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Introduction: Social stories (SS) are among evidence-based practices that are known to be effective in support of behavioral and educational needs of children with autism spectrum disorder (ASD). It is very important for teachers to present evidence-based practices with high application reliability for children with ASD to reach their target skills. This study aimed to examine the effect of SS that were designed and presented by pre-service teachers (PST) on target social skill (sharing toys, saying hello, and forming a line) acquisition, maintenance, and generalization of preschool children with ASD.Method: The study was conducted with a multiple probe design across dyads, and content analysis was used for the assessment of social validity data obtained in the study. Two different groups participated in the present study. The first group included children with ASD and the second group included PST who attended teaching practice courses.Results: Study results demonstrated that PST achieved the skill of accurately authoring and applying the SS after the provided training, while children with ASD acquired the target social skills, maintained and generalized these social skills. Social validity data showed that the study was considered positively both by PST and the parents of participating children with ASD.Discussion: PST wrote social stories correctly and applied with high treatment integrity. Children with ASD quickly acquired, maintained and generalized target social skills. The PST’s writing and implementation of SS with high application reliability is consistent with the research findings in the literature.

Zihin yetersizliği olan bireylerin yaşamlarını bağımsız bir biçimde sürdürebilmelerin- deki ölçütlerden biri istihdam edilmeleridir. Bunun için de bu bireylerin iş, meslek ve çalışma becerilerine sahip olmaları gerekmektedir. Bu araştırmanın amacı, zihin ye- tersizliği olan bireylere iş ve meslek becerilerinin kazandırılmasına yönelik gerçek- leştirilmiş ulusal alanyazındaki tek-denekli araştırmaları betimsel olarak analiz etmek ve “Tek-Denekli Araştırmalar Niteliksel Ölçütleri” açısından değerlendirmektir. Bu araştırmalara ulaşmak için ulusal veri tabanları taranmış ve bu inceleme sonucunda 23 araştırmaya ulaşılmıştır. Dâhil etme ve hariç tutma ölçütlerine göre sekiz araştırma çalışmaya dâhil edilmiştir. Bu araştırmalar demografik (katılımcı, ortam, öğretim dü- zenlemesi vb.) ve metodolojik (bağımlı ve bağımsız değişken, araştırma modeli, etki- lilik, genelleme, izleme, sosyal geçerlik vb.) özelliklerine ilişkin olarak tablo ve grafik üzerinde analiz edilmiş ve elde edilen sonuçlar yorumlanmıştır. Bunun yanı sıra araş- tırmalar Horner ve meslektaşlarının (2005) geliştirdiği “Tek-Denekli Araştırmalar Niteliksel Ölçütleri”ne göre de değerlendirilmiştir. Özetle, (a) iş ve meslek becerile- rinin zihin yetersizliği olan bireylere okul dönemi içerisinde öğretimini hedefleyen araştırmaların olduğu, (b) eşzamanlı ipucuyla öğretim, sabit bekleme süreli öğretim, video modelle öğretim ve kafe garsonluğu eğitim programının hedeflenen becerileri öğretmek üzere kullanıldığı, (c) araştırmaların birebir öğretim düzenlemesiyle ger- çekleştirildiği, (d) araştırmaların Horner ve meslektaşlarının (2005) geliştirmiş olduğu “Tek-Denekli Araştırmaların Niteliksel Ölçütleri” içerisinde olan 21 ölçütün 15’i ve 19’u arasındaki ölçütleri karşıladıkları görülmektedir. Buna göre ulusal alanyazında zihin yetersizliği olan bireylere iş ve meslek becerilerinin kazandırılmasını hedefleyen araştırmaların kalitelerinde bir artış eğiliminin olduğu söylenebilir. The purpose of this study is to analyze the studies descriptively, con- ducted to gain job and vocation skills to the individuals with intellectual disabilities in the national literature, and to examine the studies accord- ing to the quality indicators within single-subject research, developed by Horner et al. (2005). National databases were scanned to reach these studies. As a result of the aforementioned scanning 23 studies were found. In terms of inclusion and exclusion criteria, 8 of these studies were retained. These studies were analyzed concerning their demo- graphic (participant, setting, instruction session, etc.) and methodologic (dependent and independent variable, research model, effectiveness, generalization, maintenance, social validity, etc.) features on a table and a graphic and the results were discussed. In addition to this, the studies were examined according to the quality indicators within single-subject research, developed by Horner et al. (2005). In brief, a) job and voca- tion skills were purposed to gain to the individuals with intellectual dis- abilities at school ages, b) simultaneous prompting, constant time delay, video modeling, and café waiter education program were used to teach target skills, c) the studies were conducted in one-to-one intervention settings, d) and the studies met between 15-19 criteria of the 21 criteria indicators within single-subject research, developed by Horner et al. (2005). Accordingly, it is possible to say that the quality level of the studies in the national literature, of which purpose is gaining job and vocational skills for individuals with intellectual disabilities, is on the increasing trend.

