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GELİŞİMSEL YETERSİZLİĞİ OLAN ÖĞRENCİLERE PARA KULLANARAK ÜRÜN SATIN ALMA BECERİSİNİN ÖĞRETİMİNDE BİR LİRA DAHA STRATEJİSİNİN ETKİLİLİĞİ

THE EFFECTIVENESS OF ONE-MORE-THAN STRATEGY IN TEACHING PURCHASING SKILLS BY USING MONEY FOR STUDENTS WITH DEVELOPMENTAL DISABILITIES

Journal Name:

  • Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Publication Year:

  • 2015
DOI: 
http://dx.doi.org/10.14520/adyusbd.27303

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study is to investigate the effectiveness of simultaneous prompting presented with one-more-than strategy in teaching purchasing skills by using money for students with developmental disabilities. In addition, generalization, maintenance, and social validity were investigated. The study was conducted with four students with developmental disabilities (ages 8-13) by using multiple probe design across participants. The research consisted of baseline, training, full probe, daily probe, maintenance, and generalization session. All sessions were carried out one-to-one. Data regarding inter-observer reliability and treatment integrity were collected. Findings of the study indicated that simultaneous prompting presented with one-more-than strategy was effective in teaching using money skills to students with developmental disabilities. Students were determined to retain their skills one and three weeks after training sessions were maintained, and they were also noted to generalize the target skills across different settings, people, and materials. In addition, opinions of special education and class teachers were positive about simultaneous prompting presented with one-more-than strategy in teaching purchasing skills by using money.
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Abstract (Original Language): 
Bu araştırmanın amacı; gelişimsel yetersizliği olan bireylere para kullanarak ürün satın alma becerisinin öğretiminde bir lira daha stratejisiyle sunulan eşzamanlı ipucuyla öğretimin etkili olup olmadığını, öğretimi yapılan becerinin öğretimden bir ve üç hafta sonra korunup korunmadığını, becerinin farklı ortam, kişi ve araç gereçlere genellenip genellenmediğini belirlemek ve bir lira daha stratejisiyle sunulan eşzamanlı ipucuyla öğretime ilişkin özel eğitim ve sınıf öğretmenlerinin görüşlerini incelemektir. Araştırma, 8-13 yaşları arasında, gelişimsel yetersizliği olan dört birey ile tek-denekli araştırma yöntemlerinden yoklama evreli denekler arası çoklu yoklama modeli kullanılarak gerçekleştirilmiştir. Araştırma; başlama düzeyi, öğretim, günlük yoklama, toplu yoklama, izleme ve genelleme oturumlarından oluşmaktadır ve tüm oturumlar birebir öğretim düzenlemesi ile gerçekleştirilmiştir. Araştırmada hem gözlemciler arası güvenirlik hem de uygulama güvenirliği verileri toplanmıştır. Bir lira daha stratejisi ile sunulan eşzamanlı ipucuyla öğretimin etkililiği grafiksel analiz kullanılarak belirlenmiştir. Araştırma bulguları; bir lira daha stratejisiyle sunulan eşzamanlı ipucuyla öğretimin gelişimsel yetersizliği olan bireylere para kullanarak ürün satın alma becerilerinin öğretiminde etkili olduğunu, kazanılan becerinin öğretimden bir ve üç hafta sonra korunduğunu ve farklı ortam, kişi ve araç gereçlere genellendiğini, ayrıca bir lira daha stratejisiyle sunulan eşzamanlı ipucuyla öğretime ilişkin öğretmen görüşlerinin olumlu olduğunu göstermektedir.
FULL TEXT (PDF): 
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