Doğa eğitiminin otizm spektrum bozukluğu olan çocukların sosyal becerilerine etkisinin incelenmesi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, doğa eğitimi programının otizmli çocukların sosyal becerileri üzerindeki etkisini incelemektir. Deney-kontrol grupları üzerinde ön test - son test ölçümlerinin yapıldığı yarı deneysel desenle tasarlanan bu araştırmanın çalışma grubunu; 2020-2021 eğitim öğretim yılında iki ayrı özel eğitim uygulama okuluna devam eden 7- 8 yaş arası otizmli çocuklar oluşturmuştur. Kontrol ve deney grupları oluşturulurken seçkisiz olmayan örnekleme yöntemlerinden amaçsal örnekleme kullanılmıştır. 4 otizmli çocuğa, 8 hafta, haftada 3 oturum ve toplamda 24 oturum doğa etkinlikleri uygulanmıştır. Kontrol grubunda yer olan otizmli çocuklara ise herhangi bir müdahale olmamıştır. Araştırma süresince elde edilen tüm veriler; çocuklar için öğretmen ve aileleri tarafından cevaplanan Otizm Sosyal Beceri Profili Ölçeği (OSBP) kullanılarak tespit edilmiştir. Deney ve kontrol grubundaki çocukların müdahale öncesi ve müdahale sonrası OSBP ölçeğinden aldıkları ön test - son test puanları arasındaki farkın anlamlılığını karşılaştırmak için Mann-Whitney U Testi, deney ve kontrol gruplarının ön test - son test puanları arasındaki farkın anlamlılığını kendi grup dinamikleri içinde test etmek için ise Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Verilerin analizi bir istatistik programı yardımıyla çözümlenmiştir. Araştırma sonucunda elde edilen bulgular incelendiğinde, müdahaleden önce deney ve kontrol grubundaki otizmli çocukların OSBP'den aldıkları sosyal beceri puanları arasında istatistiki açıdan anlamlı bir farklılık tespit edilememiştir. Müdahale sonrası yapılan analizler de ise deney grubunda yer alan otizmli çocukların sosyal beceri puanlarında, olumlu yönde ve istatistiki açıdan anlamlı düzeyde bir değişim tespit edilirken; kontrol grubunda bulunan çocukların sosyal beceri puanlarında pozitif yönde anlamlı bir değişim görülmemiştir. Aynı şekilde iki grubunda da son testleri karşılaştırıldığında deney grubunda bulunan çocukların, kontrol grubundaki çocuklardan anlamlı düzeyde yüksek sosyal beceri puanı aldıkları görülmüştür. Deney grubundan alınan izleme testi verilerinde ise sosyal becerilerin kalıcı olduğu ölçülmüştür. Araştırma bulguları ele alındığında araştırmacının araştırma öncesinde ortaya sürdüğü 8 hipotezden 6 hipotezin doğruluğu kanıtlanmıştır. Bu bağlamda doğa etkinliklerinin bu araştırmanın deney grubunda yer alan otizm spektrum bozukluğu tanısı almış 4 çocuğun sosyal becerilerinin gelişmesi üzerinde etkili olduğu gözlenmiştir.
The aim of this research is to examine the effect of nature education program on the social skills of children with autism. The study group of this research, which was designed with a quasi-experimental design in which pretest-posttest measurements were made on the experimental-control groups; In the 2020-2021 academic year, children with autism between the ages of 7 and 8 who attend the two different special education practice schoolsl were formed. Purposeful sampling, one of the non-random sampling methods, was used while creating the control and experimental groups. Nature activities were applied to 4 children with autism for 8 weeks, 3 sessions a week and a total of 24 sessions. There was no intervention in the children with autism in the control group. All data obtained during the research; It was determined by using the Autism Social Skill Profile Scale for children answered by teachers and their families. Children in the experimental and control groups before the intervention and after the intervention, the scale OSBP taken from pre - and post-test scores to compare the significance of the difference between the Mann-Whitney U test, experimental and control groups pre - and post-test scores of the difference between the Wilcoxon signed rank test was used to test for the significance of their own group dynamics. The analysis of the data was analyzed with the help of a statistical program. When the findings obtained as a result of the research were examined, no statistically significant difference was found between the social skill scores of the children with autism in the experimental and control groups before the intervention. Post-intervention analyses also revealed a positive and statistically significant change in the social skill scores of the children with autism in the experimental group, there was no significant positive change in the social skill scores of the children in the control group. In the same way, when the final tests were compared in both groups, it was seen that the children in the experimental group received significantly higher social skill scores than the children in the control group. In the follow-up test data taken from the experimental group, it was measured that social skills are permanent. When the research findings are taken into consideration, the accuracy of 6 hypotheses out of 8 hypotheses that the researcher put forward before the research has been proven. In this context, it has been observed that nature activities have an effect on the development of social skills of 4 children diagnosed with autism spectrum disorder in the experimental group of this research.
The aim of this research is to examine the effect of nature education program on the social skills of children with autism. The study group of this research, which was designed with a quasi-experimental design in which pretest-posttest measurements were made on the experimental-control groups; In the 2020-2021 academic year, children with autism between the ages of 7 and 8 who attend the two different special education practice schoolsl were formed. Purposeful sampling, one of the non-random sampling methods, was used while creating the control and experimental groups. Nature activities were applied to 4 children with autism for 8 weeks, 3 sessions a week and a total of 24 sessions. There was no intervention in the children with autism in the control group. All data obtained during the research; It was determined by using the Autism Social Skill Profile Scale for children answered by teachers and their families. Children in the experimental and control groups before the intervention and after the intervention, the scale OSBP taken from pre - and post-test scores to compare the significance of the difference between the Mann-Whitney U test, experimental and control groups pre - and post-test scores of the difference between the Wilcoxon signed rank test was used to test for the significance of their own group dynamics. The analysis of the data was analyzed with the help of a statistical program. When the findings obtained as a result of the research were examined, no statistically significant difference was found between the social skill scores of the children with autism in the experimental and control groups before the intervention. Post-intervention analyses also revealed a positive and statistically significant change in the social skill scores of the children with autism in the experimental group, there was no significant positive change in the social skill scores of the children in the control group. In the same way, when the final tests were compared in both groups, it was seen that the children in the experimental group received significantly higher social skill scores than the children in the control group. In the follow-up test data taken from the experimental group, it was measured that social skills are permanent. When the research findings are taken into consideration, the accuracy of 6 hypotheses out of 8 hypotheses that the researcher put forward before the research has been proven. In this context, it has been observed that nature activities have an effect on the development of social skills of 4 children diagnosed with autism spectrum disorder in the experimental group of this research.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Otizm Spektrum Bozukluğu, Sosyal Beceri Gelişimi, Doğa Etkinlikleri, Doğa Eğitimi, Autism Spectrum Disorder, Social Skill Development, Nature Activities, Nature Education
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Kamacı, H. (2023). Doğa eğitiminin otizm spektrum bozukluğu olan çocukların sosyal becerilerine etkisinin incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı, Konya.
