You are here

Home » Content

OTİSTİK ÖĞRENCİLERİN HARFLERİ VE HARFLERİ OLUŞTURAN ÇİZGİLERİ ÇİZME BECERİSİNDE İKİ FARKLI PERFORMANS DÖNÜTÜNÜN ETKİLİLİĞİNİN KARŞILAŞTIRILMASI

A COMPARISION OF THE EFFECTIVENESS OF TWO DIFFERENT PERFORMANCE FEEDBACK ON AUTISTIC STUDENTS' LETTER WRITING AND LETTER LINE DRAWING SKILLS

Journal Name:

  • Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Performance feedback means providing students with information on their performance. This study was conducted to compare the effectiveness of two different performance feedback on increasing the number of letters and lines drawn by autistic students independently. Two types of feedback, verbal and graphic feedback were used in the study. A total of three students two boys and a girl who attended Sabahat Akşıray Education Center for Autistic Children located in Menemen, İzmir were participated in the study. One of the participants was a 10 years old, while the other two participants were 11 years old. A single subject, Adapted Alternating Treatments Desing was used to compare the effects of two performance feedback. The result of the study showed that the graphic feedback was effective on increasing the total number of letters and lines drawn by all participating student independently. Implications of the result were discussed and suggestions for practice and future research were presented.
Bookmark/Search this post with
Abstract (Original Language): 
Performans dönütü, öğrencinin yapabildikleri hakkında verilen bilgi anlamına gelmektedir. Bu araştırma otistik öğrencilerin bağımsız olarak çizdikleri harf ve çizgi sayısını artırmada iki farklı performans dönü-tünün etkililiğini karşılaştırmak amacı ile yapılmıştır. Performans dönütleri olarak sözel dönüt ve grafiksel dönüt kullanılmıştır. Araştırmaya İzmir ili Menemen ilçesinde bulunan Sabahat Akşıray Otistik Çocuklar Eğitim Merkezi'ne devam eden ikisi erkek biri kız olmak üzere üç otistik öğrenci katılmıştır. Deneklerden biri 10 diğer ikisi ise 11 yaşındadır. Araştırmada iki farklı performans dönütünün etkililiğini karşılaştırmak için tek denekli araştırma desenlerinden Uyarlamalı Dönüşümlü Sağaltımlar deseni (Adapted Alternating Ttreatment Design) kullanılmıştır. Araştırma sonuçlarında, araştırmaya katılan tüm öğrencilerde bağımsız olarak çizilen harf ve çizgi sayısını artırmada grafiksel dönütün etkili olduğu bulunmuştur. Sonuçlar tartışılarak, uygulamaya ve araştırmaya yönelik önerilere yer verilmiştir.
FULL TEXT (PDF): 
PDF icon arastirmax-otistik-ogrencilerin-harfleri-harfleri-olusturan-cizgileri-cizme-becerisinde-iki-farkli-performans-donutunun-etkililiginin-karsilastirilmasi.pdf
  • 1
97-107
  • Turkish

REFERENCES

References: 