Teknolojideki gelismeler teknoloji temelli uygulamalarin egitim ortamlarinda islevsel bir bicimde kullanimini arttirmistir. Bu uygulamalardan biri olan isitsel teknoloji koclugu (Bug-in-ear [BIE]), uygulamacilara kocluk yapmak amaciyla kucuk, kablosuz iletisim materyalleri kullanarak uygulama sirasinda aninda geri bildirim vermeyi saglayan bir kocluk turudur. BIE ogretmenlerin, ogretmen adaylarinin, yardimci destek personelin etkili ogretim uygulamalarini yuksek uygulama guvenirligiyle gerceklestirmelerinde, ozel gereksinimli bireylerin cesitli beceri ve davranislari kazanmalarinda, surdurmelerinde ve genellemelerinde etkili olarak kullanilabilen uygulamalardan biridir. Bu calismada yarim asirdan fazladir ozel egitim alaninda da kullanilan BIE’nin ne oldugu, nasil uygulandigi, egitim ortamlarinda kullanilmasinin avantajlari ve sinirliliklarindan soz edilmis, ozel egitim alaninda BIE kullanilarak gerceklestirilen bazi arastirmalar hakkinda kisa aciklamalar yapilmistir. Son olarak ozel egitim alaninda BIE kullanimina iliskin uygulamacilara ve arastirmacilara onerilerde bulunulmustur.

Bu çalışmanın amacı, gelişimsel yetersizliği olan bireylerin yetişkinlik yaşamının önemli bir parçası olan kariyer, kariyer gelişimi ve kariyer eğitimi kavramlarının açıklanması ve erken çocukluk döneminden itibaren gelişimsel yetersizliği olan bireylerin başarılı bir yetişkinlik yaşamı sürdürebilmesi için gerçekleştirilebilecek uygulamaları içeren önerilerin geliştirilmesidir. Çalışmada öncelikle gelişimsel yetersizliği olan bireyler ve onların yetişkinliğe geçiş süreci ortaya konmuş, ardından başarılı bir yetişkinlik yaşamı için kritik beceri alanlarının neler olduğu paylaşılmıştır. Sonrasında bağımsız bir yetişkinlik yaşamıyla gelişimsel yetersizliği olan bireylerin çalışma yaşamına katılımının ilişkisi açıklanmış ve çalışma yaşamına sürdürülebilir şekilde katılımda kariyer gelişimi kavramının önemini içeren alanyazındaki çalışma bulguları paylaşılmıştır. Bununla birlikte, gelişimsel yetersizliği olan bireylerin eğitiminde okul döneminden itibaren gerçekleştirilebilecek kariyer eğitimi çalışmaları örnekleriyle birlikte açıklanmıştır. Son olarak gelişimsel yetersizliği olan bireylerin kariyer gelişimlerinin desteklenmesi için paydaşlara öneriler sunulmuştur.

Students with developmental disabilities who receive education in inclusive classrooms experience different transitions throughout the day between many activities, courses and environments. For students without special needs, these transitions do not require little effort and support, while students with developmental disabilities often need more support and guidance to fulfill these transitions and gain transition skills. As the difficulties in transitions increase, inappropriate behaviors increase and the time allocated to academic learning is wasted. There are many effective strategies in the literature for facilitating in-class transitions. While it is necessary for teachers to plan academic activities for providing effective learning and increasing the success, planning of classroom transitions and using effective strategies to facilitate transitions are also effective on learning and success. The aim of the current study is to introduce strategies that are used to support and facilitate in-class transitions in elementary and secondary school classrooms where inclusion is carried out. Whit in this context, this study aims to provide guidance for teachers who have students with developmental disabilities in general education classrooms by addressing the proven transition strategies in the relevant literature.

