Araştırma Makalesi
THE IMPACT OF 2D ANIMATION ON DEVELOPING SELF-CARE SKILLS IN INDIVIDUALS WITH INTELLECTUAL DISABILITIES
Öz
The primary objective of the study was to assess the effectiveness of an animation-based teaching program in enhancing the acquisition of self-care skills among three kindergarten students diagnosed with mild or moderate intellectual disability. The researchers developed a tailored animation-based teaching package with direct instruction, specifically designed to meet the unique requirements of the targeted population. To evaluate the impact of the intervention, a single-subject research design with multiple probes across behaviors was implemented. The study focused on teaching three daily living skills, namely tooth brushing, hand washing with soap, and hand drying. The results suggested that animation-based video modeling is an effective approach in enhancing the acquisition of daily living skills among students with intellectual disability. Thus, animation-based teaching holds promise as a viable strategy for facilitating the acquisition of effective self-care skills among individuals with intellectual disability.
Proje Numarası
120K064
Kaynakça
- Baker, E., Stavropoulos, K. K., Baker, B. L., & Blacher, J. (2021). Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence. Research in Autism Spectrum Disorders, 83, 101761. https://doi.org/10.1016/j.rasd.2021.101761
- Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287.
- Burns, C. O., Lemon, J., Granpeesheh, D., & Dixon, D. R. (2019). Interventions for daily living skills in individuals with intellectual disability: A 50-year systematic review. Advances in Neurodevelopmental Disorders, 3, 235-245.
- Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 67-77.
- Charlton, C. T., Kellems, R. O., Black, B., Bussey, H. C., Ferguson, R., Goncalves, B., Jensen, M., & Vallejo, S. (2020). Effectiveness of avatar-delivered instruction on social initiations by children with autism spectrum disorder. Research in Autism Spectrum Disorders, 71, 101494. https://doi.org/10.1016/j.rasd.2019.101494
- Cannella-Malone, H. I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J. H. (2012). Comparing the effects with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(3), 332–344.
- Cannella-Malone, H. I., Sabielny, L., Jiminez, E., Page, J., Miller, M., & Miller, O. (2015). Use of continuous video prompting to teach a student with a significant disability. Journal of Developmental and Physical Disabilities, 27(6), 745–754. https://doi.org/10.1007/s10882-015-9448-y
- Collins, J. C. & Collet-Klingenberg, L. (2018). Portable electronic assistive technology to improve vocational task completion in young adults with intellectual disability: A review of the literature. Journal of Intellectual Disabilities, 22(3), 213–232. https://doi.org/10.1177/1744629516689336
- Corn, A. L. & Koenig, A. J. (2002). Literacy for students with low vision: A framework for delivering instruction. Journal of Visual Impairment & Blindness, 96(5), 305-321.
- Drysdale, B., Lee, C. Y. Q., Anderson, A., & Moore, D. W. (2015). Using video modeling incorporating animation to teach toileting to two children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 27, 149-165. https://doi.org/10.1007/s10882-014-9405-1
- Eldeniz Çetin, M., & Geçal, İ. (2017). Zihinsel yetersizliği olan öğrencilerle çalışan öğretmenlerin eğitimde teknoloji kullanımına yönelik görüşleri ve önerilerinin belirlenmesi [Determination of opinions and recommendations for the use of technology in education teachers working with students with ıntellectual disabilities]. Akademik Sosyal Araştırmalar Dergisi, 5(52), 624-635. http://dx.doi.org/10.16992/ASOS.12631
- Fallon, K. A., Light, J., McNaughton, D., Drager, K., & Hammer, C. (2004). The effects of direct instruction on the single-word reading skills of children who require augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 47(6), 1424-1439. https://doi.org/10.1044/1092-4388(2004/106)
- Flores, M. M., & Ganz, J. B. (2007). Effectiveness of direct instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays. Focus on Autism and Other Developmental Disabilities, 22(4), 244-251.
- Fujisawa, K., Inoue, T., Yamana, Y., & Hayashi, H. (2011). The effect of animation on learning action symbols by individuals with intellectual disabilities. Augmentative and Alternative Communication, 27(1), 53-60. https://doi.org/10.3109/07434618.2011.553245
- Haydon, T., Musti-Rao, S., McCune, A., Clouse, D., McCoy, D., Kalra, H., & Hawkins, R. (2017). Using video modeling and mobile technology to teach social skills. Intervention in School and Clinic, 52(3), 154–162. https://doi.org/10.1177/1053451216644828
- Ho, T. Q., Gadke, D. L., Henington, C., Evans-McCleon, T. N., & Justice, C. A. (2019). The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 58, 83-95.
