Araştırma Makalesi
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Teaching Academic Skills to Children with Autism During Small Group Instruction with Typically Developing Peers

Yıl 2022, Cilt: 23 Sayı: 3, 637 - 653, 01.09.2022
https://doi.org/10.21565/ozelegitimdergisi.896866

Öz

Introduction: In this study, pre-school aged children with autism were taught to answer verbally to five different questions about professions through the constant time delay procedure when presented in heterogeneous small group instruction in inclusive settings. The study also aimed to investigate skill maintenance, generalization and observational learning. Also it is observed that what kind of social interaction behaviors that children with autism learned from their peers without disabilities during the teaching of the targeted skills.
Method: The participants of the study were three preschool children with autism and six of their peers without disabilities. Multiple probe design with probe trials across subjects was used in the study.
Findings: Results showed that all participants learned target skills, generalized them across different settings and materials, and maintained the acquired skills one, two and four weeks after the study. Observational learning data showed that children with autism learned at least some of their peers’ target professions and social behaviors. Social comparison showed that the children with autism reached the same level of the performance with their peers. Social validity data collected from parents and teachers were positive in general.
Discussion: The constant time delay procedure presented in a small group arrangement was found to be effective in teaching to answer verbally five different questions about professions. Similar results supporting these findings are available in the literature. It is thought that observational learning data are derived from target skills and student characteristics. Other points that need to be discussed are included in detail.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Kaynakça

