Teaching Home Safety Skills To Individuals With Intellectual Disabilities

İmge Yurdabakan; Füsun Ünal; Emine Arvas; Hanife Ece Uğurlu Akbay

Article Details

Teaching Home Safety Skills To Individuals With Intellectual Disabilities

Authors:

İmge Yurdabakan | Füsun Ünal | Emine Arvas | Hanife Ece Uğurlu Akbay

Publisher:

Dokuz Eylul University

Main Topics:

Zihinsel Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.787-808

Document Type:

Article

Publication Date:

3/2024

Document Language:

Turkish

Document ID (Org No.):

2001314417

pISSN:

2602-2850

Keywords:

Abstract:

 Individuals with developmental disabilities are more at risk than their typically developing peers in recognizing dangerous situations and taking precautions during their daily lives due to their developmental differences. Home safety skills, which are considered within the scope of safety skills, are considered one of the most important skills that children with developmental disabilities need to learn to develop independence. This study aimed to investigate the effectiveness of the constant time delay procedure in teaching home safety skills to individuals with intellectual disabilities. The social validity of the study was assessed through social validity forms that examined the views of the teachers and mothers of the participating children with intellectual disabilities. The study was conducted with three students with intellectual disabilities aged 7-10 years in Aydın province. In the study, multiple probe design across participants, one of the single-subject research methods, was utilized. The research data were analyzed using a visual analysis approach. The findings of the study showed that the constant time delay procedure was effective in teaching home safety skills to individuals with intellectual disabilities. The study also revealed that the constant time delay procedure was effective in maintenance of the target behaviors two, three, and five weeks after the instruction and in generalization of the acquired skills to different environments, people, and tools. According to the social validity findings of the study, the teachers and mothers of the participating children with intellectual disabilities reported that the acquisition of home safety skills is important for the children and participation in this study will have a positive impact on their lives.

 Individuals with developmental disabilities are more at risk than their typically developing peers in recognizing dangerous situations and taking precautions during their daily lives due to their developmental differences. Home safety skills, which are considered within the scope of safety skills, are considered one of the most important skills that children with developmental disabilities need to learn to develop independence. This study aimed to investigate the effectiveness of the constant time delay procedure in teaching home safety skills to individuals with intellectual disabilities. The social validity of the study was assessed through social validity forms that examined the views of the teachers and mothers of the participating children with intellectual disabilities. The study was conducted with three students with intellectual disabilities aged 7-10 years in Aydın province. In the study, multiple probe design across participants, one of the single-subject research methods, was utilized. The research data were analyzed using a visual analysis approach. The findings of the study showed that the constant time delay procedure was effective in teaching home safety skills to individuals with intellectual disabilities. The study also revealed that the constant time delay procedure was effective in maintenance of the target behaviors two, three, and five weeks after the instruction and in generalization of the acquired skills to different environments, people, and tools. According to the social validity findings of the study, the teachers and mothers of the participating children with intellectual disabilities reported that the acquisition of home safety skills is important for the children and participation in this study will have a positive impact on their lives.

 Individuals with developmental disabilities are more at risk than their typically developing peers in recognizing dangerous situations and taking precautions during their daily lives due to their developmental differences. Home safety skills, which are considered within the scope of safety skills, are considered one of the most important skills that children with developmental disabilities need to learn to develop independence. This study aimed to investigate the effectiveness of the constant time delay procedure in teaching home safety skills to individuals with intellectual disabilities. The social validity of the study was assessed through social validity forms that examined the views of the teachers and mothers of the participating children with intellectual disabilities. The study was conducted with three students with intellectual disabilities aged 7-10 years in Aydın province. In the study, multiple probe design across participants, one of the single-subject research methods, was utilized. The research data were analyzed using a visual analysis approach. The findings of the study showed that the constant time delay procedure was effective in teaching home safety skills to individuals with intellectual disabilities. The study also revealed that the constant time delay procedure was effective in maintenance of the target behaviors two, three, and five weeks after the instruction and in generalization of the acquired skills to different environments, people, and tools. According to the social validity findings of the study, the teachers and mothers of the participating children with intellectual disabilities reported that the acquisition of home safety skills is important for the children and participation in this study will have a positive impact on their lives.

