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    Comparison of direct instruction and problem solving approach in teaching social skills to children with mental retardation
    (2011) Dagseven Emecen D.
    This study was aimed at comparing the effectiveness and efficiency of direct instruction and problem solving approaches in teaching social skills to children with mental retardation. The design was adapted alternating treatment design. The subjects of the study consist of a girl and a boy between the ages of 11 and 13 who are mentally retarded. In order to collect the research data, teacher's interview form, the control check lists of social skills, criterion-referenced tests and data record sheets to use during direct instruction and problem solving approaches, efficiency form were developed and used. Visual graphical analysis method was used in the analysis of the data. The outcome shows that direct instruction approach was more effective than problem solving approach in teaching social skills to first subject. In acquisition of social skills direct instruction was more efficient in terms of total training time and training errors through criterion than problem solving approach. © 2011 E?itim Dani{dotless}şmanli{dotless}?i{dotless} ve Araşti{dotless}rmalari{dotless} İletişim Hizmetleri Tic. Ltd. Şti.
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    Teaching chained tasks to students with intellectual disabilities by using video prompting in small group instruction [Zihin engelli ögrencilere küçük grup ögretimi sirasinda video i·pucu kullanilarak zincirleme becerilerin kazandirilmasi]
    (Edam, 2014) Aykut C.; Dagseven Emecen D.; Dayi E.; Karasu N.
    Teaching students with intellectual disabilities in groups presents several difficulties. Use of technology can reduce some of these difficulties. The literature cites several examples of skill acquisition. The purpose of this study is to teach skills to students with intellectual disabilities by using video prompting. A multiple-probe design of single-subject design methods has been applied to this study. Three students with intellectual disabilities participated as subjects in the study. The findings provided evidence for the effectiveness of video prompting in improving teaching skills. The subjects were able to apply and perform these skills away from the teaching environment, and were able to maintain their improved skills for the following 6 months. © 2014 Educational Consultancy and Research Center.