  • Aldemir, O., & Gursel, O. (2014). The Effectiveness of constant time delay procedure in teaching preschool academic skills to children with developmental disabilities in a small group teaching arrangement. Educational Sciences: Theory and Practice, 14(2), 733-740. https://doi.org/ 10.12738/estp.2014.2.1976
  • Alig-Cybriwsky, C., Wolery, M., & Gast, D.L. (1990). Use of constant time delay procedure in teaching preschoolers in a group format. Journal of Early Intervention, 14(2), 99-116.
  • Au, A., Mountjoy, T., Leaf, J. B., Leaf, R., Taubman, M., McEachin, J., & Tsiju, K. (2016). Teaching social behavior to individuals diagnosed with autism spectrum disorder using the cool versus not cool procedure in a small group instructional format. Journal of Intellectual & Developmental Disability, 41(2), 115-124. https://dx.doi.org/10.1007%2Fs40617-016-0112-5
  • Appelman, M., Vail, C. O., & Lieberman-Betz, R. G. (2014). The effects of constant time delay and instructive feedback on the acquisition of English and Spanish sight words. Journal of Early Intervention, 36(2), 131-148. https://doi.org/10.1177%2F1053815114563613
  • Bandura, A. (1971). Social learning theory. General Learning Press.
  • Campbell, M. L., & Mechling, L. C. (2009). Small group computer-assisted instruction with SMART board technology: An investigation of observational and incidental learning of nontarget information. Remedial and Special Education, 30(1), 47-57. https://doi.org/10.1177%2F0741932508315048
  • Centers for Disease Control and Prevention (2020). Prevalence of autism spectrum disorder among children aged 8 years: Autism and developmental disabilities monitoring network, 11 sites, United States, 2016. Morbidity and mortality weekly report. https://www.cdc.gov/mmwr/volumes/69/ss/ss6904a1.htm.
  • Chai, Z. (2017). Improving early reading skills in young children through an iPad app: Small-group instruction and observational learning. Rural Special Education Quarterly, 36(2), 101-111. https://doi.org/10.1177%2F8756870517712491
  • Farmer, J. A., Gast, D. L., Wolery, M., & Winterling, V. (1991). Small group instruction with severe handicaps: A study of observational learning. Education and Training in Mental Retardation, 26, 190-201.
  • Ferris, H. (2015). The use of small group tutorials as an educational strategy in medical education. International Journal of Higher Education, 4(2), 225-228. https://doi.org/10.5430/ijhe.v4n2p225
  • Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. In L. G. David & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (2nd ed., pp. 251-296). Routledge.
  • Goodwin, A., Fein, D., & Naigles, L. (2015). The role of maternal input in the development of wh-question comprehension in autism and typical development. Journal of Child Language, 42(1), 32-63. https://doi.org/10.1017/s0305000913000524
  • Green, G. (2001). Behavior analytic instruction for learners with autism: Advances in stimulus control technology. Focus on Autism and Other Developmental Disabilities, 16(2), 72-85. https://psycnet.apa.org/doi/10.1177/108835760101600203
  • Greer, R. D., Dudek-Singer, J., & Gautreaux, G. (2006). Observational learning. International Journal of Psychology, 41(6), 486-499. https://psycnet.apa.org/doi/10.1080/00207590500492435
  • Hodges, N.J., & Coppola, T. (2015). What we think we learn from watching others: the moderating role of ability on perceptions of learning from observation. Psychological Research, 79(4), 609-620. https://doi.org/10.1007/s00426-014-0588-y
  • Ingersoll, B. (2008). The social role of imitation in autism: Implications for the treatment of imitation deficits. Infants & Young Children, 21(2), 107-119. https://psycnet.apa.org/doi/10.1097/01.IYC.0000314482.24087.14
  • Jahr, E., & Eldevik, S. (2002). Teaching cooperative play to typical children utilizing a behavior modeling approach: a systematic replication. Behavior Interventions, 17(3), 145-157. https://psycnet.apa.org/doi/10.1002/bin.117
  • Lane, J. D., Gast, D. L., Ledford, J. R., & Shepley, C. (2015). Including social opportunities during small group instruction of preschool children social-communication delays. Journal of Early Intervention, 37(1), 3-22. https://doi.org/10.1177%2F1053815115588828
  • Lane, K. L., Stanton-Chapman, T., Roorbach-Jamison, K., & Phillips, A. (2007). Teacher and parent expectations of preschoolers' behavior: Social skills necessary for success. Topics in Early Childhood Special Education, 27(2), 86-97. https://doi.org/10.1177/02711214070270020401
  • Leaf, J. B., Cihon, J. H., Alcalay, A., Mitchell, E., Townley-Cochran, D., Miller, K., Leaf, R., Taubman, M., & McEachin, J. (2017). Instructive feedback embedded within group instruction for children diagnosed with autism spectrum disorder. Journal of Applied Behavior Analysis, 50(2), 304-316. https://doi.org/10.1002/jaba.375
  • Ledford, J. R., & Wehby, J. H. (2015). Teaching children with autism in small groups with students who are at-risk for academic problems: Effect on academic and social behavior. Journal of Autism and Developmental Disorders, 45(6), 1624-1635. https://doi.org/10.1007/s10803-014-2317-1
  • Ledford, J. R., & Wolery, M. (2013). Peer modeling of academic and social behaviors during small-group direct instruction. Exceptional Children, 79(4), 439-458. https://doi.org/10.1177%2F001440291307900404
  • Ledford, J. R., & Wolery, M. (2015). Observational learning of academic and social behaviors during small-group direct instruction. Exceptional Children, 81(3),272-291. https://doi.org/10.1177%2F0014402914563698
  • Ledford, J. R., Gast, D. L., Luscre, D., & Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38(1), 86-103. https://doi.org/10.1007/s10803-007-0363-7
  • Nadler, J., Thompson, L., & Van Boven, L. (2003). Learning negotiation skills: Four models of knowledge creation and transfer. Management Science, 49(4), 529-540. https://psycnet.apa.org/doi/10.1287/mnsc.49.4.529.14431
  • Noltemeyer, A. L., Joseph, L. M., & Kunesh, C. E. (2013). Effects of supplemental small group phonics instruction on kindergartner’ word recognition performance. Reading Improvement, 50(3), 121-131.
  • Patten, E., & Watson, L. R. (2011). Intervention targeting attention in young children with autism. American Journal of Speech-Language Pathology, 20, 60-69. https://doi.org/10.1044/1058-0360(2010/09-0081
  • Schoen, S. F., & Ogden, S. (1995). Impact of time delay, observational learning, and attentional cuing upon Word recognition during integrated small-group instruction. Journal of Autism and Developmental Disorders, 25(5), 503-519.
  • Shepley, C., Lane, J. D., & Gast, D. L. (2016). Using SMART board technology to teach young students with disabilities and limited group learning experience to read environmental text. Education and Training in Autism and Developmental Disabilities, 51(4), 404-420.
  • Singleton, K. C., Schuster, J. W., & Ault, M. J. (1995). Simultaneous prompting in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 30(3), 218-230.
  • Taubman, M., Brierley, S., Wishner, J., Baker, D., McEachin, J., & Leaf, R. B. (2001). The effectiveness of group discrete trial instructional approach for preschoolers with developmental disabilities. Research in Developmental Disabilities, 22(3), 205-219. https://doi.org/10.1016/S0891-4222(01)00068-3
  • Taylor, B. A., & DeQuinzio, J. A. (2012). Observational learning and children with autism. Behavior Modification, 36(3), 341-357. https://doi.org/10.1177%2F0145445512443981
  • Tincani, M., & Croizer, S. (2007). Comparing brief and extended wait-time during small group instruction for children with challenging behavior. Journal of Behavioral Education, 16(4), 355-367. https://psycnet.apa.org/doi/10.1007/s10864-007-9047-9
  • Urlacher, S., Wolery, M., & Ledford, J. L. (2016). Peer modeling of commenting during small group direct instruction for academic behaviors. Journal of Early Intervention, 38(1), 24-40. https://doi.org/10.1177%2F1053815116636645