 Gelişimsel yetersizliği olan bireyler gelişimsel farklılıkları sebebiyle günlük yaşamları sırasında tehlikeli durumları fark etmede ve önlem almada tipik gelişim gösteren akranlarına kıyasla daha fazla risk altındadırlar. Güvenlikle ilgili beceriler kapsamında ele alınan ev-içi güvenlik becerileri gelişimsel yetersizliği olan çocukların bağımsızlık kazanmaları için öğrenmeleri gereken en önemli beceriler arasında değerlendirilmektedir. Bu araştırmada zihinsel yetersizliği olan bireylere ev-içi güvenlik becerilerinin öğretiminde sabit bekleme süreli öğretim yönteminin etkililiğini araştırmak amaçlanmıştır. Araştırmanın sosyal geçerliliği ise zihinsel yetersizliği olan bireylerin öğretmenlerinin ve annelerinin görüşleri alınarak değerlendirilmiştir. Araştırma, Aydın ilinde bulunan, zihinsel yetersizlik tanısı almış, 7-10 yaşları arasında üç öğrenci ile yürütülmüştür. Araştırmada tek-denekli araştırma yöntemlerinden katılımcılar arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Araştırma verileri grafiksel analiz yöntemiyle analiz edilmiştir. Araştırmadan elde edilen bulgular, sabit bekleme süreli öğretim yönteminin zihinsel yetersizliği olan bireylere ev içi güvenlik becerilerini kazandırılmasında, öğretimin ardından iki, üç ve beş hafta sonra hedef davranışın kalıcılığının sürdürülmesinde, farklı ortam, kişi ve araç-gereçlere genellenmesinde etkili olduğunu ortaya koymaktadır. Araştırmanın sosyal geçerlik bulguları incelendiğinde, katılımcıların öğretmenleri ve anneleri ev-içi güvenlik becerilerinin çocuklar için önemli olduğunu ve çalışmaya katılmalarının yaşamlarına olumlu etkisinin olacağını belirtmişlerdir.

Article Details

Teaching Home Safety Skills To Individuals With Intellectual Disabilities

Authors:

İmge Yurdabakan | Füsun Ünal | Emine Arvas | Hanife Ece Uğurlu Akbay

Publisher:

Dokuz Eylul University

Main Topics:

Zihinsel Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.787-808

Document Type:

Article

Publication Date:

3/2024

Document Language:

Turkish

Document ID (Org No.):

2001314417

pISSN:

2602-2850

Constant time delay procedure

home safety skills

intellectual disabilities

safety skills.Sabit bekleme süreli öğretim

ev-içi güvenlik becerileri

zihinsel yetersizlik

güvenlik becerileri.

Constant time delay procedure

home safety skills

intellectual disabilities

safety skills

Issues

Article Details

Authors: İmge Yurdabakan | Füsun Ünal | Emine Arvas | Hanife Ece Uğurlu Akbay

Publisher: Dokuz Eylul University

Main Topics: Zihinsel Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Journal: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.787-808

Document Type: Article

Publication Date: 3/2024

Document Language: Turkish

Document ID (Org No.): 2001314417

pISSN: 2602-2850

Issues

Authors:

İmge Yurdabakan | Füsun Ünal | Emine Arvas | Hanife Ece Uğurlu Akbay

Publisher:

Dokuz Eylul University

Main Topics:

Zihinsel Engelli Eğitimi | Özel Eğitim ve Engelli Eğitimi (Diğer)

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.787-808

Document Type:

Article

Publication Date:

3/2024

Document Language:

Turkish

Document ID (Org No.):

2001314417

pISSN:

2602-2850