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Otizm Spektrum Bozukluğu (OSB) olan bireylerin gelişim özellikleri ve yeterlikleri normal gelişim gösteren bireylerden farklılık göstermektedir. Bu bireylerin yaşadıkları toplumda diğer bireyler tarafından kabul görmeleri ve başkalarına bağımlı olmadan yaşamaları günlük yaşam becerileri (yemek yapma, yiyecekleri koruma, temizlik yapma, giysilerin bakımı, ütü yapma, görünüşü düzeltme, telefonla iletişim, konuk ağırlama, yatak düzeltme becerileri gibi) konusunda bilgi beceri ve alışkanlıkları yerine getirmeleriyle yakından ilişkilidir. OSB’li bireyler, çoğunlukla, normal gelişim gösteren bireylerin kendi kendilerine öğrendikleri günlük yaşam becerilerini sistemli öğretim almadan öğrenememektedirler. Bu nedenle, günlük yaşam becerilerini öğretmek OSB’li bireylere sağlanan eğitim hizmetlerinin amaçlarından birisi olarak belirtilmektedir. Bu amaçtan yola çıkılarak, bu araştırmada OSB’li öğrencilere yemek yapma becerilerinin öğretiminde sabit bekleme süreli öğretim yönteminin etkililiğini belirlemek hedeflenmiştir. Araştırmanın çalışma grubunu Edirne ilindeki bir özel eğitim okuluna devam eden yaşları 18, 21, 21 olan üç OSB’li öğrenci oluşturmuştur. Araştırmada tek-denekli araştırma modellerinden yoklama denemeli denekler arası çoklu yoklama modeli kullanılmıştır. Araştırmanın bağımlı değişkeni, öğrencilerin yemek yapma becerilerinden puding yapma becerisini gerçekleştirme düzeyleridir. Araştırmanın bağımsız değişkeni ise, sabit bekleme süreli öğretim yöntemine dayalı olarak hazırlanan öğretim programının uygulanmasıdır. Araştırmada öğrencilere ilişkin belirlenen hedef beceride, başlama, genelleme başlama, öğretim, izleme ve genelleme verilerinin toplanması için veri kayıt formları hazırlanmıştır. Araştırma sonucunda deneklerin üçünün de belirlenen beceriyi hedeflenen ölçüt düzeyinde edindikleri, bu beceriyi uygulama sona erdikten sonra da kullanmaya devam ettikleri ve farklı araç ve kişilere genelledikleri sonucuna ulaşılmıştır. Ayrıca öğrencilerin anneleri ve öğretmenleri ile yapılan görüşmeler sonucunda, bu becerinin öğretiminden memnun oldukları yönünde bilgiler elde edilmiştir.
The development characteristics and skills of individuals with autism spectrum disorder (OSB) differ from those with normal development. These individuals are closely related to the knowledge skills and habits in their daily life skills (such as cooking, food preservation, cleaning, clothing care, clothing, appearance repair, telephone communication, guest welcoming, bed repair skills) that they live without dependence on others. Individuals with OSB are often unable to learn the daily life skills they learn to themselves by individuals with normal development without systematic teaching. Therefore, teaching daily life skills is referred to as one of the objectives of educational services provided to individuals with OSB. Starting from this goal, this study aims to determine the effectiveness of the teaching method for a fixed waiting period in teaching OSB students the cooking skills. The research work group was formed by three students of the OSB, aged 18, 21, 21 who continued to a private educational school in Edirne province. The research has used a multi-destruction model that is attempted to eliminate from single-tested research models. The research-dependent variable is the levels of achieving the students’ ability to make pudding from their cooking skills. The independent variable of the research is the implementation of the curriculum prepared on the basis of the method of teaching for a fixed waiting period. Data registration forms are prepared for the collection of data in the target skills, starting, generalization start, teaching, monitoring and generalization. The study found that the three subjects obtained the determined skill at the targeted standard level, continued to use this skill after the implementation was completed and generalized to different tools and persons. As a result of conversations with the students and their mothers and teachers, the information was obtained that they were satisfied with the teaching of this skill.
Individuals with Autism Spectrum Disorder (ASD) have significant differences in their developmental characteristics and individual competences. These individuals to be accepted in the society they live in and live without being dependent on others is closely related to their daily life skills, ( for instance; cooking, food preservation, cleaning, clothes care, ironing, correcting the appearance, telephone communication, welcoming guests, bed correction). Individuals with ASD often have difficulty in learning the daily life skills they have learned on their own without systematic teaching. Therefore, teaching daily life skills is one of the aims of educational services provided to individuals with ASD. In this study, it is aimed to determine the effectiveness of the constant time delay procedure in teaching cooking skills to students with ASD. The study group consisted of three ASD students aged 18, 21, 21 attending a special education school in Edirne province. In the study, a single-subject multiple-probe model was used. The dependent variable of the study is the level of students' ability to make pudding from their cooking skills. The independent variable of the study is the implementation of the curriculum based on the constant time deley procedure. Data recording forms were prepared for the purpose of gathering the initial, generalization initial, teaching, monitoring and generalization data in the target skill determined for the students. As a result of the research, it was seen that all three subjects performed the determined skill in accordance with the targeted criteria and it was determined that the students continued to use it after the application ended and generalized them to different environments , tool and people. In addition, as a result of the interviews with the mothers and teachers of the students, they were satisfied that they were pleased with the teaching of this skill.
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