklar için Zeka Ölçeği (WÇZÖ-R) [Manual WISC-R. Wechsler intelligence scale for children, revised].Ankara: Türk Psikologları Derneği Yayınları.
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G.,..., & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autismand Developmental Disorders 45(8), 2411-2428. doi:10.1007/s10803-0152407-8
Seward, J., Schuster, J. W., Ault, M. J., Collins, B. C., & Hall, M. (2014). Comparing simultaneous prompting and constant time delay to teach leisure skills to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 49(3), 381-395
Sigafoos, J., O., Reilly, M., Ma, C. H., Edrisinha, C., Cannella, H., & Lancioni, G. E. (2006). Effects of embedded instruction versus discrete-trial training on self‐injury, correct responding, and mood in a child with autism. Journal of Intellectual and Developmental Disability, 31(4), 196-203.doi:10.1080/13668250600999160
Swain, R., Lane, J. D., & Gast, D. L. (2015). Comparison of constant time delay and simultaneous prompting procedures: Teaching functional sight words to students with intellectual disabilities and autism spectrum disorder. Journal of Behavioral Education, 24(2), 210-229. doi:10.1007/s10864-014-9209-5
Tekin-İftar, E., & Kırcaali-İftar, G. (2016). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless teaching methods in specialeducation] (3. baskı).Ankara: Vize Yayıncılık.Tekin-Iftar, E., Kurt, O., & Cetin, O. (2011). A comparison of constant time delay instruction with high and low treatment integrity. Educational Sciences: Theory and Practice, 11(1), 375-381.
Uğurel-Şermin, R. (1987). Stanford-Binet Ölçeğinin İstanbul çocuklarına uygulanması: L ve M formlarının birleşimi [Stanford-Binet Intelligence Scale:Manual for the third revision: Form L-M]. İstanbul: İstanbul Üniversitesi Fen Fakültesi Yayınları.Wolery, M., & Gast, D. L. (1984). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Childhood Special Education, 4(3), 52-77. doi: 10.1177/027112148400400305
Wolery, M., & Hemmeter, M. L. (2011). Classroom instruction: Background, assumptions, andchallenges. Journal of Early Intervention, 33(4), 371-380. doi: 10.1177/1053815111429119
Wolery, M., Anthony, L., Caldwell, N. K., Snyder, E. D., & Morgante, J. D. (2002). Embedding and distributingconstant time delay in circle time and transitions. Topics in Early Childhood Special Education, 22(1), 14-25. doi: 10.1177/027112140202200102
Wolery, M., Ault, M. J.,Gast, D. L., Doyle, P. M., & Mills, B. M. (1990). Use of choral and individual attentional responses with constant time delay when teaching sight word reading. Remedial and Special Education, 11(5), 47-58. doi: 10.1177/074193259001100509
Wolery, M., Doyle, P. M., Gast, D. L., Ault-Jones, M., & Simpson, S. L. (1993). Comparison of progressive time delay and transition-based teaching with preschoolers who have developmental delays. Journal of Early Intervention, 17(2), 160-76. doi: 10.1177/105381519301700207
Yılmaz, I., Birkan, B., Konukman, F., & Erkan, M. (2005). Using a constant time delay procedure to teachaquatic play skills to children with autism. Education and Training in Developmental Disabilities, 40(2), 171-182.