Becht, L. C.
(2005)
. The Sensible Pencil a Handwriting Program. Retrieved November 1, 2008
from http://www.atclearning.com/images/sensiblepencil/ATC_SensPen_Sampler.pdf Bourque, P., Dupuis, N., & Van Houten, R. (1986). "Public Posting in the Classroom: Comparision
of Posting Names and Coded Numbers of Individual Students", Psychological
Reports, 59, pp:295-298. Carson, P. M., & Eckert, T. L. (2003). "An Experimental Analysis Mathematics Instructional
Components; Examing The Effects of Student-Seleceted Versus Emprically-Selected
Interventions", Journal of Behavioral Education, 12, pp: 35-54. Conte, K. L., & Hintze, J. M. (2000). "The Effects Of Performance Feedback and Goal Setting
on Oral Reading Fluency within Curriculum-Based Measurement", Diagnostique, 25,
pp:85-98.
Daly, E. J., III, Witt, J. C., Martens, B. K., & Dool, E. J. (1997). "A Model for Conducting A Functional Analysis Of Academic Performance Problems", School Psychology Review, 26,
pp:554-574.
Digangi, S. A., Maag, J. W., & Rutherford, R. B. (1991). "Self-Graphing of On-Task Behavior.
Enhancing the Reactive Effects of Self-Monitoring on On-Task Behavior and Academic
Performance", Learning Disabilites Quarterly, 14, pp: 221-230. Dunlap, G., & Johnson, J. (1985). "Increasing the Independent Responding of Autistic Children
with Unpredictable Supervision", Journal of Applied Behavior Analysis, 18, pp:227-236. Dunlap, G., & Plienis, A. J. (1988). "Generalization And Maintenance Of Unsupervised
Responding Via Remote Contingencies," Generalization and Maintenance: Lifestyle
Changes in Applied Settings, (Eds: R. H. Horner, G. Dunlap and R. L. Koegel),
(pp.121-142), Paul H. Brookes, Baltimore. Eckert, T. L., Ardoin, S. P., Daisey, D. M., & Scarola, M. D. (2000). "Empirically Evaluating the
Effectiveness of Reading Interventions: The Use of Brief Experimental Analysis and
Single Case Designs", Psychology in the Schools, 37, pp: 463-473. Eckert, T. L., Dunn, E. K., & Ardoin, S. P. (2006). "The Effects of Alternate Forms of Performance
Feedback on Elemantary-Aged Students' Oral Reading Performance", Journal of
Behavior Education, 15, pp:149-162. Fink, W. T., & Carnine, D. W. (1975). "Control of Arithmetic Errors Using Informational Feedback
and Graphing", Journal of Applied Behavior Analyisis, 8, pp:461. Fowler, S. A.(1988). "The Effects of Peer-Mediated Interventions on Establishing, Maintaining,
And Generalizing Children's Behavior Changes", Generalization and Maintenance:
Life-style Changes in Applied Settings (Eds: R. H. Horner, G. Dunlap and R. L. Koegel),
(pp.143-170), Paul H. Brookes, Baltimore. Fuchs, L. S., Bahr, C. M., & Rieth, H. J. (1989). "Effects of Goal Structures and Performance
Contingencies on the Math Performance of Adolescents with Learning Disabilities"
Journal of Learning Disabilities, 22, pp:554-560. Fuchs, L. S., & Fuchs, D. (1986). "Effects of systematic Formative Evaluation: A meta analysis".
Exceptional Children, 53, pp:199-208. Gunter, P. L. Miller, K. A., & Venn, M. L. (2003). "A Case Study of the Effects of Self-Graphing
Reading Performance Data for a Girl identified with Emotional/Behavioral Disorders"
Preventing School Failure, 48, pp:28-31. Haring, N. G., Lovitt, T. C., Eaton, M. D., & Hansen, C. L. (1978). The fourth R: Research in the
Classroom. Charles E. Merrill, Columbus, OH. Holcombe, A., Wolery, M., & Gast, D. L. (1994). "Comparative Single-Subject Research:
Description of Designs and Discussion of Problems", Topics in Early Childhood
Special Education, 14, pp:119-145. Holt, G. L. (1971). "Effects of Reinforcement Contingencies In Increasing Programmed Reading
and Mathematics Behaviors in First-Grade Children", Journal of Exceptional Child
Psychology,12, pp:362-369.
106
Pamukkale UniversityJournal ofSocial Sciences Institute, Number 5, 2010
Otistik Öğrencilerin Harfleri ve Harfleri Oluşturan Çizgileri Çizme Becerisindeki iki Farklı Performans...
House, A.W., House, B.G., & Campbell, M. B. (1981). "Measures of Interobserver Agreement: Calculation Formula and Distribution Effect", Journal of Behavioral Assessment, 3,
pp: 37-57.
Marholin, D., & Steinman, L. (1977). "Stimulus Control in the Classroom As a Function of the
Behavior Rreinforcers", Journal of Applied Behavior Analysis, 10, pp: 456-478. McCarty, J. M., Lund, K. A.,& Bos, C. S. (1985). Arizona Basic Assessment and Curriculum
Utilization System. Curriculum for Young Children with Special Needs
(Preacademics Programming for Young Children with Special Needs).
Love Publishing Company, London. MacDuff, G. S., Krantz, P. J., & Mcclannahan, L. E.(1993). "Teaching Children with Autism to Use
Photographic Activity Schedules: Maintenance And Generalization of Complex
Response Chains", Journal of Applied Behavior Analysis, 26, pp:89-97. Moxley, R. A. (1998). "Treatment Only Designs and Student Self-Recording as Strategies for
Public School Teachers", Education and Treatment of Children, 21,pp:37-61. Perkins, V. L. (1988). "Feedback Effects on Oral Reading Errors on Children Learning Disabilities"
Journal of Learning Disabilities, 21, pp:244-248. Sailor, W., Goetz, L., Anderson, J., Hunt, P., & Gee, K. (1988). "Research on Community Intensive
Instruction As a Model for Building Functional, Generalized Skills", Generalization
and Maintenance: Life-style Changes in Applied Settings (Eds: R. H. Horner, G.
Dunlap and R. L. Koegel), (pp.113-145), Paul H. Brookes, Baltimore. Scriven, J., & Glynn, T. (1983). "Performance Feedback on Written Tasks for Low-Achieving
Secondary Students", New Zealand Journal of Educatonal Studies, 18, pp:134-245. Skinner, C. H., Shapiro, E.S., Turco, T.L., Cole, C.L., & Brown, K. (1992). "A Comparision of Self
and Peer-Delivered Immediate Corrective Feedback on Multiplication Performance",
Journal of School Psychology, 30, pp:101-116. Skinner, C. H., Turco, T. L., Beatty, K. L., & Rasavage, C.R. (1989). "Cover, Copy, and Compare: A
Method for Increasing Multiplication Performance", School Psyhology Review, 18,
pp: 412-420.
Taffel, S. J., & O'Leary, K. D. (1976). "Reinforcing Math with More Math: Choosing Special
Academic Activites as Reward for Academic Performance", Journal of Educational Psychology, 68, pp: 579-587.
Tekin, E., & Kırcaali-İftar, G. (2001). Özel Eğitimde Yanlışsız Öğretim Yöntemleri, Nobel Yayınevi, Ankara.
Trap, J. J. Milner-Davis, P., Joseph, S., & Cooper, J. O. (1978). "The Effects of Feedback and
Consequences on Transitional Cursive Letter Formation", Journal of Applied Behavior Analysis, 14, pp:1-394.
Van Houten, R., Hill, S., & Parsons, M. (1975). "An Analysis of a Performance Feedback System; The Effects of Timing and Feedback, Public Posting, and Praise Upon Academic Performance and Peer Interaction", Journal of Applied Behavior Analysis, 8, pp:449-459.
Wilber, A., & Cushman, T. P. (2006). "Selecting Effective Academic Interventions: An Example Using Brief Experimental Analysis for Oral Reading", Pschology in the Schools, 43,
pp: 79-84.
Ysseldyke, J. E., & Elliott, J. (1999). "Effective Instructional Practices: Implications for Assessing Educational Environments", The Handbook of School Psychology, (Ed: C. Reynolds and T. Gutkin)(pp:497-518), John Wiley & Sons, Inc., New York.

Thank you for copying data from http://www.arastirmax.com