The effect of using simultaneous prompting to teach opposite concepts to intellectually disabled children
Keywords:
Children with intellectual disability, opposite concepts, simultaneous prompting, concept trainingAbstract
This study explores the effectiveness of using simultaneous prompting to teach opposite concepts to children with intellectual disabilities. Participants were three 6, 8 and 10 year-old children at a development level of 37-48 months, one with mild and two with severe intellectual disabilities. The study used one of the single subject research designs which is multiple probe design with probe sessions. Data were collected by using a personal information form, the “Gazi Early Childhood Development Evaluation Tool (GECDET)”, and “Forms for Evaluating the Concepts of Big and Small”. The results showed that simultaneous prompting was effective in teaching the concepts of big and small to intellectually disabled children.
Özet
Bu araştırmada zihinsel yetersizliği olan çocuklara zıt kavramları kazandırmada eşzamanlı ipucuyla öğretimin etkililiği incelenmiştir. Araştırmaya 37-48 ay gelişim düzeyine sahip 6, 8 ve 10 yaşlarında biri hafif, diğer ikisi ileri derecede zihinsel yetersizliği olan 3 çocuk alınmıştır. Araştırmada tek denekli araştırma yöntemlerinden yoklama evreli çoklu yoklama modeli kullanılmıştır. Veriler, Kişisel Bilgi Formu, “Gazi Erken Çocukluk Gelişimi Değerlendirme Aracı (GEÇDA)”, “Büyük ve Küçük Kavramını Değerlendirme Formları” kullanılarak toplanmıştır. Araştırmanın sonunda eş zamanlı ipucuyla öğretim yöntemin zihinsel yetersizliği olan çocuklara büyük ve küçük kavramlarını öğretmede etkili olduğu belirlenmiştir.
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