The effect of an online professional development program consisting of behavioral skills teaching and video self-monitoring on discrete trial teaching skills of teachers and instruction-following skills of children with autism

Samet Göç; Süreyya Yörük; Oktay Taymaz Sarı

Makale detayları

The effect of an online professional development program consisting of behavioral skills teaching and video self-monitoring on discrete trial teaching skills of teachers and instruction-following skills of children with autism

Yazarlar:

Samet Göç | Süreyya Yörük | Oktay Taymaz Sarı

Yayıncı:

Kocaeli University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Otizm ve Spekrum Bozukluğu Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.106-134

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349103

pISSN:

2636-8846

Anahtar kelimeler:

Özet:

 It is important for teachers working with children with autism spectrum disorder ASD to use evidence-based practices with high implementation fidelity. However, the literature shows that teachers are not teaching at the desired level when they implement those evidence-based practices. This study aims to increase the knowledge, implementation fidelity, and self-monitoring levels of a group of teachers who work with children with ASD regarding the discrete trial teaching DTT. Additionally, the study aims to improve the instruction-following skills of five children with ASD. Accordingly, a professional development program comprising behavioral skills training BST and video self-monitoring VSM strategies was delivered online. The study was conducted using the pre-experimental research design. Five different teacher-child pairs participated in the study. The professional development program was delivered synchronously in an online platform. After the program was completed, the teachers taught instruction-following skills to the children. Data were collected using the DTT knowledge test, DTT implementation and self-monitoring fidelity form, and social validity form developed by the researchers. Wilcoxon and Friedman tests were used for data analyses. The results showed a statistically significant increase in the teachers DTT knowledge, implementation fidelity, and self-monitoring levels after the professional development program. Furthermore, the teachers were able to generalize their skills to teach different instructional goals to children with ASD. Additionally, the teachers expressed their satisfaction with participating in the professional development program. Moreover, significant improvement was observed in the instruction-following skills of the children with ASD. The results of the study demonstrated that a professional development program that combined BST and VSM and that delivered online is effective like face-to-face programs.

 It is important for teachers working with children with autism spectrum disorder ASD to use evidence-based practices with high implementation fidelity. However, the literature shows that teachers are not teaching at the desired level when they implement those evidence-based practices. This study aims to increase the knowledge, implementation fidelity, and self-monitoring levels of a group of teachers who work with children with ASD regarding the discrete trial teaching DTT. Additionally, the study aims to improve the instruction-following skills of five children with ASD. Accordingly, a professional development program comprising behavioral skills training BST and video self-monitoring VSM strategies was delivered online. The study was conducted using the pre-experimental research design. Five different teacher-child pairs participated in the study. The professional development program was delivered synchronously in an online platform. After the program was completed, the teachers taught instruction-following skills to the children. Data were collected using the DTT knowledge test, DTT implementation and self-monitoring fidelity form, and social validity form developed by the researchers. Wilcoxon and Friedman tests were used for data analyses. The results showed a statistically significant increase in the teachers DTT knowledge, implementation fidelity, and self-monitoring levels after the professional development program. Furthermore, the teachers were able to generalize their skills to teach different instructional goals to children with ASD. Additionally, the teachers expressed their satisfaction with participating in the professional development program. Moreover, significant improvement was observed in the instruction-following skills of the children with ASD. The results of the study demonstrated that a professional development program that combined BST and VSM and that delivered online is effective like face-to-face programs.

 It is important for teachers working with children with autism spectrum disorder ASD to use evidence-based practices with high implementation fidelity. However, the literature shows that teachers are not teaching at the desired level when they implement those evidence-based practices. This study aims to increase the knowledge, implementation fidelity, and self-monitoring levels of a group of teachers who work with children with ASD regarding the discrete trial teaching DTT. Additionally, the study aims to improve the instruction-following skills of five children with ASD. Accordingly, a professional development program comprising behavioral skills training BST and video self-monitoring VSM strategies was delivered online. The study was conducted using the pre-experimental research design. Five different teacher-child pairs participated in the study. The professional development program was delivered synchronously in an online platform. After the program was completed, the teachers taught instruction-following skills to the children. Data were collected using the DTT knowledge test, DTT implementation and self-monitoring fidelity form, and social validity form developed by the researchers. Wilcoxon and Friedman tests were used for data analyses. The results showed a statistically significant increase in the teachers DTT knowledge, implementation fidelity, and self-monitoring levels after the professional development program. Furthermore, the teachers were able to generalize their skills to teach different instructional goals to children with ASD. Additionally, the teachers expressed their satisfaction with participating in the professional development program. Moreover, significant improvement was observed in the instruction-following skills of the children with ASD. The results of the study demonstrated that a professional development program that combined BST and VSM and that delivered online is effective like face-to-face programs.

