THE EFFECT OF DIRECT INSTRUCTION WITH MODELING THE SOCIAL SKILLS BY THE PEERS OF THE MENTALLY RETARDED STUDENT ON HIS/HER ACQUIRING, MAINTAINING AND GENERALIZING THE SOCIAL SKILLS AND HIS/HER SOCIAL ACCEPTANCE
The purpose of this investigation was to determine the effectiveness of direct instruction approach on the acquisition, maintenance and generalization of social skills by the mentally retarded students placed into regular classroom settings via peer models and was to determine the effects of acquisi...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/b33c81fa24f44bf197ce86262bdb92c8 |
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| Sumario: | The purpose of this investigation was to determine the effectiveness of direct instruction approach on the acquisition, maintenance and generalization of social skills by the mentally retarded students placed into regular classroom settings via peer models and was to determine the effects of acquisition of social skill behaviours by these students and the interaction they develop with their peers during acquisition process on the social acceptance of such students by their peers. In order to determine “the effectiveness of the direct instruction of the student having mental retardation and placed into regular classroom settings by using peer models on making them acquire, maintain and generalize the social skills” which is the first objective of the study was assessed by using Multiple Probe Across Behaviors Design among the single subject experimental designs. In order to determine “the effect of the social acceptance of the peers is the second objective of the study was assessed by using “single group pretest-posttest model” among the pre trial models. Study subjects consisted of mentally retarded student (who attended at 5D classroom of Demetevler Primary School located in Yenimahalle District of Ankara Province in 2008-2009 education year; who could follow 3- or 4-word instructions; who could make 3 or 4-word sentences and could give 3- or 4-word answers to the questions in the presence of a model; who needs to learn to thank, to help and to ask for permission, some social skill behaviours) and their peers taught in the same classroom. In the study, in order to determine the student’s level in the behaviors of thanking, helping and asking for permission which are among social skills before and after the instruction, the Social Skill Checklist was used; in order to determine the improvements, an Improvement Checklist was developed and used. In order to determine whether instruction were implemented reliably by the instructor or not, the Procedural Reliability Forms were used; the Social Validity Forms were developed and implemented to find out how it is practical. Besides, The Social Acceptance Scale was chosen and implemented in order to determine the social acceptance levels of the peers in the class in which the mentally retarded student was. Lesson plans have been prepared and implemented by the researcher, which were based on direct instruction approach where the subject model the social skill behaviours shown by their peers. Data related |
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