Otizmli Çocuklara Tipik Gelişen Akranlardan Oluşan Küçük Grup Öğretiminde Akademik Becerilerin Öğretimi

Yıl 2022, Cilt: 23 Sayı: 3, 637 - 653, 01.09.2022
https://doi.org/10.21565/ozelegitimdergisi.896866

Öz

Giriş: Bu çalışmada, kaynaştırma ortamlarında okul öncesi dönemdeki otizmli çocuklara heterojen küçük grup düzenlemesiyle sunulan sabit bekleme süreli öğretimle mesleklere ilişkin beş farklı soruyu sözel olarak yanıtlama becerisi öğretilmiştir.
Yöntem: Çalışmanın katılımcıları okul öncesi dönemdeki otizmli üç çocuk ve onların tipik gelişen altı akranıdır. Çalışmada katılımcılar arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Çalışmada ayrıca hedef beceriye ilişkin kalıcılık ve genelleme ve gözleyerek öğrenmeye bakılmıştır. Ek olarak otizmli çocukların öğretim sürecinde tipik gelişen akranlardan ne tür sosyal etkileşim davranışlarını edindiklerine bakılmıştır.
Bulgular: Araştırma bulguları, katılımcıların hedef becerileri edindiklerini, edindikleri becerileri farklı ortam ve araç-gereçlere genellediklerini ve öğretim sona erdikten bir, iki ve dört hafta sonra da koruduklarını göstermektedir. Gözleyerek öğrenme bulgularına bakıldığında otizmli çocukların akranların hedef becerileri ve sosyal etkileşim davranışlarından bazılarını öğrendikleri görülmektedir. Sosyal geçerlik verilerindeyse, sosyal karşılaştırma oturumlarında otizmli çocukların akranlarıyla aynı düzeyde performans sergiledikleri, anne-babalar ve öğretmenlerden toplanan sosyal geçerlik verilerininse genel olarak olumlu olduğu görülmektedir.
Tartışma: Mesleklere ilişkin sorulan beş farklı soru kalıbını sözel olarak yanıtlama becerisinin öğretiminde küçük grupta sunulan sabit bekleme süreli öğretimin etkili olduğu görülmektedir. Alanyazında da benzer bulgular bulunmaktadır. Gözleyerek öğrenme bulgularının hedef beceriler ve katılımcı özelliklerinden kaynaklı olarak değişiklik gösterdiği düşünülmektedir. Tartışılması gereken diğer noktalar makalede detaylıca yer almaktadır.