 Otizm spektrum bozukluğu OSB olan çocuklarla çalışan öğretmenlerin bilimsel dayanaklı uygulamaları yüksek uygulama güvenirliği ile kullanmaları önemlidir. Ancak alan yazınındaki bulgular, öğretmenlerin bilimsel dayanaklı uygulamaları kullanarak yaptıkları öğretimlerde istenen düzeyde olmadıklarını göstermektedir. Bu çalışmada, OSBli çocuklarla çalışan öğretmenlerin bilimsel dayanaklı bir yöntem olan ayrık denemelerle öğretim ADÖ yöntemine ilişkin bilgi, uygulama ve kendini izleme düzeylerinin artırılması amaçlanmıştır. Ayrıca araştırmada OSBli çocukların yönerge takip etme becerilerinin geliştirilmesi de hedeflenmiştir. Bu doğrultuda, davranışsal beceri öğretimi DBÖ yöntemi ve videodan kendini izleme VKİ stratejisinden oluşan bir mesleki gelişim programı çevrim içi ortamda senkronize şekilde sunulmuştur. Araştırma, deneme öncesi deneysel desene göre yürütülmüştür. Araştırmaya beş farklı öğretmen-çocuk çifti katılmıştır. Öğretmenler, mesleki gelişim programının ardından çocuklara yönerge takip etme becerisi öğretimi yapmışlardır. Verilerin toplanmasında araştırmacılar tarafından geliştirilen ADÖ Bilgi Düzeyi Testi, ADÖ Uygulama ve Kendini İzleme Güvenirliği Formu ve Sosyal Geçerlik Formu kullanılmıştır. Verilerin analizi, Wilcoxon ve Friedman testleri ile yapılmıştır. Elde edilen bulgular, mesleki gelişim programının ardından öğretmenlerin ADÖ bilgi, uygulama ve kendini izleme düzeylerinde istatistiksel olarak anlamlı bir artış meydana geldiğini göstermiştir. Bununla birlikte öğretmenler elde ettikleri becerileri OSBli çocuklara farklı öğretimsel amaçların öğretimi için genelleyebilmişlerdir. Ayrıca öğretmenler mesleki gelişim programına katılmaktan duydukları memnuniyeti belirtmişlerdir. Diğer yandan araştırmaya katılan OSBli çocukların yönerge takip etme becerileri de anlamlı şekilde artmıştır. Araştırmanın sonuçları, DBÖ ve VKİnin çevrim içi ortamda bir arada sunulduğu bir mesleki gelişim programının yüz yüze sunulan programlar gibi etkili olduğunu ortaya koymuştur.

Makale detayları

The effect of an online professional development program consisting of behavioral skills teaching and video self-monitoring on discrete trial teaching skills of teachers and instruction-following skills of children with autism

Yazarlar:

Samet Göç | Süreyya Yörük | Oktay Taymaz Sarı

Yayıncı:

Kocaeli University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Otizm ve Spekrum Bozukluğu Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.106-134

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349103

pISSN:

2636-8846

autism spectrum disorder

behavioral skills training

discrete trial teaching

professional development program

video self-monitoringayrık denemelerle öğretim

davranışsal beceri öğretimi

mesleki gelişim programı

otizm spektrum bozukluğu

videodan kendini izleme

Sayı

Makale detayları

Yazarlar: Samet Göç | Süreyya Yörük | Oktay Taymaz Sarı

Yayıncı: Kocaeli University

Ana Başlıklar: Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Otizm ve Spekrum Bozukluğu Eğitimi

Dergi: Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.106-134

Belge Tipi: Makale

Yayın Tarihi: 5/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001349103

pISSN: 2636-8846

Sayı

Yazarlar:

Samet Göç | Süreyya Yörük | Oktay Taymaz Sarı

Yayıncı:

Kocaeli University

Ana Başlıklar:

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi | Otizm ve Spekrum Bozukluğu Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.106-134

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349103

pISSN:

2636-8846