- Kamali-Arslantas, T., Yıldırım, S., & Altunay Arslantekin, B. (2021). Educational affordances of a specific web-based assistive technology for students with visual impairment. Interactive Learning Environments, 29(6), 1037-1054. https://doi.org/10.1080/10494820.2019.1619587
- Kang, Y. S. & Chang, Y. J. (2019). Using a motion‐controlled game to teach four elementary school children with intellectual disabilities to improve hand hygiene. Journal of Applied Research in Intellectual Disabilities, 32(4), 942-951.
- Karabulut, A., & Yıkmış, A. (2010). Zihin engelli bireylere saat söyleme becerisinin öğretiminde eşzamanlı ipucuyla öğretimin etkililiği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 103-113.
- Kellems, R. O., Frandsen, K., Hansen, B., Gabrielsen, T., Clarke, B., Simons, K., & Clements, K. (2016). Teaching multi-step math skills to adults with disabilities via video prompting. Research in Developmental Disabilities, 58, 31–44. https://doi.org/10.1016/j.ridd.2016.08.013
- Kellems, R. O., Charlton, C., Kversøy, K. S., & Győri, M. (2020). Exploring the use of virtual characters (avatars), live animation, and augmented reality to teach social skills to individuals with autism. Multimodal Technologies and Interaction, 4(3), 1-11. https://doi.org/10.3390/mti4030048
- Lee, R. L., Leung, C., Tong, W. K., Chen, H., & Lee, P. H. (2015). Comparative efficacy of a simplified handwashing program for improvement in hand hygiene and reduction of school absenteeism among children with intellectual disability. American Journal of Infection Control, 43(9), 907-912.
- Luzón, J. M., & Letón, E. (2015). Use of animated text to improve the learning of basic mathematics. Computers & Education, 88, 119-128. https://doi.org/10.1016/j.compedu.2015.04.016
- Mechling, L. C., & Ayres, K. M. (2012). A comparative study: Completion of fine motor office related tasks by high school students with autism using video models on large and small screen sizes. Journal of Autism and Developmental Disorders, 42, 2364-2373.
- Mechling, L. C., & Gustafson, M. (2009). Comparison of the effects of static picture and video prompting on completion of cooking related tasks by students with moderate intellectual disabilities. Exceptionality, 17(2), 103–116. https://doi.org/10.1080/09362830902805889
- Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative Education for Children and Youth, 54(4), 275-282.
- Ohtake, Y., Takahashi, A., & Watanabe, K. (2015). Using an animated cartoon hero in video instruction to improve bathroom-related skills of a student with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 50(3), 343–355.
- Piccin, S., Crippa, A., Nobile, M., Hardan, A. Y., & Brambilla, P. (2017). Video modeling for the development of personal hygiene skills in youth with autism spectrum disorder. Epidemiology and Psychiatric Sciences, 27(2), 127– 132. https://doi.org/10.1017/S2045796017000610
- Pressley, M., & McCormick, C. (1995). Advanced educational psychology for educators, researchers, and policymakers. New York: Harper-Collins.
- Schalock, R. L., Borthwick-Duffy, S., Bradley, V., Buntix,W.H. E.,Coulter, D. L., Craig, E. P. M., et al. (2010). Intellectual disability: Definition, classification, and systems of support (11th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
- Shepherd, A. (2012). The case of Drew: An animated social narrative intervention to improve the social skills of a student with a mild intellectual disability (MID). Journal of Student Engagement: Education Matters, 2(1), 65-77 https://ro.uow.edu.au/jseem/vol2/iss1/12/
- Quill, K. A. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27(6), 697– 714. https://doi.org/10.1023/A:1025806900162
- Tekin-İftar, E. (2012). Eğitim ve davranış bilimlerinde tek-denekli araştırmalar. Ankara: Türk Psikologlar Derneği Yayını.
- Watkins, C. L., & Slocum, T. A. (2004). The components of direct instruction. In N. E. Marchand-Martella, T. A. Slocum, & R. C. Martella (Eds.), Introduction to direct instruction (pp. 28–65). Allyn & Bacon.
