Research Article
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Effect of Adding Clues to Stimulus and Fading Them Method in Teaching Word Reading to Students with Autism

Year 2024, Volume: 24 Issue: 1, 90 - 111, 15.03.2024

Kevser Kılıç Binyamin Birkan M. Abdulbaki Karaca

https://doi.org/10.17240/aibuefd.2024..-1314166

Abstract

Students diagnosed with autism may experience difficulties in learning to read due to cognitive challenges. Many of them can recognize letters, read syllables, but they can’t learn to read because of having difficulty in combining syllables. Effective methods and individualized applications are needed. Therefore, the purpose of this study is to investigate the effect of the teaching method on learning word reading in students with autism of adding clues to the stimulus and fading them. In this context, a total of 25 words, including 5 words from 3 different categories, were studied during the study process. Multiple-baseline across behaviors design from single subject research designs, was used. A 10-year-old girl with autism who couldn't read participated in the study. In the study, the demographic information form prepared by the researchers and checklists were used as a data collection tool. The dependent variable is reading words, independent variable is the teaching method of adding clues to the stimulus and fading them. In The data were analyzed and interpreted with line graphics. It was determined that the method was effective in teaching word reading to students with autism, the student could generalize the skill across materials, the effect persisted even after the instruction. Therefore, it can be concluded that the method affected learning word reading positively in the student with autism. For future study, it is recommended to conduct studies in which a larger number of words are used with a larger number of students with autism, in addition, studies with different types of disabilities.

Keywords

Autism Adding Clues Fading Clues Reading Skill.

References

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Uyarana İpucu Ekleme ve İpucunu Silikleştirmeyle Öğretim Yönteminin Otizmli Öğrencinin Sözcük Okuma Öğrenimine Etkisinin İncelenmesi

Year 2024, Volume: 24 Issue: 1, 90 - 111, 15.03.2024

Kevser Kılıç Binyamin Birkan M. Abdulbaki Karaca

https://doi.org/10.17240/aibuefd.2024..-1314166

Abstract

Otizm tanılı öğrenciler bilişsel sorunlardan dolayı okuma öğreniminde güçlük yaşayabilmektedir. Birçoğunun harfleri tanıyarak heceleri okuyabildiği; ancak heceleri birleştiremedikleri için sözcük düzeyinde okumayı öğrenemedikleri görülmüştür. Bu duruma çözüm olarak otizmli öğrenciler etkili yöntemler ve bireyselleştirilmiş uygulamalara ihtiyaç duymaktadır. Bu nedenle bu araştırmanın amacı, uyarana ipucu ekleme ve ipucunu silikleştirmeyle öğretim yönteminin otizmli bir öğrencinin sözcük okuma öğrenimi üzerindeki etkisini incelemektir. Bu kapsamda araştırma sürecinde 3 farklı kategoriden 5’er tane sözcük olmak üzere toplamda 25 sözcük üzerinde çalışılmıştır. Araştırma tek denekli araştırma modellerinden davranışlar arası çoklu başlama modeli ile yürütülmüştür. Araştırmanın katılımcısı okuma bilmeyen 10 yaşında otizmli bir kız öğrencidir. Araştırmada araştırmacılar tarafından hazırlanan demografik bilgi formu ile kontrol listeleri veri toplama aracı olarak kullanılmıştır. Araştırmanın bağımlı değişkeni sözcük okuma becerisi; bağımsız değişkeni ise uyarana ipucu ekleme ve ipucunu silikleştirmeyle öğretim yöntemidir. Araştırmada elde edilen veriler çizgi grafiklerine aktarılarak yorumlanmıştır. Bulgular incelendiğinde yöntemin otizmli öğrencinin sözcük okuma öğrenimi üzerinde olumlu yönde etkisi olduğu ve öğretimden sonra da etkinin devam ettiği görülmüştür. Buradan yola çıkarak yöntemin otizmli öğrencinin sözcük okuma öğreniminde olumlu etkisinin olduğu sonucuna ulaşılmıştır. İleriki araştırmalar için, daha fazla sayıda otizmli öğrenci ile daha fazla sayıda sözcüğün kullanıldığı çalışmalar yapılması, ek olarak farklı yetersizlik türleri ile de çalışmaların yapılması önerilmektedir.

Keywords

İpucu Ekleme İpucunu Silikleştirme Okuma Beceri.