The purpose of the present study was to examine the effects of the embedded instruction provided by preschool teachers to students with developmental disabilities (DDs) in their classes on the acquisition of target behaviors. The first author provided teacher training to four preschool teachers regarding providing instruction by using embedded instruction presented by a simultaneous prompting procedure. After completing the teacher training, the preschool teachers provided instructions to their four children with DD regarding their target behaviors. A multiple probe design with probe trials across dyads was used in the study, which is one of the models of single-subject experimental designs. The results revealed that the teachers were able to prepare their embedded instruction plans correctly, implement the prepared plans with high procedural fidelity, and maintain their instruction skills. In addition, the teachers were able to generalize their skill of preparing embedded instruction plans presented via simultaneous prompting procedures across different discrete behaviors. The children with DDs in regular education classes were able acquire their target behaviors through the instruction provided by their teachers and were also able realize maintenance and generalization regarding their target behaviors. In the social validity data, teachers and parents presented positive opinions regarding the study, and the children with DDs were able to reach the performance levels of their typically developing peers.

Bu çalışmanın amacı, gelişimsel yetersizliği olan yetişkinlerin yaşamında önemli bir yer kaplayan serbest zaman kavramına yönelik temel kavramların açıklanması, gelişimsel yetersizliği olan bireylerin serbest zaman etkinliklerine katılımındaki sorunların ortaya konması ve ilgili araştırma bulgularından yola çıkılarak öneriler geliştirilmesidir. Çalışma kapsamında öncelikle serbest zaman, serbest zaman etkinliklerine yönelik sınıflandırmalar, serbest zaman etkinliklerinde sergilenen gerekli ve ilgili beceriler ile serbest zaman eğitimi kavramları ayrıntılı biçimde açıklanmıştır. Ayrıca, yetişkinlik dönemindeki gelişimsel yetersizliği olan bireyler açısından serbest zaman etkinliklerinin önemi ve bu etkinliklere katılımda karşılaşılan sorunlar paylaşılmıştır. Son olarak ilgili alanyazından yola çıkılarak bu bireylerin serbest zamanlarını daha nitelikli geçirebilmeleri için paydaşlara öneriler sunulmuştur., The purpose of the study was to describe the basic components of spare time concept which has an important place in the lives of adults with developmental disabilities, to put forward the problems related with the participation of these individuals in the leisure time activities and to develop suggestions moving from the results of the related studies. In this study, leisure time, classifications of leisure time activities, essential and related skills which are presented in leisure time activities and education regarding leisure time activities are described in depth. Besides, the importance of leisure time activities and the problems experienced while participating in these activities by individuals with developmental disabilities are shared. Lastly, moving from the related literature, suggestions are offered to the stakeholders in order to provide opportunities for these people to spend more qualitative period during their leisure times.

Inthis study, analyzing the research studies in which independent living skillswere taught to individuals with Autism Spectrum Disorders (ASD) descriptivelyand evaluating these studies regarding the “single-subject research qualitativecriteria” were aimed. Moving with this purpose, 32 research studies weredetermined regarding the including criteria and the demographic characteristics(participants, setting, teaching conditions, etc.) and methodologiccharacteristics (dependent end independent variables, research design,effectiveness, generalization, maintenance, social validity, etc.) wereanalyzed on the tables and graphs, and the results were interpreted. Theincluded research studies were also evaluated regarding the qualitativecriteria. The results of the studies revealed that independent living skillswere mostly taught to individuals with ASD during their transition toadolescence and adulthood years, technology based implementations were used toteach these skills in most of the studies in the recent years, studies weremostly conducted in one-to-one settings and the types of independent livingskills did not change significantly in the studies. The results regarding thequalitative criteria showed that 25% of the studies met the “acceptance”criteria. Regarding this result, it can be said that the quality of the studiesin which independent living skills were taught showed an increase in the recentyears., Bu çalışmadaotizm spektrum bozukluğu (OSB) olan bireylere bağımsız yaşam becerilerininöğretildiği araştırmaları betimsel olarak analiz etmek ve “tek-denekliaraştırmalar niteliksel ölçütleri” açısından değerlendirmek amaçlanmıştır. Buamaçla belirlenen dâhil etme ölçütlerine göre ulaşılan 32 araştırma demografik(katılımcı, ortam, öğretim düzenlemesi vb.) ve metodolojik (bağımlı ve bağımsızdeğişken, araştırma modeli, etkililik, genelleme, izleme, sosyal geçerlik vb.)özelliklerine ilişkin olarak tablo ve grafikler üzerinde analiz edilmiş ve eldeedilen sonuçlar yorumlanmıştır. Çalışmada ayrıca elde edilen araştırmalarniteliksel ölçütler açısından değerlendirilmiştir. Çalışmanın sonuçlarıbağımsız yaşam becerilerinin OSB olan bireylere daha çok ergenlik ve yetişkinliğegeçiş döneminde öğretildiğini, son yıllarda çalışmaların büyük çoğunluğunda bubecerileri öğretmek üzere teknoloji temelli uygulamalarının kullanıldığını,çalışmaların çoğunlukla bire-bir öğretim düzenlemesiyle gerçekleştirildiğini veöğretilen bağımsız yaşam becerilerinin türleri arasında belirgin bir farkolmadığını göstermiştir. Niteliksel ölçütlere ilişkin sonuçlar ise ulaşılançalışmaların %25’inin kabul edilebilirlik ölçütünü karşıladığını göstermiştir.Buna göre OSB olan bireylere bağımsız yaşam becerilerinin öğretildiğiaraştırmaların kalitelerinin son yıllarda arttığını söylemek mümkündür.

