Yıl: 2013 Cilt: 13 Sayı: 3 Sayfa Aralığı: 1715 - 1742 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi

Öz:
Erken eğitimde özellikle otizm spektrum bozukluğu (OSB) olan çocuklara etkili öğretim sunmada, Temel Tepki Öğretimi (TTÖ) gibi doğal ortamlarda kullanılan öğretim teknikleri sıklıkla kullanılmaktadır. TTÖ; uyaran ve tepki genellemesini kolaylaştırmak, ipucu bağımlılığını azaltmak ve bireyin güdülenmesini artırmak amacıyla, öğretimin doğal ortamlarda sunulmasını temel alan doğal öğretim yöntemlerinden biridir. Yapılan uygulamalar temelini, Uygulamalı Davranış Analizinden (UDA) alır. Bu öğretimin geliştiricileri, pek çok gelişimin gerçekleşmesinde rol oynayabilecek temel becerileri belirleyerek ve bu temel becerileri öğreterek, doğrudan öğretilmeyen farklı davranışlarda da gelişme sağlamayı hedeflemişlerdir. Buna göre TTÖ (i) güdülenme, (ii) çoklu uyaranlara tepki verme, (iii) kendini yönetme, (iv) kendiliğinden iletişim başlatma ve (v) empati temel alanlarından oluşmaktadır. Bu çalışmanın amacı, sosyal beceri öğretiminde TTÖ kullanılarak yapılan araştırmaların incelenmesidir. Çalışma nitel bir doküman analizidir. Çalışmada belirlenen ölçütlere göre elde edilen araştırmalar yazarlar tarafından analiz edilmiştir. Çalışma kapsamında belirlenen ölçütleri karşılayan toplam 23 araştırmaya ulaşılmıştır. Öğretimi yapılan sosyal beceriler açısından incelendiğinde araştırmaların %35i oyun becerileri, %35i iletişim ve sosyal etkileşim başlatma becerileri, %13ü ortak dikkat başlatma ve sürdürme becerileridir. Araştırmaların %70inde öğretimi yapılan sosyal becerilerin seçiliş nedenlerine yer verilmiştir. Araştırmaların yalnızca %25inde sosyal geçerlik verisi toplanmıştır. Bu oran sosyal beceri öğretimine odaklanan araştırmalar için oldukça düşüktür.
Anahtar Kelime:

Konular: Sosyal Çalışma Eğitim, Eğitim Araştırmaları Eğitim, Özel

Examination of studies targeting social skills with pivotal response treatment

Öz:
In early education, especially in effective teaching to children with autism spectrum disorders, the teaching methods which are applicable in natural settings like pivotal response treatment (PRT) are commonly used. It is one of the naturalistic intervention models aiming to facilitate the stimulant-response generalization, decrease the dependency on cues and increase the motivation of the individual. Interventions with PRT are derived from the principles of Applied Behavior Analysis (ABA). By identifying and targeting pivotal skills, which can be critical in the achievement of many areas, developers of this treatment intended to result in improvements in other areas that are not specifically targeted. Accordingly, primary areas of PRT are; (i) motivation, (ii) responsivity to multiple cues, (iii) self-management, (iv) self-initiations and (v) empathy. The purpose of this study is to examine the studies targeting social skills with the use of PRT. The study is a qualitative analysis of other studies. Studies are analyzed according to the criteria set by the researchers. 23 studies obtained meeting the pre-set criteria. Examining the social skills targeted, 35% of the studies were on play initiations, 35% were on initiating conversations and social interactions and 13% were on initiating and continuation of joint attention. In 70% of the studies, researchers explained the reason for choosing the specific social skills they have targeted. Information on social validity was present in only 25% of the studies, which is far below the usual for studies focusing on the improvement of social skills.
Anahtar Kelime:

Konular: Sosyal Çalışma Eğitim, Eğitim Araştırmaları Eğitim, Özel
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Bibliyografik
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APA BOZKUŞ GENÇ G, VURAN S (2013). Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. , 1715 - 1742.
Chicago BOZKUŞ GENÇ GÜLDEN,VURAN Sezgin Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. (2013): 1715 - 1742.
MLA BOZKUŞ GENÇ GÜLDEN,VURAN Sezgin Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. , 2013, ss.1715 - 1742.
AMA BOZKUŞ GENÇ G,VURAN S Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. . 2013; 1715 - 1742.
Vancouver BOZKUŞ GENÇ G,VURAN S Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. . 2013; 1715 - 1742.
IEEE BOZKUŞ GENÇ G,VURAN S "Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi." , ss.1715 - 1742, 2013.
ISNAD BOZKUŞ GENÇ, GÜLDEN - VURAN, Sezgin. "Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi". (2013), 1715-1742.
APA BOZKUŞ GENÇ G, VURAN S (2013). Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1715 - 1742.
Chicago BOZKUŞ GENÇ GÜLDEN,VURAN Sezgin Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri 13, no.3 (2013): 1715 - 1742.
MLA BOZKUŞ GENÇ GÜLDEN,VURAN Sezgin Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, vol.13, no.3, 2013, ss.1715 - 1742.
AMA BOZKUŞ GENÇ G,VURAN S Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri. 2013; 13(3): 1715 - 1742.
Vancouver BOZKUŞ GENÇ G,VURAN S Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri. 2013; 13(3): 1715 - 1742.
IEEE BOZKUŞ GENÇ G,VURAN S "Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi." Kuram ve Uygulamada Eğitim Bilimleri, 13, ss.1715 - 1742, 2013.
ISNAD BOZKUŞ GENÇ, GÜLDEN - VURAN, Sezgin. "Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi". Kuram ve Uygulamada Eğitim Bilimleri 13/3 (2013), 1715-1742.