- Yeni, S., Cagiltay, K., & Karasu, N. (2020). Usability investigation of an educational mobile application for individuals with intellectual disabilities. Universal Access in the Information Society, 19(3), 619-632. https://doi.org/10.1007/s10209-019-00655-0
Yıl 2024,
Cilt: 14 Sayı: 1, 65 - 88, 24.01.2024
Öz
Çalışmanın ana amacı, hafif veya orta düzeyde zihinsel yetersizlik tanısı almış üç anaokulu öğrencisinin öz bakım becerilerini edinmelerinde animasyon tabanlı bir öğretim programının etkinliğini değerlendirmektir. Araştırmacılar, hedeflenen popülasyonun kendine özgü gereksinimlerini karşılamak için özel olarak tasarlanmış, doğrudan öğretim süreçlerini içeren animasyon tabanlı bir öğretim paketi geliştirmiştir. Müdahalenin etkisini değerlendirmek için, tek denekli araştırma desenlerinden davranışlar arası çoklu yoklama modeli uygulanmıştır. Çalışma diş fırçalama, sabunla el yıkama ve el kurulama olmak üzere üç günlük yaşam becerisinin öğretilmesine odaklanmıştır. Sonuçlar, animasyon tabanlı video modellemenin zihinsel yetersizliği olan öğrenciler arasında günlük yaşam becerilerinin edinimini artırmada etkili bir yaklaşım olduğunu göstermiştir. Dolayısıyla, animasyon temelli öğretim, zihinsel yetersizliği olan bireyler arasında etkili öz bakım becerilerinin edinilmesini kolaylaştırmak için uygun bir strateji olarak umut vaat etmektedir.
Anahtar Kelimeler
zihinsel yetersizlik animasyon doğrudan öğretim öz bakım becerileri
Destekleyen Kurum
TÜBİTAK
Proje Numarası
120K064
Kaynakça
- Baker, E., Stavropoulos, K. K., Baker, B. L., & Blacher, J. (2021). Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence. Research in Autism Spectrum Disorders, 83, 101761. https://doi.org/10.1016/j.rasd.2021.101761
- Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287.
- Burns, C. O., Lemon, J., Granpeesheh, D., & Dixon, D. R. (2019). Interventions for daily living skills in individuals with intellectual disability: A 50-year systematic review. Advances in Neurodevelopmental Disorders, 3, 235-245.
- Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 67-77.
- Charlton, C. T., Kellems, R. O., Black, B., Bussey, H. C., Ferguson, R., Goncalves, B., Jensen, M., & Vallejo, S. (2020). Effectiveness of avatar-delivered instruction on social initiations by children with autism spectrum disorder. Research in Autism Spectrum Disorders, 71, 101494. https://doi.org/10.1016/j.rasd.2019.101494
- Cannella-Malone, H. I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J. H. (2012). Comparing the effects with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(3), 332–344.
- Cannella-Malone, H. I., Sabielny, L., Jiminez, E., Page, J., Miller, M., & Miller, O. (2015). Use of continuous video prompting to teach a student with a significant disability. Journal of Developmental and Physical Disabilities, 27(6), 745–754. https://doi.org/10.1007/s10882-015-9448-y
- Collins, J. C. & Collet-Klingenberg, L. (2018). Portable electronic assistive technology to improve vocational task completion in young adults with intellectual disability: A review of the literature. Journal of Intellectual Disabilities, 22(3), 213–232. https://doi.org/10.1177/1744629516689336
- Corn, A. L. & Koenig, A. J. (2002). Literacy for students with low vision: A framework for delivering instruction. Journal of Visual Impairment & Blindness, 96(5), 305-321.
- Drysdale, B., Lee, C. Y. Q., Anderson, A., & Moore, D. W. (2015). Using video modeling incorporating animation to teach toileting to two children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 27, 149-165. https://doi.org/10.1007/s10882-014-9405-1
- Eldeniz Çetin, M., & Geçal, İ. (2017). Zihinsel yetersizliği olan öğrencilerle çalışan öğretmenlerin eğitimde teknoloji kullanımına yönelik görüşleri ve önerilerinin belirlenmesi [Determination of opinions and recommendations for the use of technology in education teachers working with students with ıntellectual disabilities]. Akademik Sosyal Araştırmalar Dergisi, 5(52), 624-635. http://dx.doi.org/10.16992/ASOS.12631
- Fallon, K. A., Light, J., McNaughton, D., Drager, K., & Hammer, C. (2004). The effects of direct instruction on the single-word reading skills of children who require augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 47(6), 1424-1439. https://doi.org/10.1044/1092-4388(2004/106)
- Flores, M. M., & Ganz, J. B. (2007). Effectiveness of direct instruction for teaching statement inference, use of facts, and analogies to students with developmental disabilities and reading delays. Focus on Autism and Other Developmental Disabilities, 22(4), 244-251.
- Fujisawa, K., Inoue, T., Yamana, Y., & Hayashi, H. (2011). The effect of animation on learning action symbols by individuals with intellectual disabilities. Augmentative and Alternative Communication, 27(1), 53-60. https://doi.org/10.3109/07434618.2011.553245
- Haydon, T., Musti-Rao, S., McCune, A., Clouse, D., McCoy, D., Kalra, H., & Hawkins, R. (2017). Using video modeling and mobile technology to teach social skills. Intervention in School and Clinic, 52(3), 154–162. https://doi.org/10.1177/1053451216644828
- Ho, T. Q., Gadke, D. L., Henington, C., Evans-McCleon, T. N., & Justice, C. A. (2019). The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 58, 83-95.