It is known that the ability to use community resources is important to increase the independence of young individuals in the transition to social life and adulthood. The effects of video modeling presented with auditory technology support (e.g., Bug-in-Ear, BIE) on the acquisition and retention of the skills for using community resources to three individuals with mild and moderate intellectual disabilities between the ages of 15 and 16 were investigated in the present study. Furthermore, the views of the participants, their families, and the personnel working in the setting where the present study was conducted on the functionality of the selected skills were obtained to determine the social validity of the study. In this study, a multiple probe design with probe trials across participants was used. Results demonstrated that all participants acquired the target skills, maintained these skills after 1, 3, and 5 weeks after the intervention, and generalized these skills to different settings, situations, and tools. Social validity results also demonstrate that the study results were satisfactory for the participants, their families, and the personnel working in the social setting where the study was conducted., Toplumsal yaşama ve yetişkinliğe geçiş sürecinde genç bireylerin bağımsızlıklarının arttırılabilmesi için toplum kaynaklarını kullanma becerilerinin önemli olduğu bilinmektedir. Araştırmada işitsel teknoloji desteği (Bug-in-Ear, BIE) ile sunulan videoyla model olma uygulamasının zihinsel yetersizliği olan 15-16 yaş aralığındaki hafif ve orta düzeyde zihinsel yetersizliği olan üç bireye toplum kaynaklarını kullanma becerilerinin öğretiminde, öğrendikleri becerileri sürdürmelerinde ve genellemelerindeki etkileri incelenmiştir. Ayrıca katılımcılarının, katılımcıların ailelerinin ve uygulamanın gerçekleştirildiği ortamda çalışan personelin araştırmanın sonuçlarına ve seçilen becerilerin işlevselliğine ilişkin görüşleri alınarak, yapılan çalışmanın sosyal geçerliği belirlenmiştir. Araştırmada yoklama denemeli katılımcılar arası çoklu yoklama modeli kullanılmıştır. Bulgular tüm katılımcıların kendileri için hedeflenen becerileri kazandıklarını, kazandıkları bu becerileri uygulama tamamlandıktan bir, üç, beş hafta sonra da sürdürdüklerini ve bu becerileri farklı ortamlara, durumlara ve araç-gereçlere genelleyebildiklerini göstermektedir. Araştırmanın sosyal geçerlik bulguları da araştırma sonuçlarının katılımcılar, katılımcıların aileleri ve uygulamanın gerçekleştirildiği toplumsal ortamda çalışan personel açısından memnun edici olduğunu göstermektedir.

Bu çalışmanın amacı, doğal öğretim yaklaşımına ve doğal öğretim yaklaşımının ortaya çıkış felsefesine ilişkin genel bilgi vermek, doğal öğretim yaklaşımından biri olan gömülü öğretim sürecinin temel uygulama ilkelerini ve basamaklarını açıklayarak gömülü öğretim sürecinin gelişimsel yetersizliği olan okulöncesi dönemdeki çocuklara, bu çocukların ailelerine ve öğretmenlerine sağladığı katkıları paylaşmaktır. Ayrıca, çalışmada gömülü öğretimin etkililiğinin ve verimliliğinin ortaya konduğu alanyazın üzerinde durularak uygulamacılara yönelik önerilere yer verilmiştir.

WOS: 000426378500001, Teaching verbal mathematics problem-solving skills to individuals with developmental disorders is important for these individuals to understand cause and effect relations. The present study aimed to determine the effectiveness of a schema approach for individuals with Autism Spectrum Disorders (ASD) acquiring and sustaining verbal mathematics problem-solving skills. The study also aims to investigate the participants' verbal mathematics problem-solving skills, their retention levels after the termination of the application, and generalization of this skill to different types of mathematics problems. Three individuals with ASD aged 9, 11, and 14 participated in the study. A single-subject, multiple-probe design with probe conditions across participant research method was used. The findings demonstrated that instruction with the schema approach increased the participants' verbal mathematics problem-solving performance. This increase was retained 1, 3, and 5 weeks after the instruction was completed. Furthermore, two participants were able to generalize the verbal mathematics problem-solving skills for comparison-type problems with unknown results in comparison-type problems with unknown difference amounts. Social validity data collected from the participants' mothers and classroom teachers showed that both groups had positive views on the use of the schema approach in the instruction of verbal mathematics problem-solving skills.

