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Davranışsal beceri öğretimi ve videodan kendini izlemeden oluşan çevrimiçi mesleki gelişim programının öğretmenlerin ayrık denemelerle öğretim becerileri ve otizmli çocukların yönerge takip etme becerileri üzerindeki etkisi

Year 2025, Volume: 8 Issue: 1, 106 - 134, 31.05.2025

Samet Göç , Süreyya Yörük , Oktay Taymaz Sarı

https://doi.org/10.33400/kuje.1534576

Abstract

Otizm spektrum bozukluğu (OSB) olan çocuklarla çalışan öğretmenlerin bilimsel dayanaklı uygulamaları yüksek uygulama güvenirliği ile kullanmaları önemlidir. Ancak alan yazınındaki bulgular, öğretmenlerin bilimsel dayanaklı uygulamaları kullanarak yaptıkları öğretimlerde istenen düzeyde olmadıklarını göstermektedir. Bu çalışmada, OSB’li çocuklarla çalışan öğretmenlerin bilimsel dayanaklı bir yöntem olan ayrık denemelerle öğretim (ADÖ) yöntemine ilişkin bilgi, uygulama ve kendini izleme düzeylerinin artırılması amaçlanmıştır. Ayrıca araştırmada OSB’li çocukların yönerge takip etme becerilerinin geliştirilmesi de hedeflenmiştir. Bu doğrultuda, davranışsal beceri öğretimi (DBÖ) yöntemi ve videodan kendini izleme (VKİ) stratejisinden oluşan bir mesleki gelişim programı çevrim içi ortamda senkronize şekilde sunulmuştur. Araştırma, deneme öncesi deneysel desene göre yürütülmüştür. Araştırmaya beş farklı öğretmen-çocuk çifti katılmıştır. Öğretmenler, mesleki gelişim programının ardından çocuklara yönerge takip etme becerisi öğretimi yapmışlardır. Verilerin toplanmasında araştırmacılar tarafından geliştirilen ADÖ Bilgi Düzeyi Testi, ADÖ Uygulama ve Kendini İzleme Güvenirliği Formu ve Sosyal Geçerlik Formu kullanılmıştır. Verilerin analizi, Wilcoxon ve Friedman testleri ile yapılmıştır. Elde edilen bulgular, mesleki gelişim programının ardından öğretmenlerin ADÖ bilgi, uygulama ve kendini izleme düzeylerinde istatistiksel olarak anlamlı bir artış meydana geldiğini göstermiştir. Bununla birlikte öğretmenler elde ettikleri becerileri OSB’li çocuklara farklı öğretimsel amaçların öğretimi için genelleyebilmişlerdir. Ayrıca öğretmenler mesleki gelişim programına katılmaktan duydukları memnuniyeti belirtmişlerdir. Diğer yandan araştırmaya katılan OSB’li çocukların yönerge takip etme becerileri de anlamlı şekilde artmıştır. Araştırmanın sonuçları, DBÖ ve VKİ’nin çevrim içi ortamda bir arada sunulduğu bir mesleki gelişim programının yüz yüze sunulan programlar gibi etkili olduğunu ortaya koymuştur.

Keywords

ayrık denemelerle öğretim davranışsal beceri öğretimi mesleki gelişim programı otizm spektrum bozukluğu videodan kendini izleme

Ethical Statement

Araştırma Etiği Bu araştırmanın planlanmasından, uygulanmasına, verilerin toplanmasından verilerin analizine kadar olan tüm süreçte “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Bu çalışmanın yazım sürecinde bilimsel, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamış ve bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir. Katılımcılara çalışma hakkında bilgi verilmiş ve bilgilendirilmiş gönüllü olur/onam formu imzalatılmıştır. Etik kurul izin bilgileri Etik değerlendirmeyi yapan kurul adı: Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü Etik değerlendirme karar tarihi: 15.06.2023 Etik değerlendirme belgesi sayı numarası: 579306

Thanks

Bu çalışma, Samet GÖÇ (2023) tarafından hazırlanan “Davranışsal beceri öğretimi ve videodan kendini izlemeden oluşan çevrimiçi mesleki gelişim programının özel eğitim öğretmenlerinin ayrık denemelerle öğretim becerileri üzerindeki etkisi” başlıklı doktora tezinden üretilmiş olup, 10. Uluslararası Avrasya Eğitim Araştırmaları kongresinde özet bildiri olarak sunulmuştur.

