Otizm Spektrum Bozukluğu Olan Öğrencilere Kendini Yönetme Öğretiminin Kendini Yönetme, Etkinlikle İlgilenme ve Etkinliği Tamamlama Becerileri Üzerine Etkililiği

Year 2024, Volume: 25 Issue: 3, 209 - 225, 01.09.2024

Akın Gönen , Yahya Çıkılı

https://doi.org/10.21565/ozelegitimdergisi.1265574

Cited By: 1

Abstract

Giriş: Otizm spektrum bozukluğu (OSB) olan öğrencilerin kendini yönetme stratejilerini (KYS) kazanmaları bağımsız davranış sergilemelerine katkı sağlayabilmektedir. KYS; kendine ön uyaran verme, kendini izleme, kendine yönerge verme, kendini değerlendirme veya kendini pekiştirme stratejilerinden oluşmaktadır. OSB olan öğrenciler özellikle günlük yaşam becerilerinde, akademik becerilerde veya sosyal beceri gerektiren ortamlarda bu stratejileri kullanabilmektedir.
Yöntem: Bu araştırmada kendini yönetme (KY) öğretiminin OSB olan öğrencilerin KYS’yi kazanması ve sürdürmesi üzerine olan etkisi incelenmiştir. Öğrencilerin stratejileri kullanarak etkinlikle ilgilenme ve etkinliği tamamlama davranışlarını kazanmaları ve sürdürmeleri, kullanılan stratejileri ve hedef davranışları farklı kişilere/ortamlara ne düzeyde genellediğinin belirlenmesi de amaçlanmıştır. Ayrıca sosyal geçerlik verilerinin toplanması amacıyla öğrenci annelerinin ve öğretmenlerinin görüşleri alınmıştır. Araştırma, tek denekli araştırma modellerinden katılımcılar arası yoklama evreli çoklu yoklama modeli kullanılarak gerçekleştirilmiştir. Araştırmanın katılımcıları, OSB tanısı olan ve 10-12 yaşları arasındaki üç öğrencidir.
Bulgular: Araştırma bulguları, KY öğretiminin OSB olan öğrencilerin KYS’yi kazanmasında etkili olduğunu ve stratejileri kullanan öğrencilerin uygulamadan sonra da stratejileri kullanmayı sürdürdüklerini göstermiştir. Ayrıca kendine ön uyaran verme, kendini izleme, kendini değerlendirme ve kendini pekiştirmeden oluşan KYS’yi kullanan öğrencilerin etkinlikle ilgilenme ve etkinliği tamamlama düzeylerinde artış olduğu, kazanımları uygulamadan sonra da sürdürdüğü, farklı kişi ve ortamlara genellediği belirlenmiştir. Katılımcıların annelerinden ve öğretmenlerinden toplanılan sosyal geçerlik bulguları, KYS’nin kullanılması ve etkileri hakkında olumlu olduğunu göstermektedir.
Tartışma: Öğrencilerin hedef davranışlara ilişkin öğretim öncesi ve öğretim sonrası performanslarında anlamlı düzeyde artış olduğu görülmektedir. KY uygulamalarının etkililiği mevcut araştırma bulgularıyla desteklenmeye çalışılmıştır ve ilgili araştırma sonuçlarıyla tutarlılık göstermektedir. Bu kapsamda OSB olan öğrencilerin eğitim programları tasarlanırken KY uygulamalarının kullanılmasına özen gösterilmesi gerektiği önerilmektedir.

Keywords

Kendini yönetme stratejileri, otizm spektrum bozukluğu, etkinlikle ilgilenme, etkinliği tamamlama, tek denekli araştırma

The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion Skills

Abstract

Introduction: Self-management strategies (SMS) consist of antecedent cue regulation, self-monitoring, self-instruction, self-evaluation, or self-reinforcement strategies. Students with autism spectrum disorder (ASD) can use these strategies especially in their daily life skills, academic skills, or in environments that require social skills.
Method: In this study, the effect of self-management (SM) teaching on the acquisition and maintenance of SMS by students with ASD was examined. It was also aimed to determine how students acquire and maintain the behaviors of on-task and task completion by using strategies, and to what extent they generalize the strategies and target behaviors to different people/environments. The study was conducted using multiple probe design with probe conditions across subjects, one of the single-subject research models.
Findings: The findings of the study showed that SM teaching was effective in helping students with ASD acquire SMS, and that students who used the strategies continued to use the strategies after the intervention. In addition, it was determined that students who used the SMS consisting of antecedent cue regulation, self-monitoring, self-evaluation, and self-reinforcement increased their on-task and task completion levels, maintained the gains after the intervention and generalized them to different people and environments. Social validity findings collected from the participants showed that they were positive about the use and effects of the SMS.
Discussion: There was a significant increase in students' pre-teaching and post-teaching performances regarding target behaviors. The effectiveness of SM interventions was tried to be supported by the findings of the current study and was consistent with the results of the related study.

Keywords

Self-management strategies, autism spectrum disorder, on-task, task completion, single-subject research

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