Comparison of the Effectiveness and Efficiency of Direct Instruction and Simultaneous Prompting in Teaching Hot, Cold, Hard, and Soft Concepts to Individuals with Autism Spectrum Disorder
Abstract
There are significant difficulties teaching concepts to individuals with ASD, primarily abstract concepts. Many studies, from sensory integration studies to occupational therapy studies, from the academic dimension of special education to the affective dimension, are trying to solve this problem. This study aimed to determine the effectiveness and efficiency of direct instruction and simultaneous prompting in teaching hot, cold, hard, and soft concepts to students with autism spectrum disorder. The research model is the parallel treatment model, which is a single-subject research model. The dependent variable of the research was determined as the concepts of hot, cold, hard, and soft, and the independent variables were the levels of direct instruction and simultaneous prompting. Daily probe, collective probe, and follow-up sessions were planned and implemented for the four concepts identified in the research for direct instruction and simultaneous prompting. For each concept constituting the dependent variable of the research, the researcher prepared tool sets that exemplify the target behavior and include opposite concepts. Concept tracking checklists, criterion-dependent measurement tools, application reliability, and social validity forms were developed and used to collect research data. The research was conducted with the participation of four 7-year-old students, two girls and two boys, with autism spectrum disorder, attending the Autism Studies Application and Research Center. As a result of the research, the direct teaching method is more effective and efficient than the simultaneous prompting teaching method in comparing the effectiveness and efficiency of four subjects in gaining the concepts in the application process.
Full Text:
PDFReferences
Akgün, Ö. & Gürsel, O. (2022). Gelişimsel Yetersizliği Olan Öğrencilere Doğrudan Öğretim Yöntemiyle İşlevsel Matematik Becerilerinin Öğretiminin Etkililiği [The Effectiveness of Teaching Functional Mathematics Skills to Students with Developmental Disabilities by Direct Instruction Method]. Ankara University Faculty of Educational Sciences Journal of Special Education, 23 (3), 507-535. https://doi.org/10.21565/ozelegitimdergisi.763670
Albert, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers: Influencing student performance. Prentice Hall. https://d1wqtxts1xzle7.cloudfront.net/64283790/Applied_Behavior_Analysis_for_Teachers_%289th_Edition%29_eBook_-_PDF_Version_978-0132655972_256mwazyuxu_%281%29_%281%29-libre.pdf?1598476854=&response-content-disposition=inline%3B+filename%3DAPPLIED_BEHAVIOR_ANALYSIS_FOR_TEACHERS_N.pdf&Expires=1695754186&Signature=Qk-gTujeR34tqi7uThsMAi1KwOwh~z0k6BQHeJEoNwpNVmcspqKOnuie9dYjupP2TQQQ~BUwd2k9LJXtlbLIAoRGRre5zaLjmfvWo0wtuTx9FPRo0ZPKIHVTQkVSL3-2Q~vmsqN72CZgHWB1SBNnA122p922C5L0plDHiuoU5J~8FSTGiMniTD~9qyiLrKaja6ABxy90KqEWFaGykSA4WI9grwUygauyRKMFuhwAxetphWZ0xTPadoPaur4c~wQqMLbN0dm-jdG1O4cltSA3ewiCsjjtJKQGqgP53Ys-JNfUivOUv-6TfDB9r5BcBkcnBr0xa7SiY5Qy6lV85k7gjw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
Atıf Ünal, F., & Toper, Ö. (2021). Genel Eğitim Okulundaki Bir Kaynaştırma Öğrencisine Okulda Bulunan Toplumsal Ortamları Kullanma Becerisinin Öğretiminde Eşzamanlı Ipucuyla Öğretimin Etkililiği [The effectiveness of simultaneous prompting instruction in teaching an inclusion student in a general education school to use the social environments in the school]. The Journal of International Education Science, 8(29), 53-75. https://doi.org/10.29228/INESJOURNAL.54768
