Otizm spektrum bozukluğu olan öğrencilerin okuma akıcılığında beceri ve performans temelli müdahale programının etkililiği
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, otizm spektrum bozukluğu (OSB) olan öğrencilerin okuma akıcılığının artırılmasında; beceri temelli teknikler olan tekrarlı okuma ve hata düzeltme stratejileri ile performans temelli teknikler olan hedef belirleme ve performans geri bildirimi stratejilerinden oluşan bir müdahale paketinin etkisi incelenmiştir. Bu genel amaç doğrultusunda; a) tekrarlı okuma, hata düzeltme, hedef belirleme ve performans geri bildirimi stratejilerinin birleşiminden oluşan müdahale paketinin OSB'li öğrencilerin sesli okuma hızını artırmadaki etkisi ve b) tekrarlı okuma, hata düzeltme, hedef belirleme ve performans geri dönütü stratejilerinin birleşiminden oluşan müdahale paketinin OSB'li öğrencilerin okuma doğruluğunu artırmadaki etkisi araştırılmıştır. Araştırmaya, 12-13 yaşlarında ve altıncı sınıfa devam eden üç OSB tanılı öğrenci katılmıştır. Araştırmada, tek denekli araştırma desenlerinden "Katılımcılar Arası Çoklu Yoklama Modeli" kullanılmıştır. Deney süreci; başlama düzeyi, sağaltım düzeyi, izleme ve genelleme olmak üzere dört aşamadan oluşmaktadır. Araştırma bulguları, tekrarlı okuma, hata düzeltme, hedef belirleme ve performans geri bildirimi stratejilerinden oluşan müdahale paketinin OSB'li öğrencilerin okuma akıcılığını artırmada etkili olduğunu göstermektedir. Tüm katılımcıların okuma hızında ve doğruluğunda artış gözlemlenmiş, müdahale sonunda ulaşılan okuma seviyesi izleme oturumlarında korunmuş ve üç katılımcı da kazandıkları akıcı okuma becerisini farklı kişi ve farklı zorluk derecelerine sahip metin üzerinde genelleyebilmiştir. Araştırmaya katılan öğrencilerin ailelerinden ve öğretmenlerinden sosyal geçerlik verileri toplanmış ve bu veriler incelendiğinde hem öğretmenlerin hem de ebeveynlerin genel olarak olumlu görüş bildirdikleri belirlenmiştir.
In this study, the effectiveness of an intervention package comprising skill-based techniques—namely repeated reading and error correction strategies—and performance-based techniques—namely goal setting and performance feedback strategies—was examined to enhance reading fluency in students with autism spectrum disorder (ASD). In line with this overarching aim, the study investigated: (a) the effect of the intervention package, which integrates repeated reading, error correction, goal setting, and performance feedback strategies, on improving oral reading rate in students with ASD, and (b) the effect of the same intervention package on enhancing reading accuracy in these students. The study was conducted with three students diagnosed with ASD, aged between 12 and 13 years, who were enrolled in the sixth grade. A multiple probe design across participants, one of the single-subject research designs, was employed. The experimental procedure consisted of four phases: baseline, intervention, maintenance, and generalization. The findings indicate that the intervention package, which incorporates repeated reading, error correction, goal setting, and performance feedback strategies, was effective in improving the reading fluency of students with ASD. All participants demonstrated increases in both reading rate and accuracy. The reading levels attained at the end of the intervention were maintained during follow-up sessions, and all three participants were able to generalize the fluent reading skills they acquired to new individuals and texts of varying difficulty levels. Social validity data were collected from the families and teachers of the participating students. Analysis of these data revealed that both teachers and parents generally held positive views regarding the intervention.
In this study, the effectiveness of an intervention package comprising skill-based techniques—namely repeated reading and error correction strategies—and performance-based techniques—namely goal setting and performance feedback strategies—was examined to enhance reading fluency in students with autism spectrum disorder (ASD). In line with this overarching aim, the study investigated: (a) the effect of the intervention package, which integrates repeated reading, error correction, goal setting, and performance feedback strategies, on improving oral reading rate in students with ASD, and (b) the effect of the same intervention package on enhancing reading accuracy in these students. The study was conducted with three students diagnosed with ASD, aged between 12 and 13 years, who were enrolled in the sixth grade. A multiple probe design across participants, one of the single-subject research designs, was employed. The experimental procedure consisted of four phases: baseline, intervention, maintenance, and generalization. The findings indicate that the intervention package, which incorporates repeated reading, error correction, goal setting, and performance feedback strategies, was effective in improving the reading fluency of students with ASD. All participants demonstrated increases in both reading rate and accuracy. The reading levels attained at the end of the intervention were maintained during follow-up sessions, and all three participants were able to generalize the fluent reading skills they acquired to new individuals and texts of varying difficulty levels. Social validity data were collected from the families and teachers of the participating students. Analysis of these data revealed that both teachers and parents generally held positive views regarding the intervention.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
