Toplama İşlemi Akıcılığını Artırmada Performans Temelli Tekniklerin Karşılaştırılması: Kısa Deneysel Analiz Çalışması

Kısa Deneysel Analiz (KDA) öğrenci için en etkili sağaltım tekniğini seçmek amacıyla öğrencinin sağaltım koşullarındaki tepkisinin belirlenmesine dayalı bir değerlendirme sürecidir. Son yıllarda alan yazında Kısa Deneysel Analiz ile akademik becerilerin doğru ve akıcı olarak sergilenmesinde etkili olan sağaltım öğeleri belirlenmektedir. Kısa Deneysel Analiz kullanılarak okuma ve yazma alanlarında etkili sağaltımlar seçilmesine rağmen matematik alanında KDA’nın uygulandığı çok az çalışma bulunmaktadır.Bu araştırmanın amacı; KDA ile öğrencilerin matematik işlem hızının artırılmasında performans temelli sağaltım tekniklerinden etkili olanı belirlemektir. Araştırmaya birinci sınıf düzeyinde matematik işlem hızı düşük olan iki öğrenci katılmıştır. Araştırmanın KDA sürecinde kısa çoklu uygulama deseni kullanılmıştır. Performans temelli tekniklerden; hedefe bağlı ödül, performans dönütü, zamanlama, sözlü teşvik ve seçim yapma teknikleri uygulanmıştır. Sonuçlar öğrenciler arasında farklılaşmıştır. Birinci öğrenci için etkili sağaltım tekniği seçim yapma ve sözel teşvik iken ikinci öğrenci için zamanlama bulunmuştur.

Comparison of Performance-Based Techniques to Increase Addition Fluency: A Brief Experimental Analysis Study

A Brief Experimental Analysis (BEA) is an evaluation process based on the determination of the student's response to treatment conditions in order to select the most effective treatment for the student. In literature, by the help of the BEA, the treatment items that are effective in displaying the academic skills in a correct and fluid manner has been determined in recent years. Although effective treatments have been selected in reading and writing areas by using the BEA, there is very little study in the field of mathematics in which the BEA is applied. This study aims to determine the effective performance-based treatment techniques which increase the students’ mathematical processing speed with the help of the BEA. Two students with a low mathematical processing speed at the first grade level participated in the research. In the BEA process of the study, a brief multielement design was used. From performance-based techniques; contingent reinforcement, graphical feedback, timing, verbal encouragement and making a choice techniques were applied. Results varied among students. While the effective treatment techniques were found to be making a choice and verbal encouragement for the first student, it was the timing for the second student.

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