Aydın, O., & Tekin-İftar, E. (2020). Otizm Spektrum Bozukluğu Olan Bireylere Matematik Becerilerinin Öğretimi: Tek-Denekli Araştırmalarda Betimsel Ve Meta Analiz [Teaching Mathematics Skills to Individuals with Autism Spectrum Disorder: Descriptive and Meta Analysis in Single-Subject Research]. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(2), 383-426. https://doi.org/10.21565/ozelegitimdergisi.521232
Batu, S. E., Bozkurt, F., & Öncül, N. (2014). Görsel Destek Ile Öğretilen Eşzamanlı Ipucuyla Öğretimin Annelerin Otizmli Çocuklarına Beceri Öğretmelerindeki Etkililiği [The Effectiveness of Simultaneous Prompting Instruction with Visual Support on Mothers' Teaching Skills to Their Children with Autism]. Education and Science, 39(174), 91-104. https://doi.org/10.15390/EB.2014.2367
Cadette, J. N., Wilson, C. L., Brady, M. P., Dukes, C., & Bennett, K. D. (2016). The effectiveness of direct instruction in teaching students with autism spectrum disorder to answer “Wh-” questions. Journal of autism and developmental disorders, 46, 2968-2978. https://doi.org/10.1007/s10803-016-2825-2
Çay, E. (2019). Zihin Yetersizliği Olan Öğrencilere İş Becerilerinin Öğretiminde Doğrudan Öğretim Yönteminin Etkililiği [The Effectiveness of Direct Instruction Method in Teaching Work Skills to Students with Intellectual Disability]. Uşak University Journal of Educational Research, 5 (1), 1-21. https://dergipark.org.tr/tr/pub/usakead/issue/45560/480032
Charlop-Christy, M.H., Carpenter, M., Le, L., Leblanc, L.A. And Kellet, K. (2002), Using The Picture Exchange Communication System (Pecs) With Children With Autism: Assessment Of Pecs Acquisition, Speech, Social-Communicative Behavior, And Problem Behavior. Journal Of Applied Behavior Analysis, 35, 213-231. https://doi.org/10.1901/jaba.2002.35-213
Collins, B. C., Terrell, M., & Test, D. W. (2017). Using a Simultaneous Prompting Procedure to Embed Core Content When Teaching a Potential Employment Skill. Career Development and Transition for Exceptional Individuals, 40(1), 36–44. https://doi.org/10.1177/2165143416680347
Doğan, S., & Özen, A. (2022). Otizmli Çocuklara Tipik Gelişen Akranlardan Oluşan Küçük Grup Öğretiminde Akademik Becerilerin Öğretimi [Teaching Academic Skills to Children with Autism in Small Group Instruction Consisting of Typically Developing Peers]. Ankara University Faculty of Educational Sciences Journal of Special Education, 23(3), 637 653]. https://doi.org/10.21565/ozelegitimdergisi.896866
Erbaş, D. (2012). Güvenirlik. E. Tekin-İftar (Ed.), Eğitim ve Davranış Bilimlerinde Tek Denekli Araştırmalar [Reliability. In E. Tekin-İftar (Ed.), Single Subject Research in Education and Behavioural Sciences] (2 ed.). 109 - 133. Anı Publishing. ISBN: 978-975-6761-18-2
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
Güneş, F. (2022). Doğrudan Öğretim Modeli [Direct Instruction Model]. The Journal of Limitless Education and Research, 7(1), 1-39. https://doi.org/10.29250/sead.1049848.
Karabulut, A., Özkubat, U., & Uçar, A. S. (2021). Examining the effectiveness of reader strategy in intellectually disabled students’ mathematical problem solving. International Online Journal of Primary Education (IOJPE), 10(2), 397-414. https://dergipark.org.tr/en/download/article-file/2173705
Karasu, N. (2009). Özel Eğitimde Delile Dayali Yöntemlerin Belirlenmesi: Tek Denekli Çalışma Analizleri ve Karşılaştırmaları [Determination of Evidence-Based Methods in Special Education: Single Subject Study Analyses and Comparisons]. Turkish Journal of Educational Sciences, 7 (1), 0-0.https://dergipark.org.tr/tr/pub/tebd/issue/26140/275305
Kızılkaya, H., & Sarı, H. (2021). Evaluating the Effectiveness of Training Program Developed for Teachers Working with Dyslexic Students on their Competencies. Asian Journal of Education and Training, 7(2), 126–135. https://doi.org/10.20448/journal.522.2021.72.126.135
