The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion Skills
Introduction: Self-management strategies (SMS) consist of antecedent cue regulation, self-monitoring, self-instruction, self-evaluation, or self-reinforcement strategies. Students with autism spectrum disorder (ASD) can use these strategies especially in their daily life skills, academic skills, or...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Ankara University
2024-09-01
|
| Series: | Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/tr/download/article-file/3012712 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850194842864320512 |
|---|---|
| author | Akın Gönen Yahya Çıkılı |
| author_facet | Akın Gönen Yahya Çıkılı |
| author_sort | Akın Gönen |
| collection | DOAJ |
| description | Introduction: Self-management strategies (SMS) consist of antecedent cue regulation, self-monitoring, self-instruction, self-evaluation, or self-reinforcement strategies. Students with autism spectrum disorder (ASD) can use these strategies especially in their daily life skills, academic skills, or in environments that require social skills.Method: In this study, the effect of self-management (SM) teaching on the acquisition and maintenance of SMS by students with ASD was examined. It was also aimed to determine how students acquire and maintain the behaviors of on-task and task completion by using strategies, and to what extent they generalize the strategies and target behaviors to different people/environments. The study was conducted using multiple probe design with probe conditions across subjects, one of the single-subject research models.Findings: The findings of the study showed that SM teaching was effective in helping students with ASD acquire SMS, and that students who used the strategies continued to use the strategies after the intervention. In addition, it was determined that students who used the SMS consisting of antecedent cue regulation, self-monitoring, self-evaluation, and self-reinforcement increased their on-task and task completion levels, maintained the gains after the intervention and generalized them to different people and environments. Social validity findings collected from the participants showed that they were positive about the use and effects of the SMS.Discussion: There was a significant increase in students' pre-teaching and post-teaching performances regarding target behaviors. The effectiveness of SM interventions was tried to be supported by the findings of the current study and was consistent with the results of the related study. |
| format | Article |
| id | doaj-art-5ba455ce08264a38abfb292ebcf1a9c0 |
| institution | OA Journals |
| issn | 1304-7639 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | Ankara University |
| record_format | Article |
| series | Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi |
| spelling | doaj-art-5ba455ce08264a38abfb292ebcf1a9c02025-08-20T02:13:54ZengAnkara UniversityAnkara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi1304-76392024-09-0125320922510.21565/ozelegitimdergisi.126557445The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion SkillsAkın Gönen0https://orcid.org/0000-0003-1346-8975Yahya Çıkılı1https://orcid.org/0000-0002-1144-9095SELÇUK ÜNİVERSİTESİNECMETTİN ERBAKAN ÜNİVERSİTESİIntroduction: Self-management strategies (SMS) consist of antecedent cue regulation, self-monitoring, self-instruction, self-evaluation, or self-reinforcement strategies. Students with autism spectrum disorder (ASD) can use these strategies especially in their daily life skills, academic skills, or in environments that require social skills.Method: In this study, the effect of self-management (SM) teaching on the acquisition and maintenance of SMS by students with ASD was examined. It was also aimed to determine how students acquire and maintain the behaviors of on-task and task completion by using strategies, and to what extent they generalize the strategies and target behaviors to different people/environments. The study was conducted using multiple probe design with probe conditions across subjects, one of the single-subject research models.Findings: The findings of the study showed that SM teaching was effective in helping students with ASD acquire SMS, and that students who used the strategies continued to use the strategies after the intervention. In addition, it was determined that students who used the SMS consisting of antecedent cue regulation, self-monitoring, self-evaluation, and self-reinforcement increased their on-task and task completion levels, maintained the gains after the intervention and generalized them to different people and environments. Social validity findings collected from the participants showed that they were positive about the use and effects of the SMS.Discussion: There was a significant increase in students' pre-teaching and post-teaching performances regarding target behaviors. The effectiveness of SM interventions was tried to be supported by the findings of the current study and was consistent with the results of the related study.https://dergipark.org.tr/tr/download/article-file/3012712kendini yönetme stratejileriotizm spektrum bozukluğuetkinlikle ilgilenmeetkinliği tamamlamatek denekli araştırmaself-management strategiesautism spectrum disorderon-tasktask completionsingle-subject research |
| spellingShingle | Akın Gönen Yahya Çıkılı The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion Skills Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi kendini yönetme stratejileri otizm spektrum bozukluğu etkinlikle ilgilenme etkinliği tamamlama tek denekli araştırma self-management strategies autism spectrum disorder on-task task completion single-subject research |
| title | The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion Skills |
| title_full | The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion Skills |
| title_fullStr | The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion Skills |
| title_full_unstemmed | The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion Skills |
| title_short | The Effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on Their Self-Management, On-Task and Task Completion Skills |
| title_sort | effectiveness of teaching self management to students with autism spectrum disorder on their self management on task and task completion skills |
| topic | kendini yönetme stratejileri otizm spektrum bozukluğu etkinlikle ilgilenme etkinliği tamamlama tek denekli araştırma self-management strategies autism spectrum disorder on-task task completion single-subject research |
| url | https://dergipark.org.tr/tr/download/article-file/3012712 |
| work_keys_str_mv | AT akıngonen theeffectivenessofteachingselfmanagementtostudentswithautismspectrumdisorderontheirselfmanagementontaskandtaskcompletionskills AT yahyacıkılı theeffectivenessofteachingselfmanagementtostudentswithautismspectrumdisorderontheirselfmanagementontaskandtaskcompletionskills AT akıngonen effectivenessofteachingselfmanagementtostudentswithautismspectrumdisorderontheirselfmanagementontaskandtaskcompletionskills AT yahyacıkılı effectivenessofteachingselfmanagementtostudentswithautismspectrumdisorderontheirselfmanagementontaskandtaskcompletionskills |