Otizm Spektrum Bozukluğu Olan Bireylere Matematik Becerilerinin Öğretimi: Tek-Denekli Araştırmalarda Betimsel ve Meta Analiz

Creative Commons License

AYDIN O., TEKİN İFTAR E.

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, cilt.21, sa.2, ss.383-426, 2020 (ESCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 21 Sayı: 2
  • Basım Tarihi: 2020
  • Doi Numarası: 10.21565/ozelegitimdergisi.521232
  • Dergi Adı: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), EBSCO Education Source, Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.383-426
  • Anahtar Kelimeler: Autism spectrum disorders, math skills, single-case experimental research, meta analysis, evidence-based practice, HIGH-FUNCTIONING AUTISM, PROBLEM-SOLVING ABILITY, ACADEMIC-ACHIEVEMENT, ASPERGER-SYNDROME, MATHEMATICS INTERVENTIONS, INTELLECTUAL DISABILITIES, STRATEGY INSTRUCTION, PURCHASING SKILLS, SUBJECT RESEARCH, NUMERACY SKILLS
  • Erzincan Binali Yıldırım Üniversitesi Adresli: Hayır

Özet

The present study aims to evaluate the single-case experimental studies on teaching math skills to individuals with autism spectrum disorders in terms of (a) quality indicators developed by Horner et al. (2005), (b) descriptive analysis of the variables used in these studies, and (c) effect sizes of the interventions to decide whether they are evidence-based. Various databased were searched and the analyses were conducted for 26 studies. Results showed that 10 research studies classified as "acceptable" in terms of meeting quality indicators developed by Horner et al. (2005). The effect sizes of tese studies were calculated (Tau-U and PND) and results showed that visual presentation instructions and strategy- based instructions are the promising instructions in teaching math skills to individuals with autism. Based on the findings, future research needs and recommendations to the practitioners are discussed.