DETERMINING THE REINFORCEMENT PRACTICES OF SPECIAL EDUCATION TEACHERS IN MATHEMATICS TEACHING

Nihal Sen, Ahmet Yıkmış

Abstract


The purpose of this study was to determine the reinforcement practices of special education teachers in mathematics teaching. Phenomenology (phenomenology) design, one of the qualitative research methods, was used in the study. The study group consists of 10 special education teachers. In the study, purposeful sampling method was used to determine the study group, while the semi-structured interview technique was used to collect the data in the study. The obtained data were analyzed using content analysis technique. According to the results of the study, it was observed that teachers preferred secondary reinforcers more than primary reinforcers; it was also observed that the continuous reinforcement schedule was mostly used. Teachers mostly used interview and observation methods and the empirical assessment methods were less frequently used to determine effective reinforcers. In order to increase the effectiveness of reinforcement practices in mathematics teaching, teachers emphasized that reinforcers should be appropriate for the age, interests and wishes of students and reinforcement practices should be evaluated at regular intervals.

Article visualizations:

Hit counter


Keywords


special education, mathematics teaching, reinforcement

Full Text:

PDF

References


Alberto, P. A., & Troutman, A. C. (2016). Applied behavior analysis for teachers (Interactive 9th Edition). New Jersey, NJ: Pearson.

Balcı, A. (2018). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara: Pegem Akademi.

Bowman, L. G., Piazza, C. C., Fisher, W. W., Hagopian, L. P., & Kogan, J. S. (1997). Assessment of preference for varied versus constant reinforcers. Journal of Applied Behavior Analysis, 30(3), 451-458.

Çelik, İ., & Eratay, E. (2007). Kaynaştırma sınıfı ve özel eğitim sınıfı öğretmenlerinin sınıflardaki zihin engelli öğrencilere yönelik pekiştireç ve ceza uygulamalarının belirlenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 7(1), 47-63.

Cooper, J. O., Heron, T. E. & Heward, W. L. (2014). Applied behavior analysis. (2nd Edition). Harlow, Essex: Pearson Education Limited.

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd Edition). USA: SAGE Publications.

Dovey, T. M., Francis, R., Corbett, S. ve Dibb, B. (2017). Perception and use of reinforcement by special education teachers. Journal of Research in Special Educational Needs, 17(4), 282-293.

Erbaş, D. (2003). Varolan performans düzeyinin belirlenmesi ve yazılması. O. Gürsel (Ed.), Bireyselleştirilmiş Eğitim Programlarının Geliştirilmesi (69-80). Eskişehir, Anadolu Üniversitesi Yayınları.

Gürsel, O. ve Yıkmış, A. (1999). Engelli çocuklara matematik becerilerinin kazandırılmasında öğretmen ve öğrenci etkileşiminin basamaklandırılması. Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(3), 164- 175.

Hagopian, L. P., Long, E. S., & Rush, K. S. (2004). Preference assessment procedures for individuals with developmental disabilities. Behavior Modification, 28(5), 668-677.

Hanley, G., Iwata, B., & Roscoe, E. (2006). Some determinants of change in preference over time. Journal of Applied Behavior Analysis, 39, 189-202.

Holburn, S., Nguyen, D., & Vietze, P. M. (2004). Computer‐assisted learning for adults with profound multiple disabilities. Behavioral Interventions, 19(1), 25-37.

Hudson, P. ve Miller, S. P. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Boston: Allyn and Bacon.

Kızılkaya, A. E. (2016). Hafif düzeyde zihin engelli çocuklara günlük yaşam becerilerinin kazandırılmasında ailelerin pekiştireç kullanımı ile ilgili görüşlerinin değerlendirilmesi (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Özel Eğitim Bölümü, Konya.

Lalli, J. S., Vollmer, T. R., Progar, P. R., Wright, C., Borrero, J., Daniel, D., ... & May, W. (1999). Competition between positive and negative reinforcement in the treatment of escape behavior. Journal of Applied Behavior Analysis, 32(3), 285-296.

Lester, S. (1999). An introduction to phenomenology research. UK: Taunton.

Miles, M. B. ve Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook, (second edition), Newbury Park, CA: Sage.

Mills, G. E., & Gay, L. R. (2019). Educational research: Competencies for analysis and applications. New Jersey: Pearson Publication.

MoNE (Ministry of National Education). 2012. Ozel Egitim Hizmetleri Yonetmeligi. https://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111226_ozel_egitim_hizmetleri_yonetmeligi_son.pdf

Morin, D. (2016). The Effects of Inclusion and Positive Reinforcement Within the Classroom. Honors Program Contracts. 4. http://scholarworks.merrimack.edu/honors_component/4

Özyürek, M. (2010). Olumlu sınıf yönetimi. Ankara: Kök Yayıncılık.

Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. Ankara: Pegem Akademi.

Peterson, C., Lerman, D. C., & Nissen, M. A. (2016). Reinforcer choice as an antecedent versus consequence. Journal of Applied Behavior Analysis, 49(2), 286-293.

Piazza, C. C., Fisher, W. W., Hanley, G. P., Remick, M. L., Contrucci, S. A., & Aitken, T. L. (1997). The use of positive and negative reinforcement in the treatment of escape maintained destructive behavior. Journal of Applied Behavior Analysis, 30(2), 279-298.

Saban, A. ve Ersoy, A. (2016). Eğitimde nitel araştırma desenleri. Ankara: Anı Yayınları.

Sarı, H. (2003). Özel eğitime muhtaç çocukların eğitimleriyle ilgili çağdaş öneriler. (2. Baskı), Ankara: Pegem Yayınları.

Schieltz, K. M., Wacker, D. P., Suess, A. N., Graber, J. E., Lustig, N. H., & Detrick, J. (2019). Evaluating the Effects of Positive Reinforcement, Instructional Strategies, and Negative Reinforcement on Problem Behavior and Academic Performance: an Experimental Analysis. Journal of Developmental and Physical Disabilities, 1-25.

Solberg, K. M., Hanley, G. P., Layer, S. A., & Ingvarsson, E. T. (2007). The Effects of Reinforcer Pairing and Fading on Preschoolers' Snack Selections. Journal of Applied Behavior Analysis, 40(4), 633-644.

Şen, S. & Yıldırım, İ. (2019). Eğitimde araştırma yöntemleri. Ankara: Nobel Yayınevi.

Tekin-İftar, E. (2014). Uygulamalı davranış analizi. Ankara: Vize Yayıncılık.

Turhan, C., Ünal, F., & Toper-Korkmaz, Ö. Özel Eğitim Alanında Çalışan Öğretmenlere Sistematik Pekiştireç Değerlendirme Yönteminin Öğretimi. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 79-106.

Yıkmış, A. (2007). Etkileşime dayalı matematik öğretimi (2. Baskı). Ankara: Kök Yayıncılık.

Yıldırım, A. ve Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara. Seçkin Yayıncılık.




DOI: http://dx.doi.org/10.46827/ejse.v6i4.3515

Copyright © 2015. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).