Proje Numarası

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Kaynakça

  • Aldemir, O., & Gursel, O. (2014). The Effectiveness of constant time delay procedure in teaching preschool academic skills to children with developmental disabilities in a small group teaching arrangement. Educational Sciences: Theory and Practice, 14(2), 733-740. https://doi.org/ 10.12738/estp.2014.2.1976
  • Alig-Cybriwsky, C., Wolery, M., & Gast, D.L. (1990). Use of constant time delay procedure in teaching preschoolers in a group format. Journal of Early Intervention, 14(2), 99-116.
  • Au, A., Mountjoy, T., Leaf, J. B., Leaf, R., Taubman, M., McEachin, J., & Tsiju, K. (2016). Teaching social behavior to individuals diagnosed with autism spectrum disorder using the cool versus not cool procedure in a small group instructional format. Journal of Intellectual & Developmental Disability, 41(2), 115-124. https://dx.doi.org/10.1007%2Fs40617-016-0112-5
  • Appelman, M., Vail, C. O., & Lieberman-Betz, R. G. (2014). The effects of constant time delay and instructive feedback on the acquisition of English and Spanish sight words. Journal of Early Intervention, 36(2), 131-148. https://doi.org/10.1177%2F1053815114563613
  • Bandura, A. (1971). Social learning theory. General Learning Press.
  • Campbell, M. L., & Mechling, L. C. (2009). Small group computer-assisted instruction with SMART board technology: An investigation of observational and incidental learning of nontarget information. Remedial and Special Education, 30(1), 47-57. https://doi.org/10.1177%2F0741932508315048
  • Centers for Disease Control and Prevention (2020). Prevalence of autism spectrum disorder among children aged 8 years: Autism and developmental disabilities monitoring network, 11 sites, United States, 2016. Morbidity and mortality weekly report. https://www.cdc.gov/mmwr/volumes/69/ss/ss6904a1.htm.
  • Chai, Z. (2017). Improving early reading skills in young children through an iPad app: Small-group instruction and observational learning. Rural Special Education Quarterly, 36(2), 101-111. https://doi.org/10.1177%2F8756870517712491
  • Farmer, J. A., Gast, D. L., Wolery, M., & Winterling, V. (1991). Small group instruction with severe handicaps: A study of observational learning. Education and Training in Mental Retardation, 26, 190-201.
  • Ferris, H. (2015). The use of small group tutorials as an educational strategy in medical education. International Journal of Higher Education, 4(2), 225-228. https://doi.org/10.5430/ijhe.v4n2p225
  • Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. In L. G. David & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (2nd ed., pp. 251-296). Routledge.
  • Goodwin, A., Fein, D., & Naigles, L. (2015). The role of maternal input in the development of wh-question comprehension in autism and typical development. Journal of Child Language, 42(1), 32-63. https://doi.org/10.1017/s0305000913000524
  • Green, G. (2001). Behavior analytic instruction for learners with autism: Advances in stimulus control technology. Focus on Autism and Other Developmental Disabilities, 16(2), 72-85. https://psycnet.apa.org/doi/10.1177/108835760101600203
  • Greer, R. D., Dudek-Singer, J., & Gautreaux, G. (2006). Observational learning. International Journal of Psychology, 41(6), 486-499. https://psycnet.apa.org/doi/10.1080/00207590500492435
  • Hodges, N.J., & Coppola, T. (2015). What we think we learn from watching others: the moderating role of ability on perceptions of learning from observation. Psychological Research, 79(4), 609-620. https://doi.org/10.1007/s00426-014-0588-y
  • Ingersoll, B. (2008). The social role of imitation in autism: Implications for the treatment of imitation deficits. Infants & Young Children, 21(2), 107-119. https://psycnet.apa.org/doi/10.1097/01.IYC.0000314482.24087.14
  • Jahr, E., & Eldevik, S. (2002). Teaching cooperative play to typical children utilizing a behavior modeling approach: a systematic replication. Behavior Interventions, 17(3), 145-157. https://psycnet.apa.org/doi/10.1002/bin.117
  • Lane, J. D., Gast, D. L., Ledford, J. R., & Shepley, C. (2015). Including social opportunities during small group instruction of preschool children social-communication delays. Journal of Early Intervention, 37(1), 3-22. https://doi.org/10.1177%2F1053815115588828
