Effects of Most to Least Prompting Procedure on Teaching Exercise for Adults with Intellectual Disabilities

In this research, the effectiveness of the most to least prompting instruction method in teaching dynamic stretching exercises to adults with intellectual disabilities has been evaluated. At the same time, the impact of this instruction on flexibility and balance which are among physical fitness components has also been determined. A single subject multiple baseline model across behaviors with probe conditions was used. Participants in the study were four women, 34-37 years old. The single opportunity method was used while collecting the data of the study, and all sessions were completed at the end of a period of 16-week. The results obtained from the study indicated that the most to least prompting method was influential in all the participants' learning about dynamic stretching exercises. At the same time, result of the evaluation of the pre-test and post-test measures revealed increases in flexibility and balance of the participants in various ratios. The results of the study indicate that the most to least prompting method was an influential method in teaching dynamic stretching exercises to adults with intellectual disabilities, making these exercises maintenance and generalization them. The results of the interviews conducted with teachers and parents in the study showed that the views of teachers and parents towards the most to least prompting method were positive

Teachers' Views Regarding Educational Assessment Procedures

Bu araştırmanın amacı, sınıf öğretmenlerinin eğitsel değerlendirme sürecinin aşamalarına ilişkin görüşlerinin belirlenmesidir. Araştırmanın katılımcıları Edirne il merkezinde ve Uzunköprü ilçesindeki okullarda görev yapan yedi sınıf öğretmenidir. Araştırma verileri yarı-yapılandırılmış görüşme tekniği ile toplanmıştır. Araştırmadan elde edilen veriler betimsel analiz sürecinin aşamaları dikkate alınarak analiz edilmiştir. Sonuç olarak, sınıf öğretmenlerinin eğitsel değerlendirme sürecinin ilk aşaması olarak kabul edilen tarama-ilk belirleme aşamasında herhangi bir sorun yaşamadıkları ve bu aşamada daha çok okullarındaki rehberlik servisleri ve aileler ile iletişime geçmeyi tercih ettikleri belirlenmiştir. Ancak sınıf öğretmenlerinin gönderme öncesi süreç ve gönderme sürecini sistematik olarak yürütme konusunda sorunlar yaşadığı ve bu sorunlarının çözümünde okul yönetiminin ve rehberlik servisinin öğretmenleri desteklemeye çalışmalarına rağmen sağlanan desteğin yeterli ve işlevsel olmadığı görülmüştür. Araştırma bulguları dikkate alındığında sınıf öğretmenlerinin eğitsel değerlendirme sürecinin aşamalarına ilişkin olarak özellikle de gönderme öncesi süreç ve gönderme süreçlerine ilişkin bilgilendirilmelerinin yanı sıra öğretmenlerin uzmanlar tarafından yeterli ve işlevsel olarak desteklenmeleri de önerilebilir.The purpose of the present study was to determine the teachers' views of educational assessment procedures. The participants in the study were seven school teachers from schools in a central district of Edirne and Edirne, Uzunköprü. The research data were obtained through semistructured interviews and analyzed considering the phases of the descriptive analysis process, which are among the qualitative data analysis. As a result, it has been determined that teachers prefer to communicate with counselling services in their schools and parents during the screening phase, which is considered as the first phase of the educational assessment process. However, it has been determined that teachers have problems in systematically conducting the prereferral and referral processes, and that the support provided by the school administration and the counselling service is inadequate and dysfunctional in solving these problems. Considering the findings of the research, it is suggested to inform school teachers about the phases of the pedagogical assessment process, especially the prereferral, and referral process, and to support teachers adequately and functionally by the experts