References

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  • Adalarasu, K., Jagannath, M., & James, O. (2019). Assessment of techniques for teaching school children with autism. IRBM, 1-6, https://doi.org/10.1016/j.irbm.2019.10.003.
  • Akçamete, G. Gürgür, H., & Kış, A. (2003). Kaynaştırma programlarına yerleştirilmiş özel gereksinimli öğrencilerin okuma yazma becerilerine ilişkin öğretmen görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(2) 39-53.
  • Amerikan Psikiyatri Birliği. (2013). Ruhsal bozuklukların tanısal ve sayımsal el kitabı, (Çev. E. Köroğlu, 5. baskı). Hekimler Yayıncılık.
  • Asberg, J., Kopp, S., Berg Kelly, K., & Gillberg, C. (2010). Reading comprehension, word decoding and spelling in girls with autism spectrum disorders (ASD) or attention deficit/ hyperactivity disorder (AD/HD): Performance and predictors. International Journal of Language & Communication Disorders, 45(1), 61–71. https://doi.org/10.3109/13682820902745438.
  • Barudin, S. I., & Hourcade, J. J. (1990). Relative effectiviness of three methods of reading instruction in developing specific recall and transfer skills in learners with moderate and severe mental retardation. Education and Training in Mental Retardation, 25(3), 286–29. EJ419992.
  • Başal, M., & Batu, S. (2002). Zihin özürlü öğrencilere okuma yazma öğretme konusunda alt özel sınıf öğretmenlerinin görüş ve önerileri. Ankara Üniversitesi Özel Eğitim Dergisi, 3(2), 85-98. https://doi.org/10.1501/Ozlegt_0000000067.
  • Bilmez, H., & Tekin-İftar, E. (2016). Veri toplama. E. Tekin-İftar (Ed.), Uygulamalı davranış analizi içinde (ss.99-143). Vize Yayıncılık.
  • Birkan, B., McClannahan, L. E., & Krantz, P. J. (2007). Effects of superimposition and background fading on the sight-word reading of a boy with autism. Research in Autism Spectrum Disorders, 1(2), 117-125. https://doi:10.1016/j.rasd.2006.08.003.
  • Browder, D. M., & Snell, M.E. (2000). Teaching functional academics. In M.E. Snell & F. Brown (Ed). Instruction of students with setere disabilities, (pp. 493-543). Merrill Publishing Company.
  • Brown, H. M., Oram Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorders, 43(4), 932–955. https://doi.org/10.1007/s10803-012-1638-1.
  • Brett, D., Warnell, F., McConachie, H., & Parr, J. R., (2016). Factors affecting age at ASD diagnosis in UK. No evidence that diagnosis age has decreased between 2004 and 2014. Journal of Autism and Developmental Disorders, 46(6), 1974–1984. https://doi.org/10.1007/s10803-016-2716-6.
  • Bullen, J. C., Swain Lerro, L., Zajic, M., McIntyre, N., & Mundy, P. (2020). A developmental study of mathematics in children with autism Spectrum disorder, symptoms of attention deficit hyperactivity disorder, or typical development. Journal of Autism and Developmental Disorders, 1-14, https://doi.org/10.1007/s10803-020-04500-9.
  • Centers for Disease Control and Prevention. (2023). Data & statistics on autism spectrum disorder. https://www.cdc.gov/ncbddd/autism/data.html.
  • Cengher, M., Budd, A., Farrell, N., & Fienup, D. M. (2018). A review of prompt-fading procedures: Implications for effective and efficient skill acquisition. Journal of Developmental and Physical Disabilities, 30(2), 155-173. https://link.springer.com/article/10.1007/s10882-017-9575-8.
  • Chen, L., Abrams, D. A., Rosenberg-lee, M., Iuculano, T., Wakeman, H. N., Prathap, S., … Menon, V. (2018). Quantitative analysis of heterogeneity in academic achievement of children with autism. Clinical Psychological Science, 1-19, https://doi.org/10.1177/2167702618809353.
  • Cooper, J. O. (1987). Stimulus control. In J. O. Cooper, T. E. Heron, & W. L. Heward (Eds.), Applied behavior analysis (pp. 229–326). Columbus, Merrill.
  • Davidson, M. M., Kaushanskaya, M., & Weismer, S. E. (2018). Reading comprehension in children with and without ASD: The role of word reading, oral language, and working memory. Journal of Autism and Developmental Disorders, 48(10), 3524–3541. https://doi.org/10.1007/s10803-018-3617-7.
  • Deniz, S., & Akdemir, B. (2020). Otizm spektrum bozukluğu olan öğrencilerin eğitimlerinde kullanılan öğretim yöntemleri. S. Deniz ve B. Akdemir (Ed.), Zihin yetersizliği ve otizm spektrum bozukluğu içinde (ss. 209-228). Eğiten Kitap.
  • DeWalt, D. A., Berkman, N. D., Sheridan, S., Lohr, K. N., & Pignone, M. P. (2004). Literacy and health outcomes. Journal of General Internal Medicine, 19(12), 1228–1239. https://doi.org/10.1111/j.1525-1497.2004.40153.x.
  • Dorry, G. W., & Zeaman, D. (1975). Teaching a simple reading vocabulary to retarded children: effectiveness of fading and nonfading procedures. American Journal of Mental Deficieny, 79(6), 711-716. PMID: 1146865.
  • Eliçin, Ö., Yıkmış, A., & Cavkaytar, A. (2015). Otizm spektrum bozukluğu olan çocuklara işlevsel okuma becerilerinin kazandırılmasında tablet bilgisayar aracılığı ile sunulan programın etkililiği. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 5(13), 255-279.
  • Etzel, B. C., & LeBlanc, J. M. (1979). The simplest treatment alternative: The law of parsimony applied to choosing appropriate instructional control and errorless-learning procedures for the difficult-to-teach child. Journal of Autism and Developmental Disorders, 9(4), 361–381. https://doi.org/10.1007/bf01531445
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There are 56 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education (Other)
Journal Section Articles
Authors

Kevser Kılıç 0000-0002-4479-2463

Binyamin Birkan 0000-0003-3909-9960

M. Abdulbaki Karaca 0000-0002-4192-6307

Publication Date March 15, 2024
Submission Date June 13, 2023
Published in Issue Year 2024 Volume: 24 Issue: 1

Cite

APA Kılıç, K., Birkan, B., & Karaca, M. A. (2024). Uyarana İpucu Ekleme ve İpucunu Silikleştirmeyle Öğretim Yönteminin Otizmli Öğrencinin Sözcük Okuma Öğrenimine Etkisinin İncelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 90-111. https://doi.org/10.17240/aibuefd.2024..-1314166
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