Knight, V., McKissick, B. R., & Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of autism and developmental disorders, 43(11), 2628–2648. https://doi.org/10.1007/s10803-013-1814-y
Kocak, F., & Sarı, H. (2021a). Determining the Teacher Education Needs for the Treatment of the Problem Behaviors of Students with Autism Spectrum Disorder. Asian Journal of Education and Training, 7(2), 146-162. https://doi.org/10.20448/journal.522.2021.72.146.162
Koçak, F., & Sarı, H. (2021b). The Effectiveness of the Semantic Concept Map Method in Concept Teaching to Students with Autism Spectrum Disorders. Journal Of Education and Learning, 10(4), 170-184. https://doi.org/10.5539/jel.v10n4p170
Koegel, R. L., Koegel, L. K., & Carter, C. M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28(4), 576-594. https://doi.org/10.1080/02796015.1999.12085986
Kot, M., Sönmez, S., & Yıkmış, A. (2017). Zihinsel Yetersizliği Olan Öğrencilere Toplama Işlemi Öğretiminde Doğrudan Öğretim Yöntemiyle Sunulan Nokta Belirleme Tekniği Ile Sayı Doğrusu Stratejisinin Karşılaştırılması [Comparison of Point Identification Technique and Number Line Strategy Presented by Direct Instruction Method in Addition Operation Teaching to Students with Intellectual Disabilities]. Ankara University Faculty of Educational Sciences Journal of Special Education, 18(2), 253-269. https://doi.org/10.21565/ozelegitimdergisi.323011
Kristie Asaro-Saddler (2016) Using Evidence-Based Practices to Teach Writing to Children with Autism Spectrum Disorders, Preventing School Failure. Alternative Education for Children and Youth, 60(1), 79-85. https://doi.org/10.1080/1045988X.2014.981793
Kurt, O. (2006). Otistik Özellikler Gösteren Çocuklara Zincirleme Serbest Zaman Becerilerinin Öğretiminde Sabit Bekleme Süreli Öğretimin ve Eşzamanlı Ipucuyla Öğretimin Gömülü Öğretimle Sunulmasının Etkililik ve Verimliliklerinin Karşılaştırılması [A Comparison Of Constant Time Delay And Simultneous Prompting Within Embedded Instruction On Teaching Chained Leisure Skills To Children With Autism] (Order No. 28641142). Available from ProQuest Dissertations & Theses Global. (2561953260). https://www.proquest.com/dissertations-theses/otistik-özellikler-gösteren-çocuklara-zincirleme/docview/2561953260/se-2
Metcalfe, J. (2017). Learning from errors. Annual Review of Psychology, 68(6), 465-489. https://doi.org/10.1146/annurev-psych-010416-044022
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications, Inc. https://vivauniversity.files.wordpress.com/2013/11/milesandhuberman1994.pdf
Oktav, B. & Yıkmış, A. (2022). Zihin Yetersizliği Olan Öğrencilere Ulaşım Türlerine Göre Taşıtlar Konusunun Öğretiminde Kavram Haritalarının Etkililiği [The Effectiveness of Concept Maps in Teaching the Subject of Vehicles According to Types of Transport to Students with Mental Disabilities]. Turkish Journal of Special Education Research and Practice, 4 (2), 16-34. https://doi.org/10.37233/TRSPED.2022.0131
Özkubat, U., Karabulut, A., & Uçar, A. S. (2021). Investigating the effectiveness of STAR strategy in math problem solving. International Journal of Progressive Education, 17(2), 83-100. https://doi.org/ 10.29329/ijpe.2020.332.6
Özlü, Ö., & Yıkmış, A. (2019). Zihinsel Yetersizliği Olan Öğrencilere Çarpma Öğretiminde Somut-Yarı Somut-Soyut Öğretim Stratejisinin Etkililiği [The Effectiveness of Concrete-Representational-Abstract (CRA) Teaching Strategy on the Multiplication Facts of Children with Intellectual Disabilties]. Kalem International Journal of Education and Human Sciences, 9(1) 195-225. https://doi.org/10.23863/kalem.2019.125
Özyürek, M. (1983). Kavram Öğrenme ve Öğretme [Concept Learning and Teaching]. Ankara University Journal of Faculty of Educational Sciences (JFES), 16 (2), 347-366.