  • Lane, K. L., Stanton-Chapman, T., Roorbach-Jamison, K., & Phillips, A. (2007). Teacher and parent expectations of preschoolers' behavior: Social skills necessary for success. Topics in Early Childhood Special Education, 27(2), 86-97. https://doi.org/10.1177/02711214070270020401
  • Leaf, J. B., Cihon, J. H., Alcalay, A., Mitchell, E., Townley-Cochran, D., Miller, K., Leaf, R., Taubman, M., & McEachin, J. (2017). Instructive feedback embedded within group instruction for children diagnosed with autism spectrum disorder. Journal of Applied Behavior Analysis, 50(2), 304-316. https://doi.org/10.1002/jaba.375
  • Ledford, J. R., & Wehby, J. H. (2015). Teaching children with autism in small groups with students who are at-risk for academic problems: Effect on academic and social behavior. Journal of Autism and Developmental Disorders, 45(6), 1624-1635. https://doi.org/10.1007/s10803-014-2317-1
  • Ledford, J. R., & Wolery, M. (2013). Peer modeling of academic and social behaviors during small-group direct instruction. Exceptional Children, 79(4), 439-458. https://doi.org/10.1177%2F001440291307900404
  • Ledford, J. R., & Wolery, M. (2015). Observational learning of academic and social behaviors during small-group direct instruction. Exceptional Children, 81(3),272-291. https://doi.org/10.1177%2F0014402914563698
  • Ledford, J. R., Gast, D. L., Luscre, D., & Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38(1), 86-103. https://doi.org/10.1007/s10803-007-0363-7
  • Nadler, J., Thompson, L., & Van Boven, L. (2003). Learning negotiation skills: Four models of knowledge creation and transfer. Management Science, 49(4), 529-540. https://psycnet.apa.org/doi/10.1287/mnsc.49.4.529.14431
  • Noltemeyer, A. L., Joseph, L. M., & Kunesh, C. E. (2013). Effects of supplemental small group phonics instruction on kindergartner’ word recognition performance. Reading Improvement, 50(3), 121-131.
  • Patten, E., & Watson, L. R. (2011). Intervention targeting attention in young children with autism. American Journal of Speech-Language Pathology, 20, 60-69. https://doi.org/10.1044/1058-0360(2010/09-0081
  • Schoen, S. F., & Ogden, S. (1995). Impact of time delay, observational learning, and attentional cuing upon Word recognition during integrated small-group instruction. Journal of Autism and Developmental Disorders, 25(5), 503-519.
  • Shepley, C., Lane, J. D., & Gast, D. L. (2016). Using SMART board technology to teach young students with disabilities and limited group learning experience to read environmental text. Education and Training in Autism and Developmental Disabilities, 51(4), 404-420.
  • Singleton, K. C., Schuster, J. W., & Ault, M. J. (1995). Simultaneous prompting in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 30(3), 218-230.
  • Taubman, M., Brierley, S., Wishner, J., Baker, D., McEachin, J., & Leaf, R. B. (2001). The effectiveness of group discrete trial instructional approach for preschoolers with developmental disabilities. Research in Developmental Disabilities, 22(3), 205-219. https://doi.org/10.1016/S0891-4222(01)00068-3
  • Taylor, B. A., & DeQuinzio, J. A. (2012). Observational learning and children with autism. Behavior Modification, 36(3), 341-357. https://doi.org/10.1177%2F0145445512443981
  • Tincani, M., & Croizer, S. (2007). Comparing brief and extended wait-time during small group instruction for children with challenging behavior. Journal of Behavioral Education, 16(4), 355-367. https://psycnet.apa.org/doi/10.1007/s10864-007-9047-9
  • Urlacher, S., Wolery, M., & Ledford, J. L. (2016). Peer modeling of commenting during small group direct instruction for academic behaviors. Journal of Early Intervention, 38(1), 24-40. https://doi.org/10.1177%2F1053815116636645
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Serap Doğan 0000-0003-4045-7825

Arzu Özen 0000-0002-5321-4892

Proje Numarası -
Yayımlanma Tarihi 1 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 23 Sayı: 3

Kaynak Göster

APA Doğan, S., & Özen, A. (2022). Teaching Academic Skills to Children with Autism During Small Group Instruction with Typically Developing Peers. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(3), 637-653. https://doi.org/10.21565/ozelegitimdergisi.896866




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