A COMPARISON OF THE EFFECTIVENESS OF "READING TOGETHER" AND "ANIMAL ASSISTED READING TOGETHER" INTERVENTIONS ON READING FLUENCY OF A STUDENT WITH EMOTIONAL AND BEHAVIORAL DISORDER

Duygu durum bozukluğu olan öğrenciler (DDB) sosyal ve akademik beceriler konusunda farklı gereksinimlere ihtiyaç duyarlar. Uyum sorunları, saldırganlık ve otoriteye saygısızlık gibi tekrarlanan davranış problemlerini zayıf akademik başarı ile birlikte gösterebilirler. Problem davranışlarına eşlik eden okuma güçlükleri gibi akademik sorunlar, bir diğerini olumsuz etkileyen kısır bir daire oluşturur. Mevcut çalışma iki farklı okuma akıcılık müdahalesinin etkililiğini karşılaştırmaktadır. Bu vaka çalışmasında, iki okuma akıcılık müdahalesinin etkililiğini kıyaslayarak ortaya koymak için tek denekli desenlerden dönüşümlü sağaltımlar modelinden yararlanılmıştır. Okuma akıcılığını geliştirme maksadı ile ele alınarak kıyaslanan yaklaşımlar "Birlikte Okuma" ve "Hayvan Destekli Birlikte Okuma" müdahaleleridir. Katılımcı dördüncü sınıfı tamamlamış duygu durum bozukluğuna sahip olan bir öğrencidir. İki yöntem başlama verileri toplandıktan sonra 7 oturum olacak şekilde dönüşümlü şekilde uygulanmış ve sonrasında genelleme oturumlarına yer verilmiştir. Sonuçlar "Hayvan Destekli Birlikte Okuma" müdahalesinin yüksek seviyede okuma akıcılığını arttırdığı, prozodi puanını ikiden beşe çıkacak şekilde olumlu etkilediği ve katılımcının okuma ilişkili motivasyonunu arttırdığı belirlenmiştir. Araştırmanın sonuçları DDB ye sahip olan öğrencilerde okuma programlarının nasıl işlev gördüğünü ortaya koyan bir yapıya sahip olup bu yapı içinde yer alan birleştirilmiş davranışsal konsültasyon uygulaması ile de sonuçlar genişletilmiştir. Genişletilmiş sonuçlardan yola çıkarak okuma akıcılığında yararlanılan hibrit uygulamaların kabul edilir, etkili sağaltımlar olabileceği konusunda olumlu veriler hem adakemik ve davranış problemleri açısından hem de duygu durum bağlantılı olarak toplanmıştır.

DUYGU DURUM BOZUKLUĞU OLAN ÖĞRENCİDE OKUMA AKICILIĞININ ARTIRILMASINDA BİRLIKTE OKUMA VE HAYVAN DESTEKLİ BİRLİKTE OKUMA MÜDAHALELERİNİN ETKİLİLİKLERININ KARŞILAŞTIRILMASI

Students with emotional/behavioral disorders (EBD) have diverse needs in social and academic skills. They may display repeated behavior problems, like noncompliance, aggression, and disrespect toward authority figures accompanied by poor academic achievement. Cooccurring problem behaviors and reading difficulties create a vicious circle that each item has a negative effect on the other. The current study simply compares the effectiveness of two different reading fluency interventions during oral reading by the single subject alternating treatment design. This case study examined the effectiveness of two reading fluency interventions; "Reading Together" and "Animal Assisted Reading Together" Interventions in a fourth grade student struggling with fluency skills. When compared to baseline, "Animal Assisted Reading Together" intervention increased oral reading fluency by the end of the 7 weeks of intervention. This intervention focuses on creating a context of acceptance in which student can practice his reading skills without fear of making mistakes. The findings of this study have important implications for understanding how reading programs can function for students with EBD and extends the literature on CBC which can be a useful vehicle for promoting a shared responsibility and that applying hybrid interventions can result in acceptable and effective treatment outcomes for a student with both academic and emotional, behavioral problems.

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