Rasmussen, E. B., Clay, C. J., Pierce, W. D., & Cheney, C. D. (2022). Behavior analysis and learning: A biobehavioral approach (7th ed.). Milton: Taylor & Francis Group. https://doi.org/10.4324/9781003202622
Rockwell, S. B., Griffin, C. C., & Jones, H. A. (2011). Schema-based strategy instruction in mathematics and the word problem-solving performance of a student with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 87-95. https://doi.org/10.1177/1088357611405039
Root, J. R., Browder, D. M., Saunders, A. F., & Lo, Y. Y. (2017). Schema-based instruction with concrete and virtual manipulatives to teach problem-solving to students with autism. Remedial and Special Education, 38(1), 42-52 https://doi.org/10.1177/0741932516643592
Şafak, P. & Bilgiç, H. C. (2021). Çoklu Yetersizliği Olan Az Gören Çocuklara Doğrudan Öğretimle Sunulan Şematik Düzenleyicinin Bir Fen Konusunun Öğretiminde Etkisi [The Effect of Schematic Organizer Presented with Direct Teaching to Students with Multiple Disabilities on Teaching a Science Subject] Ankara University Faculty of Educational Sciences Journal of Special Education, 22 (1), 175-206. https://doi.org/10.21565/ozelegitimdergisi.629598
Sally J. Rogers & Laurie A. Vismara (2008) Evidence-Based Comprehensive Treatments for Early Autism. Journal of Clinical Child & Adolescent Psychology, 37(1), 8-38. https://doi.org/10.1080/15374410701817808
Sazak, E., Bozak, B., Çay, E. ve Dada, Ş.D. (2020). Erken Çocukluk Özel Eğitimine Yönelik Türkiye’de Gerçekleştirilmiş Tek Denekli Araştırmaların Gözden Geçirilmesi [Review of Single Subject Research in Fi̇eld of Early Childhood Special Education in Turkey]. Electronic Journal of Social Sciences, 4(6), 1-25. http://dx.doi.org/10.29228/sbe.39944
Swain, R., Lane, J.D. & Gast, D.L. (2015). Comparison of Constant Time Delay and Simultaneous Prompting Procedures: Teaching Functional Sight Words to Students with Intellectual Disabilities and Autism Spectrum Disorder. J Behav Educ 24, 210–229 https://doi.org/10.1007/s10864-014-9209-5
Tekin, E. (2000). Karşılaştırmalı Tek-Denekli Araştırma Modelleri [Comparative Single-Subject Research Models]. Ankara University Faculty of Educational Sciences Journal of Special Education, 2 (04). https://doi.org/10.1501/Ozlegt_0000000049
Toper-korkmaz, Ö. & Diken, İ. H. (2013). Temel Tepki Öğretimi-TTÖ (Pivotal Response Treatment-PRT) İle Gerçekleştirilen Etkililik Araştırmalarının Betimsel Analizi [Review Of The Efectiveness Articles About Pivotal Response Treatment]. Ankara University Faculty of Educational Sciences Journal of Special Education, 14 (01), 41-59. https://doi.org/10.1501/Ozlegt_0000000179
Tufan, S., Tiryaki, D., & Altunay-Arslantekin, B. (2020). Zihinsel Yetersizliği Olan Öğrencilere Tam Saatleri Ayırt Etme Becerisinin Öğretiminde Doğrudan Öğretim Modelinin Etkililiği [Effectiveness of Direct Instruction Model on Teaching Identification of Full Hours to Students with Intellectual Disabilities]. Ankara University Faculty of Educational Sciences Journal of Special Education, 21(4), 757-787. https://doi.org/10.21565/ozelegitimdergisi.595152
Tulis, M. (2013). Error management behavior in classrooms: Teachers’ responses to student mistakes. Teaching and Teacher Education, 33, 56-68. https://doi.org/10.1016/j.tate.2013.02.003
Ülgen, G. (2004). Kavram Geliştirme: Kuramlar ve Uygulamalar [Concept Development: Theories and Applications]. Nobel. ISBN: 9755916202, 9789755916200
Vuran, S. (2008). Örneklerle Kavram Öğretimi: Zihinsel Yetersizlik Gösteren Çocuklar Için [Concept Teaching with Examples: For Children with Intellectual Disabilities]. Kök Publishing. ISBN: 9789754994582
Yenioğlu, S., Sayar, K., & Güner-Yıldız, N. (2022). Öğrenme Güçlüğü Olan Öğrencilere Alışveriş Problemleri Çözme Becerisinin Kazandırılması Ve Günlük Yaşama Genellenmesi [Teaching The Skills Of Solving Shopping Problems And Generalizing To Daily Life To Students With Learning Disabilities]. Ankara University Faculty of Educational Sciences Journal of Special Education, 23(3), 613-636. https://doi.org/10.21565/ozelegitimdergisi.841368
Yücesoy Özkan, Ş. & Altun, D. E. (2019). Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri [Types of Error Correction Strategies Used in Discrete Trial Teaching]. Turkish Journal of Special Education Research and Practice, 1(1), 28-56. https://doi.org/10.37233/TRSPED.2019.0102
Yücesoy, Ş. (2011). Zihin Özürlü Öğrencilere Fotokopi Çekme Becerisinin Öğretiminde Eşzamanlı İpucuyla Öğretimin Etkinliği[The Effectiveness Of Simultaneous Prompting Procedure On Teaching Photo Copy Skill To Students With Mental Retardation] (Order No. 28639546). Available from ProQuest Dissertations & Theses Global. (2634608088).https://www.proquest.com/dissertations-theses/zihin-özürlü-öğrencilere-fotokopi-çekme/docview/2634608088/se-2
DOI: https://doi.org/10.51383/jesma.2023.92
License URL: https://creativecommons.org/licenses/by/4.0/
Journal of Educational Studies and Multidisciplinary Approaches © 2023 by Journal of Educational Studies and Multidisciplinary Approaches is licensed under CC BY 4.0
