Karşılıklı Taklit Eğitimi’nin Otizm Spektrum Bozukluğu Olan Çocukların Sosyal İletişim Becerileri Üzerinde Etkililiğinin Belirlenmesi

The aim of the current study was firstly to examine the effectiveness of Reciprocal Imitation Training (RIT) on a) imitation of object actions and gestures and b) maintenance of these skills in children with Autism Spectrum Disorder (ASD). Secondly, the purpose was to explore the effectiveness of object and gesture imitation teaching with RIT on motor imitation skills, initiating and responding to initiations of joint attention, play and verbal imitation skills, communicative behaviors and vocabulary, and contextually appropriate use of language. The design of this study was Modified Multiple Baseline Design Across Subjects. The study group consisted of three children with ASD. The results of this study showed that for all subjects there was an increase in the object and gesture imitation. Also, the findings showed that RIT increased motor imitation, verbal imitation, and play skills as well as the frequency of initiating and responding to initiations of joint attention, communicative behaviors, and vocabulary. The results are discussed in line with the literature related to teaching imitation in early childhood period.Bu araştırmada, birinci olarak, Karşılıklı Taklit Eğitimi’nin (KTE) otizm spektrum bozukluğu (OSB) olan çocukların; a) nesneli eylem ve jestleri taklit etme ve b) edindikleri bu becerileri sürdürme düzeyleri üzerindeki etkililiğinin belirlenmesi amaçlanmıştır. İkinci olarak, KTE ile sunulan nesneli eylem ve jest taklidi becerileri öğretiminin, motor taklit, ortak dikkat başlatma ve yanıtlama, oyun ve sözel taklit becerileri, iletişimsel davranışlar ve sözcük bilgisi ve bağlama uygun dil kullanım düzeyleri üzerindeki etkisinin belirlenmesi amaçlanmıştır. Araştırmanın deseni uyarlanmış denekler arası çoklu başlama düzeyi desenidir. Araştırmanın çalışma grubunu, OSB olan üç denek oluşturmuştur. Araştırma sonuçları, tüm deneklerde nesneli eylem ve jest taklidi becerileri taklit etme düzeylerinde artış olduğunu göstermiştir. İzleme oturumlarında ise tüm deneklerde nesneli eylem ve jestleri taklit etme düzeylerinde uygulama evresinden 2 ve 4 hafta sonra düşüşler gözlenmiştir. Ek olarak, KTE ile sunulan taklit becerileri öğretimi sonunda motor taklit, sözel taklit ve oyun becerileri puanları, ortak dikkati başlatma ve yanıtlama davranışları kullanım sıklıkları, iletişimsel davranışlar ve sözcük bilgisi düzeylerinde ilerlemeler olduğu görülmüştür. Elde edilen bulgular, erken çocukluk döneminde taklit becerileri öğretimine yönelik alan yazın çerçevesinde tartışılmıştır

Effect of “Understand and Solve!” Strategy Instruction on Mathematical Problem Solving of Students with Mild Intellectual Disabilities

The purpose of this study was to examine the effects of “Understand and Solve!” Strategy on change problems including change of a one-step addition and subtraction of children with mild intellectual disabilities and whether they maintained their achievements 3, 5, and 8 weeks after the intervention. Moreover, the effects of the Understand and Solve! Strategy on generalization to different types of problems and multiple step problems as well as on the perception, attitudes, knowledge, use, and control of problem solving strategy were investigated. Three students with intellectual disabilities who were 11 to 12 years old and attended 5th grade participated in the study. “A Multiple Probe Design Across Subjects,” which is one of the single subject research designs, was used in the study. The findings of this study showed that Understand and Solve! Strategy was effective in teaching students with mild intellectual disabilities solving change problems including one-step addition and subtraction, they maintained their skills and generalized their skills to different problem types, two-step change problems. As a result of the intervention, students’ perception and attitudes towards mathematics as well as knowledge, use and control of strategies to solve mathematical problems positively changed