Otizm Spektrum Bozukluğu bulunan öğrencinin sosyal duygusal öğrenme becerilerinin geliştirilmesi
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Dosyalar
Tarih
2022
Yazarlar
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Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma ilkokul dördüncü sınıfta öğrenim gören OSB tanısına sahip bir öğrencinin sosyal duygusal öğrenme becerilerinin geliştirilmesidir. Çalışma, öğrencinin ilköğretim süresi boyunca okula uyum sağlayamamasına çözüm üretme sürecini kapsadığından eylem araştırması olarak tasarlanmıştır. Öğrenci Konya'da bir devlet okulunda dördüncü sınıfa devam etmektedir ve araştırmacının kolaylaştırıcı öğretmenlik yaptığı öğrencisidir. Öğrencinin sosyal duygusal öğrenme becerilerini geliştirmek amacıyla bilimsel dayanaklı uygulamalardan sosyal öykü uygulamasını içeren bir eylem planı hazırlanarak çalışma sürecinde uygulanmıştır. Sosyal duygusal öğrenmeye yönelik farklı alanlardan toplamda beş kazanım hedef olarak alınmıştır ve her bir kazanım için eylem planı uygulama öncesi veri toplama aşaması, uygulama aşaması, geri çekme (silikleştirme) aşaması, izleme aşaması, genelleme aşaması düzenlenmiştir. 16 hafta süren eylem planının uygulaması sonucunda hedef kazanımlar gerçekleşene kadar her kazanım için farklı sayıda oturumlar gerçekleştirilmiştir. Bu araştırmanın verileri öğrenciye kazandırılması hedeflenen becerilerin gelişimini izleme amacıyla, araştırmacı tarafından hazırlanan davranış gözlem formları ve yarı yapılandırılmış görüşme formları ile toplanmıştır. Çalışmanın sonucunda öğrenci için hedef alınan duygusal kontrol, birlikte çalışma, sorumluluk, hoşgörülü olma, girişkenlik becerileri öğrenci tarafından kazanılmış ve bu becerilerin kazanımını izleyen üçüncü haftada becerinin korunduğu, dördüncü haftada ise becerilerin farklı ortam ve kişilere kısmen genellediği sonucuna ulaşılmıştır. Bu çalışma ile öğrenci için hazırlanan ve uygulanan eylem planının başarılı olduğu, öğrencinin okula uyum sağlayabilmesi için yetersiz olan sosyal duygusal öğrenme becerilerini kazandığı görülmüştür. Sonuç olarak; bu çalışma OSB bulunan ve sosyal duygusal öğrenme becerilerinin eksikliğinden dolayı okula uyum sağlamada güçlük yaşayan öğrencinin sosyal duygusal öğrenme becerilerini geliştirebilmesine destek olabildiğini göstermiştir.
This study is to develop the social emotional learning skills of a student with ASD who is studying in the fourth grade of primary school. The study was designed as an action research, as it includes the process of producing solutions for the student's failure to adapt to school during the primary education period. The student attends the fourth grade in a public school in Konya and is the student of whom the researcher teaches as a facilitator. In order to improve the student's social-emotional learning skills, an action plan including the social story application, one of the scientifically based applications, was prepared and applied during the study process. A total of five acquisitions from different areas for social emotional learning were taken as the target and the action plan for each acquisition was organized in the pre-implementation stage, the data collection stage, the application stage, the withdrawal (fading) stage, the monitoring stage, and the generalization stage. As a result of the implementation of the 16-week action plan, a different number of sessions were held for each achievement until the target achievements were achieved. The data of this research were collected with behavioral observation forms and semi-structured interview forms prepared by the researcher in order to monitor the development of the skills aimed to be acquired by the student. As a result of the study, the emotional control, cooperation, responsibility, tolerance and assertiveness skills targeted for the student were acquired by the student and it was concluded that the skills were preserved in the third week following the acquisition of these skills, and the skills were partially generalized to different environments and people in the fourth week. In this study, it was seen that the action plan prepared and implemented for the student was successful, and the student gained social-emotional learning skills that were insufficient to adapt to the school. As a result; This study has shown that it can support the development of social-emotional learning skills of students with ASD who have difficulties in adapting to school due to the lack of social-emotional learning skills.
This study is to develop the social emotional learning skills of a student with ASD who is studying in the fourth grade of primary school. The study was designed as an action research, as it includes the process of producing solutions for the student's failure to adapt to school during the primary education period. The student attends the fourth grade in a public school in Konya and is the student of whom the researcher teaches as a facilitator. In order to improve the student's social-emotional learning skills, an action plan including the social story application, one of the scientifically based applications, was prepared and applied during the study process. A total of five acquisitions from different areas for social emotional learning were taken as the target and the action plan for each acquisition was organized in the pre-implementation stage, the data collection stage, the application stage, the withdrawal (fading) stage, the monitoring stage, and the generalization stage. As a result of the implementation of the 16-week action plan, a different number of sessions were held for each achievement until the target achievements were achieved. The data of this research were collected with behavioral observation forms and semi-structured interview forms prepared by the researcher in order to monitor the development of the skills aimed to be acquired by the student. As a result of the study, the emotional control, cooperation, responsibility, tolerance and assertiveness skills targeted for the student were acquired by the student and it was concluded that the skills were preserved in the third week following the acquisition of these skills, and the skills were partially generalized to different environments and people in the fourth week. In this study, it was seen that the action plan prepared and implemented for the student was successful, and the student gained social-emotional learning skills that were insufficient to adapt to the school. As a result; This study has shown that it can support the development of social-emotional learning skills of students with ASD who have difficulties in adapting to school due to the lack of social-emotional learning skills.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Sosyal Duygusal Gelişim, Sosyal Duygusal Öğrenme Becerileri, Otizm Spektrum Bozukluğu, Eylem Araştırması, Social Emotional Development, Social Emotional Learning Skills, Autism Spectrum Disorder, Action Research
Kaynak
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Künye
Hamurcu Çelik, E. (2023). Otizm Spektrum Bozukluğu bulunan öğrencinin sosyal duygusal öğrenme becerilerinin geliştirilmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Anabilim Dalı, Konya.
