Zihin yetersizliği olan öğrencilere yönelik hazırlanan kendini yönetme stratejileri öğretim paketinin etkililiği / The effectiveness of a self-management strategy instruction package prepared for students with intellectual disabilities
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Tarih
2014
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
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Erişim Hakkı
CC0 1.0 Universal
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada; kendine ön uyaran verme, kendini kaydetme, kendini değerlendirme ve kendini pekiştirmeden oluşan kendini yönetme stratejileri öğretim paketinin zihin yetersizliği olan öğrencilerin, (a) kendini yönetme stratejilerini kullanma becerilerini kazanmaları ve sürdürmeleri, (b) kendini yönetme stratejilerini kullanarak etkinliği yerine getirmeleri üzerindeki etkileri araştırılmıştır. Ayrıca, strateji kullanımının farklı davranışlara ne düzeyde genellendiği ve kendini yönetme stratejilerinin kullanımına yönelik sosyal geçerlik özellikleri belirlenmiştir. Araştırmaya hafif düzeyde zihin yetersizliği olan, 10–11 yaşları arasında üç öğrenci katılmıştır. Araştırmada, tek denekli araştırma modellerinden denekler arası yoklama evreli çoklu yoklama modeli kullanılmıştır. Bulgular; kendini yönetme stratejileri öğretim paketinin zihin yetersizliği olan öğrencilerin kendini yönetme stratejilerini kullanma becerilerini kazanmalarında ve sürdürmelerinde etkili olduğunu göstermiştir. Kendini yönetme stratejilerinin kullanımı sırasında etkinliği yerine getirme davranışlarında olumlu yönde bir farklılık olduğu ve farklılığın uygulamadan sonra da korunduğu ve stratejilerin farklı davranışlara genellendiği belirlenmiştir.
Purpose and Significance: One of the main aims of education is to facilitate self-management. Selfmanagement is any response made by an individual to maintain or change his/her own behaviors. Selfmanagement strategies are used to teach students to manage their own behaviors. Antecedent cue regulation, self-instruction, self-monitoring, self-evaluation, and self-reinforcement are the most widely utilized self-management strategies. Such self-management strategies are used effectively for teaching a wide range of skills to students with various disabilities and characteristics. In this study, the effectiveness of a self-management strategy instruction package consisting of antecedent cue regulation, self-recording, self-evaluation, and self-reinforcement for students with intellectual disabilities on (a) acquisition and maintenance of self-management skills, and (b) completion of assignments by using these strategies were investigated. Furthermore, the extent to which the strategy usage was generalized to other behaviors as well as social validity features of self-management strategies were also examined. Method: Three 10-to-11 year old students with mild intellectual disabilities participated in the study. One of the students was male and two of the students were female. All of the experimental sessions were conducted in the rehabilitation center where students were receiving supportive special education services. Target behavior which was completing assignments was different for all students: separation of sentences to its elements for Sedat, subtraction with single-digit numbers for Ada, and addition with two-digit numbers for Derya. The usage of self-management strategies consisting of antecedent cue regulation, selfmonitoring, self-evaluation, and self-reinforcement was taught to the participants. To assess the effectiveness, multiple probe design with probe conditions across subjects was used. Experimental procedure consisted of full probe sessions, training sessions, daily probe sessions, maintenance and generalization sessions. Both dependent reliability and independent reliability data were collected and high reliability rates were obtained. In order to determine the social validity of the findings, a semi-structured interview was conducted with the parents of the participants. Results: The findings of the study revealed that the self-management instruction package was effective on acquisition and maintenance of self-management skills by the participants. The usage of self-management strategies facilitated assignment completion of the students as well. In addition, students maintained the target self-management strategies and generalized these strategies across different assignments. Moreover, social validity results obtained from the parents of the participants were very positive. Discussion and Conclusion: Self-management strategies can be used effectively to teach various behaviors to students with disabilities whereas teaching self-management strategies may contribute to selfdetermination.
Purpose and Significance: One of the main aims of education is to facilitate self-management. Selfmanagement is any response made by an individual to maintain or change his/her own behaviors. Selfmanagement strategies are used to teach students to manage their own behaviors. Antecedent cue regulation, self-instruction, self-monitoring, self-evaluation, and self-reinforcement are the most widely utilized self-management strategies. Such self-management strategies are used effectively for teaching a wide range of skills to students with various disabilities and characteristics. In this study, the effectiveness of a self-management strategy instruction package consisting of antecedent cue regulation, self-recording, self-evaluation, and self-reinforcement for students with intellectual disabilities on (a) acquisition and maintenance of self-management skills, and (b) completion of assignments by using these strategies were investigated. Furthermore, the extent to which the strategy usage was generalized to other behaviors as well as social validity features of self-management strategies were also examined. Method: Three 10-to-11 year old students with mild intellectual disabilities participated in the study. One of the students was male and two of the students were female. All of the experimental sessions were conducted in the rehabilitation center where students were receiving supportive special education services. Target behavior which was completing assignments was different for all students: separation of sentences to its elements for Sedat, subtraction with single-digit numbers for Ada, and addition with two-digit numbers for Derya. The usage of self-management strategies consisting of antecedent cue regulation, selfmonitoring, self-evaluation, and self-reinforcement was taught to the participants. To assess the effectiveness, multiple probe design with probe conditions across subjects was used. Experimental procedure consisted of full probe sessions, training sessions, daily probe sessions, maintenance and generalization sessions. Both dependent reliability and independent reliability data were collected and high reliability rates were obtained. In order to determine the social validity of the findings, a semi-structured interview was conducted with the parents of the participants. Results: The findings of the study revealed that the self-management instruction package was effective on acquisition and maintenance of self-management skills by the participants. The usage of self-management strategies facilitated assignment completion of the students as well. In addition, students maintained the target self-management strategies and generalized these strategies across different assignments. Moreover, social validity results obtained from the parents of the participants were very positive. Discussion and Conclusion: Self-management strategies can be used effectively to teach various behaviors to students with disabilities whereas teaching self-management strategies may contribute to selfdetermination.
Açıklama
Anahtar Kelimeler
Kendini yönetme, Kendini yönetme stratejileri, Zihin yetersizliği, Etkinliği yerine getirme, Self-management, Self-management strategies, Intellectual disabilities, Assignment completion
Kaynak
Elementary Education Online
WoS Q Değeri
Scopus Q Değeri
Cilt
13
Sayı
1
Künye
Yücesoy Özkan, Ş., Gürsel, O. ve Kırcaali İftar, G. (2014). Zihin yetersizliği olan öğrencilere yönelik hazırlanan kendini yönetme stratejileri öğretim paketinin etkililiği / The effectiveness of a self-management strategy instruction package prepared for students with intellectual disabilities. Elementary Education Online. 13(1), s. 94-108.