- Kamali-Arslantas, T., Yıldırım, S., & Altunay Arslantekin, B. (2021). Educational affordances of a specific web-based assistive technology for students with visual impairment. Interactive Learning Environments, 29(6), 1037-1054. https://doi.org/10.1080/10494820.2019.1619587
- Kang, Y. S. & Chang, Y. J. (2019). Using a motion‐controlled game to teach four elementary school children with intellectual disabilities to improve hand hygiene. Journal of Applied Research in Intellectual Disabilities, 32(4), 942-951.
- Karabulut, A., & Yıkmış, A. (2010). Zihin engelli bireylere saat söyleme becerisinin öğretiminde eşzamanlı ipucuyla öğretimin etkililiği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 103-113.
- Kellems, R. O., Frandsen, K., Hansen, B., Gabrielsen, T., Clarke, B., Simons, K., & Clements, K. (2016). Teaching multi-step math skills to adults with disabilities via video prompting. Research in Developmental Disabilities, 58, 31–44. https://doi.org/10.1016/j.ridd.2016.08.013
- Kellems, R. O., Charlton, C., Kversøy, K. S., & Győri, M. (2020). Exploring the use of virtual characters (avatars), live animation, and augmented reality to teach social skills to individuals with autism. Multimodal Technologies and Interaction, 4(3), 1-11. https://doi.org/10.3390/mti4030048
- Lee, R. L., Leung, C., Tong, W. K., Chen, H., & Lee, P. H. (2015). Comparative efficacy of a simplified handwashing program for improvement in hand hygiene and reduction of school absenteeism among children with intellectual disability. American Journal of Infection Control, 43(9), 907-912.
- Luzón, J. M., & Letón, E. (2015). Use of animated text to improve the learning of basic mathematics. Computers & Education, 88, 119-128. https://doi.org/10.1016/j.compedu.2015.04.016
- Mechling, L. C., & Ayres, K. M. (2012). A comparative study: Completion of fine motor office related tasks by high school students with autism using video models on large and small screen sizes. Journal of Autism and Developmental Disorders, 42, 2364-2373.
- Mechling, L. C., & Gustafson, M. (2009). Comparison of the effects of static picture and video prompting on completion of cooking related tasks by students with moderate intellectual disabilities. Exceptionality, 17(2), 103–116. https://doi.org/10.1080/09362830902805889
- Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative Education for Children and Youth, 54(4), 275-282.
- Ohtake, Y., Takahashi, A., & Watanabe, K. (2015). Using an animated cartoon hero in video instruction to improve bathroom-related skills of a student with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 50(3), 343–355.
- Piccin, S., Crippa, A., Nobile, M., Hardan, A. Y., & Brambilla, P. (2017). Video modeling for the development of personal hygiene skills in youth with autism spectrum disorder. Epidemiology and Psychiatric Sciences, 27(2), 127– 132. https://doi.org/10.1017/S2045796017000610
- Pressley, M., & McCormick, C. (1995). Advanced educational psychology for educators, researchers, and policymakers. New York: Harper-Collins.
- Schalock, R. L., Borthwick-Duffy, S., Bradley, V., Buntix,W.H. E.,Coulter, D. L., Craig, E. P. M., et al. (2010). Intellectual disability: Definition, classification, and systems of support (11th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
- Shepherd, A. (2012). The case of Drew: An animated social narrative intervention to improve the social skills of a student with a mild intellectual disability (MID). Journal of Student Engagement: Education Matters, 2(1), 65-77 https://ro.uow.edu.au/jseem/vol2/iss1/12/
- Quill, K. A. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27(6), 697– 714. https://doi.org/10.1023/A:1025806900162
- Tekin-İftar, E. (2012). Eğitim ve davranış bilimlerinde tek-denekli araştırmalar. Ankara: Türk Psikologlar Derneği Yayını.
- Watkins, C. L., & Slocum, T. A. (2004). The components of direct instruction. In N. E. Marchand-Martella, T. A. Slocum, & R. C. Martella (Eds.), Introduction to direct instruction (pp. 28–65). Allyn & Bacon.
- Yeni, S., Cagiltay, K., & Karasu, N. (2020). Usability investigation of an educational mobile application for individuals with intellectual disabilities. Universal Access in the Information Society, 19(3), 619-632. https://doi.org/10.1007/s10209-019-00655-0
Toplam 35 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Makaleler |
| Yazarlar | |
| Proje Numarası | 120K064 |
| Erken Görünüm Tarihi | 16 Ocak 2024 |
| Yayımlanma Tarihi | 24 Ocak 2024 |
| Yayımlandığı Sayı | Yıl 2024 Cilt: 14 Sayı: 1 |