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The effect of an online professional development program consisting of behavioral skills teaching and video self-monitoring on discrete trial teaching skills of teachers and instruction-following skills of children with autism

Year 2025, Volume: 8 Issue: 1, 106 - 134, 31.05.2025

Samet Göç , Süreyya Yörük , Oktay Taymaz Sarı

https://doi.org/10.33400/kuje.1534576

Abstract

It is important for teachers working with children with autism spectrum disorder (ASD) to use evidence-based practices with high implementation fidelity. However, the literature shows that teachers are not teaching at the desired level when they implement those evidence-based practices. This study aims to increase the knowledge, implementation fidelity, and self-monitoring levels of a group of teachers who work with children with ASD regarding the discrete trial teaching (DTT). Additionally, the study aims to improve the instruction-following skills of five children with ASD. Accordingly, a professional development program comprising behavioral skills training (BST) and video self-monitoring (VSM) strategies was delivered online. The study was conducted using the pre-experimental research design. Five different teacher-child pairs participated in the study. The professional development program was delivered synchronously in an online platform. After the program was completed, the teachers taught instruction-following skills to the children. Data were collected using the DTT knowledge test, DTT implementation and self-monitoring fidelity form, and social validity form developed by the researchers. Wilcoxon and Friedman tests were used for data analyses. The results showed a statistically significant increase in the teachers’ DTT knowledge, implementation fidelity, and self-monitoring levels after the professional development program. Furthermore, the teachers were able to generalize their skills to teach different instructional goals to children with ASD. Additionally, the teachers expressed their satisfaction with participating in the professional development program. Moreover, significant improvement was observed in the instruction-following skills of the children with ASD. The results of the study demonstrated that a professional development program that combined BST and VSM and that delivered online is effective like face-to-face programs.

Keywords

autism spectrum disorder behavioral skills training discrete trial teaching professional development program video self-monitoring

Ethical Statement

Araştırma Etiği Bu araştırmanın planlanmasından, uygulanmasına, verilerin toplanmasından verilerin analizine kadar olan tüm süreçte “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Bu çalışmanın yazım sürecinde bilimsel, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamış ve bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir. Katılımcılara çalışma hakkında bilgi verilmiş ve bilgilendirilmiş gönüllü olur/onam formu imzalatılmıştır. Etik kurul izin bilgileri Etik değerlendirmeyi yapan kurul adı: Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü Etik değerlendirme karar tarihi: 15.06.2023 Etik değerlendirme belgesi sayı numarası: 579306

Thanks

Bu çalışma, Samet GÖÇ (2023) tarafından hazırlanan “Davranışsal beceri öğretimi ve videodan kendini izlemeden oluşan çevrimiçi mesleki gelişim programının özel eğitim öğretmenlerinin ayrık denemelerle öğretim becerileri üzerindeki etkisi” başlıklı doktora tezinden üretilmiş olup, 10. Uluslararası Avrasya Eğitim Araştırmaları kongresinde özet bildiri olarak sunulmuştur.

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There are 89 citations in total.

Details

Primary Language Turkish
Subjects Teacher Education and Professional Development of Educators, Autism and Spectrum Disorder Education
Journal Section Articles
Authors

Samet Göç 0000-0003-4618-6173

Süreyya Yörük 0000-0001-8181-2614

Oktay Taymaz Sarı 0000-0002-7350-0909

Publication Date May 31, 2025
Submission Date August 16, 2024
Acceptance Date January 16, 2025
Published in Issue Year 2025 Volume: 8 Issue: 1

Cite

APA Göç, S., Yörük, S., & Taymaz Sarı, O. (2025). Davranışsal beceri öğretimi ve videodan kendini izlemeden oluşan çevrimiçi mesleki gelişim programının öğretmenlerin ayrık denemelerle öğretim becerileri ve otizmli çocukların yönerge takip etme becerileri üzerindeki etkisi. Kocaeli Üniversitesi Eğitim Dergisi, 8(1), 106-134. https://doi.org/10.33400/kuje.1534576
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Kocaeli Üniversitesi Eğitim Dergisi 2020 yılı itibariyle TR-Dizin tarafından dizinlenmektedir.