Otizmli Çocuklara Aşamalı Yardımla Çizelge Kullanım Becerilerinin Kazandırılmasında Tablet Bilgisayar Çizelge Programının Etkililiği

Tablet bilgisayarlar otizmli çocukların eğitimlerinde sıklıklakullanılmaktadır. Araştırmalar, tablet bilgisayarın dâhil edildiğieğitim uygulamalarının otizmli çocukların hedef becerilerikazanmaları üzerinde olumlu etkiler yarattığını göstermektedir.Bu araştırmada otizmli çocuklara çizelge kullanımınınöğretiminde tablet bilgisayar kullanımının etkililiğideğerlendirilmiştir. Araştırmaya yaşları 5-7 arasında değişenotizmli üç erkek öğrenci katılmıştır. Araştırmada tek denekliaraştırma modellerinden denekler arası çoklu yoklama modelikullanılmıştır. Araştırmanın bağımsız değişkeni tablet bilgisayararacılığı ile sunulan aşamalı yardımla öğretim, bağımlı değişkeniise deneklerin çizelge kullanım becerisini edinme durumlarıdır.İzleme ve genelleme oturum verileri, öğretim oturumlarısonlandıktan 7, 14 ve 21 gün sonra toplanmıştır. İzlemeoturumları her üç denek için %100 performansla sonuçlanmıştır.Genelleme bulgularında ise deneklerden birinin %90 ve diğerikisinin %100 düzeyinde performans sergiledikleri görülmüştür.Araştırma bulguları, deneklerin çizelge kullanım becerileriniedinme, sürdürme ve genellemelerinde tablet bilgisayar aracılığıile sunulan aşamalı yardımla öğretimin etkili olduğunugöstermektedir. Ayrıca, araştırmada deneklerin öğretmenlerindenuygulamaya ilişkin görüş alınmıştır. Araştırmanın sosyal geçerlikverilerini oluşturan bu görüşler araştırma bulgularını desteklerniteliktedir.

Effectiveness of Tablet Computer Use in Achievement of ScheduleFollowing Skills by Children with Autism Using Graduated Guidance

Tablet computers are frequently used in the education of children with autism. Studies show that educational activities involving tablet computers have positive effects on the acquisition of target skills by children with autism. In this research, the effectiveness of the use of tablet computers in teaching children with autism to use schedules was evaluated. Three male students of ages 5 to 7 diagnosed with autism participated in the research. A single-case multiple-probe-design-across-participants was used in the research. Independent variable of the research was the education provided via tablet computers using the graduated guidance technique, and the dependent variable was the acquisition of schedule-following skill. Follow-up and generalization data were collected on the 7th, 14th, and 21st days after the teaching sessions ended. Follow-up sessions were completed with 100% performance for all three subjects. Generalized correct responses were found 90% for one subject, and 100% for the other two. The results indicated that the subjects acquired, maintained, and generalized the schedule-following skills after the teaching sessions completed. In addition, the teachers of the subjects were asked their opinions about the application. These opinions that form the social validity data of the research support the research findings.

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