WOS: 000406918300005, The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students' acquisition of nontarget information through observational learning also was examined. A multiple probe design across target skills was used to evaluate the intervention. The students learned to receptively identify pictures of household items when SP and CAI were used together in small group instructional sessions. In addition, students maintained and generalized behaviors across adult implementers. Furthermore, students learned nontarget information. Finally, the social validity of the intervention was assessed by graduate students and all viewed the procedures positively.

The purpose of the present study was to examine the effectiveness of most to least prompting on teaching pedestrian skills to individuals with developmental disabilities. Five individuals with developmental disabilities were taught three different pedestrian skills, all related to crossing the streets, using simulation activities on a road model in the gym of their school. A multiple probe design across behaviors was used to evaluate the effects of most to least prompting. The results of the study revealed that most to least prompting was effective in teaching pedestrian skills. The subjects learned each of the skills and managed to generalize these skills to the actual city traffic.

WOS: 000338348500012, In special education teacher training programs, the teaching practicum's role is both wide and extensive. Since, during this process, providing qualitative and satisfactory consulting services to supervisors is crucial, it is very important that university supervisors be experienced and have obtained proficiency in the field of consultation. However, for the program which the university study is currently implementing, no study has yet been made systematically reporting the teacher training process in Turkey. As such, this present study has aimed to reveal the training process cycle for university supervisors and to describe teaching practicum applications. In this study, there were two groups of participants, one of them direct participants, and the other indirect participants. Data were collected via voice and video records, field notes, and university supervisor candidate's diaries. At the end of the data analysis, researchers delineated four basic themes, being (1) the process of practicum, (2) the skills which a potential university supervisor should have, and (3) the weekly working schedule, roles and responsibilities, and components of the practicum cycle. The subthemes of the practicum meetings, reading folders, and observations, which made up the components of the practicum cycle, were focused on. Consequently, it was observed that the practicum process provided multi-dimensional learning and teaching opportunities for university supervisors, potential supervisors, and pre-service teachers.

In our country, the instructional arrangements for the children with developmental disabilities placed into general schools to participate in the instruction together with their peers and have systematic instruction during the daily routines and activities are needed. In order to identify what these arrangements are, in the study it was aimed to determine what the instructional goals preschool teachers who have mainstreamed students planned to teach to children with typical development in their classes are, what sorts of activities they made in order to reach these goals, and how they make the children with developmental disabilities a part of the activities in the classes. Semi-structured interviews were conducted with 10 preschool teachers and the data were analyzed inductively. Four main themes and sub-themes came out of the data. Results of the study revealed that teachers reached the instructional goals by embedding them into natural teaching opportunities including the plays, routines and transitions but the results also showed that in order for the children with developmental disabilities get benefit from these opportunities more systematic practices should be conducted in the classes. Moving from this point, causing preschool teachers working with children with developmental disabilities to acquire the skills in order to use activity-based instruction, one of the natural teaching strategies, with other systematic instructions can contribute to increase the success of inclusion of these children into preschools and for the students to be more successful in the inclusion classes. Based on these findings, recommendations for further studies and practices were made in the study.

Functional academic skills need to be taught to students with intellectual disabilities in order to prepare them for independent living. Functional academic skills arethose utilized for implementing daily living activities. Basic math (money, time, facts) and reading-writing are functional skills for every child. The literature suggests that constant time delay procedure can be used for teaching chained math skills just like it is used for teaching some discrete math skills. It was aimed to evaluate the effects of constant time delay procedure on teaching basic addition and subtraction skills to a student with mild intellectual disabilities in this study. In order to analyze the effects of constant time delay on teaching basic addition and subtraction skills, multiple baseline design across behaviors which is a type of single-subject designs was utilized. It was found that the subject was able to attain and maintain the addition and subtraction steps taught to him via constant time delay procedure. The research data were collected based on the steps of the task analyses completed correctly rather than based on the results of the calculations. The effects of constant time delay procedure on teaching other math skills can be examination in the future research. Moreover, the efficiency of the constant time delay procedure in addition to its effectiveness can be analyzed in comparison to other errorless teaching procedures.