Etkinliğe dayalı müdahale programının 3-6 yaş gelişimsel geriliği olan çocukların geçiş becerilerine etkisi

Abstract

SUMMARY THE EFFECTIVENESS OF ACTIVITY-BASED INTERVENTION PROGRAM ON THE TRANSITION SKILLS OF CHILDREN WITH DEVELOPMENTAL DELAYS AGED BETWEEN 3 AND 6 YEARS Bakkaloğlu, Halice Doctoral Thesis, Department of Special Education Supervisor: Prof. Ph.D. Bülbin Sucuoğlu July, 2004, XIH 33 page In this research, the effectiveness of activity-based intervention program on the transition skills of children with developmental delays aged between 3 and 6 years was examined. The study group was consisted of 7 children with developmental delays. In the study, to determine the characteristics of the children, an information form and to assess the transition skills of the children, the Transition Skills Assessment Scale (TSAS) which was developed for the purpose of evaluating the transition skills of the children before and after the implementation of the program and whose validity and reliability were assessed were used. In the research, time series design which was one of the quasi experimental designs was used. The implementation process was composed of "before instruction phase", "instruction phase" and, "after instruction phase", each one lasted 6 weeks and "generalization phase" took 4 weeks. In the activity-based intervention program "following directives", "lining up", "working independently" and "collecting materials" skills were taught by using activity-based intervention approach. Two types of measurements were performed for examining the effectiveness of the activity-based intervention program. Firstly, children were assessed two times before and after the instruction by using TSAS. Secondly, children were assessed for the four skills included in the program three times before and after the instruction by implementing task analytic recording and whole interval recording.Children were assessed again at the generalization phase by implementing task analytic recording^ To assess if there was a difference among measurements performed before and after instruction, the Friedman two-way analysis of variance by ranks and to determine the direction and the significance of the difference between the measurements, Wilcoxon signed-rank test were used. In addition, the measurements were presented in graphics. The findings derived from the statistical analysis indicated that significant differences were found at the after instruction phase comparing to the before instruction phase concerning children's TSAS scores and the after instruction and the generalization phase comparing to the before instruction phase related to the percentage of their correct responses for the four skills. Finally, the findings showed that four skills which involved in the program were gained and generalized to different situations by the children. VI