The effectiveness of instruction on mand model – one of the milieu teaching techniques

Problem Durumu: Dil ve konuşma sorunlarının son derece yaygın olmasından ve erken dönem dil ve iletişim sorunlarının genel gelişimi olumsuz olarak etkileyeceğinden, erken tanılama ve eğitim son derece önemlidir. Dolayısıyla, dil ve konuşma sorunları olan çocukların dil gelişimlerine destek olabilmek için, dil ve iletişim becerilerinin öğretilmesi gerekmektedir. Dil ve iletişim becerilerin öğretiminde farklı yaklaşımlardan yararlanılmaktadır. Bunlardan biri de, doğal yaklaşımdır. Doğal yaklaşım, tesadüfi-öğretim (incidental teaching), tepki isteme modeli (mand-model) ve bekleme süreli (time delay) gibi öğretim tekniklerinden oluşmaktadır. Son yıllarda, dil ve konuşma terapistlerinin rolü doğrudan uygulamacı olmadan, danışmanlığa ve sınıf içinde yer alan tekniklerde katılımcı rolüne doğru bir değişiklik göstermektedir. Ayrıca, dil ve iletişim becerilerinin genellenebilmesi için terapilerin doğal ortamlarda geçekleştirilmesi gereği vurgulanmaktadır. Dolayısıyla, konuşma terapistlerinin gerek ailelere gerekse öğretmenlere, çocukların dil ve iletişim becerilerini desteklemede gerekli olan yardımı sağlayabilmeleri için doğal dil öğretim teknikleri bilmelerinin ve uygulamalarının önemi göz ardı edilemez. Erken dil gelişim öğrencilerin genel gelişimini olumlu etkileyeceği göz önünde bulundurulursa, bu desteği sağlayacak bireylerle çalışmak ve desteklemek dil ve konuşma terapistlerinin görevleri arasında yer almaktadır. Araştırmanın Amacı: Bu araştırmanın amacı, dil ve konuşma terapistliği yüksek lisans programına kayıtlı iki öğrenciye ve gelişim geriliği olan çocuklarla çalışan bir öğretmene, doğal dil öğretim tekniklerinden biri olan tepki isteme modelini öğretmek için hazırlanan öğretim programının etkililiğini belirlemektir. Ayrıca, doğal dil öğretim tekniklerinden tepki isteme modelinin hedef öğrencilerin sözcük dağarcığını artırmadaki etkisini belirleme hedeflenmiştir. Aynı zamanda, bu programın uygulama sona erdikten sekiz ve onaltı hafta sonraki izleme etkisi incelenmiştir.

Doğal dil öğretim tekniklerinden tepki isteme modelinin öğretilmesinin etkililiği

Problem Statement: Speech and language therapists support and work with individuals who will provide and contribute to children’s early language development. Milieu teaching should be included in the curriculum of speech and language pathology students to teach them how to endorse early language development. Purpose of Study: This study investigated the effectiveness of an instructional program designed to teach mand-model—one of the milieu teaching techniques—and the effectiveness of that mand-model on teaching vocabulary items to children with delayed speech and language. Furthermore, the follow-up effects of this program also were examined eight and sixteen weeks after the termination of the program. Methods: One of the single-subject research designs, multiple-probe model across subjects, was used to assess the effectiveness of the instructional program developed to teach mand-model, a technique in milieu teaching. The participants were two speech and language therapy graduate students and one teacher working with three children with developmental disabilities. Three children with whom these participants were working also attended the study. Full probe, probe, training, and follow-up sessions were conducted to assess the effectiveness of the instructional program designed to teach mand-model. All sessions were carried out in a one-toone educational setting. Both interobserver and procedural reliability data were collected and the effectiveness of the instructional program developed to teach mand-model was determined through graphic analysis. Findings and Results: The findings of the study revealed that the instructional program designed to teach mand-model was effective for all participants and that the newly-learned items were retained eight and sixteen weeks after termination of the program. Conclusions and Recommendations: Practitioners in the field may consider using this training program when delivering instruction to teachers and student teachers. Further research could conduct an error analysis to identify whether participants make more errors in giving mand or providing model.

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