Otizm Spektrum Bozukluğu Olan Bireylere Matematik Becerilerini Öğretimi: Tek-Denekli Araştırmalarda Betimsel ve Meta Analiz

Bu çalışmanın amacı otizm spektrum bozukluğu olan bireylere matematik becerilerinin öğretimini hedefleyen tekdenekli deneysel çalışmaları; (a) Horner ve diğerlerinin 2005 yılında geliştirdikleri “Tek-denekli Deneysel Araştırmaların Niteliksel Göstergeleri” yönergesi açısından değerlendirmek, (b) kapsamlı betimsel analizlerini gerçekleştirmek ve (c) etki büyüklüklerinin hesaplanarak bu uygulamaların bilimsel dayanaklı uygulamalar olup olmadıklarını değerlendirmektir. Bu kapsamında çeşitli veri tabanları taranarak elde edilen 26 çalışmanın analizleri gerçekleştirilmiştir. Bulgular, 10 çalışmanın Horner ve diğerleri tarafından önerilen niteliksel göstergeler kapsamında “kabul edilebilir” düzeyde olduğu yönündedir. “Kabul edilebilir” düzeyde değerlendirilen çalışmaların etki büyüklükleri elde edilmiş ve görsel sunum temelli ve strateji temelli uygulamaların otizmli bireylere çeşitli matematik becerilerinin öğretiminde umut vaat eden uygulamalar olduğu görülmüştür. Elde edilen bilgiler alanyazın dikkate alınarak tartışılmış ve uygulamacılara ve araştırmacılara yönelik birtakım önerilerde bulunulmuştur.

Anahtar Kelimeler:

Otizm spektrum bozukluğu, matematik, tek-denekli araştırmalar, meta analiz, bilimsel dayanaklı uygulamalar

Teaching Math Skills to Individuals with Autism Spectrum Disorder: A Descriptive and Meta-Analysis in Single Case Research Designs

The present study aims to evaluate the single-case experimental studies on teaching math skills to individuals with autism spectrum disorders in terms of (a) quality indicators developed by Horner et al. (2005), (b) descriptive analysis of the variables used in these studies, and (c) effect sizes of the interventions to decide whether they are evidence-based. Various databased were searched and the analyses were conducted for 26 studies. Results showed that 10 research studies classified as “acceptable” in terms of meeting quality indicators developed by Horner et al. (2005). The effect sizes of tese studies were calculated (Tau-U and PND) and results showed that visual presentation instructions and strategy-based instructions are the promising instructions in teaching math skills to individuals with autism. Based on the findings, future research needs and recommendations to the practitioners are discussed.

Keywords:

Autism spectrum disorders, math skills, single-case experimental research, meta analysis, evidencebased practice,

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*Dahil edilen çalışmalar
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