Effectiveness of the Direct Instruction Method in Teaching Leisure Skills to Young Individuals with Intellectual Disabilities

Autor/in	Eratay, Emine
Titel	Effectiveness of the Direct Instruction Method in Teaching Leisure Skills to Young Individuals with Intellectual Disabilities
Quelle	In: International Electronic Journal of Elementary Education, 12 (2020) 5, S.439-451 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Direct Instruction; Instructional Effectiveness; Leisure Education; Painting (Visual Arts); Skill Development; Parent Attitudes; Transfer of Training; Special Education; Private Education; Foreign Countries; Mild Intellectual Disability; Adolescents; Sustainability; Individual Instruction; Turkey + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Freizeitpädagogik; Malerei; Kompetenzentwicklung; Qualifikationsentwicklung; Elternverhalten; Training; Transfer; Ausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Privatunterricht; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Nachhaltigkeit; Individuelles Lernen; Türkei
Abstract	This study aimed to examine the effectiveness of the direct instruction method in teaching young individuals with intellectual disability marbling and stone painting, which are considered among leisure-skills. A multiple probe design, one of the single-subject research methods, was utilized in this research. A total of three students, consisting of two males and one female, were included in the study. Probe, screening, and generalization sessions were used to examine the effectiveness of the direct instruction method in teaching marbling and stone-painting skills. The single opportunity method was employed for the assessment. All sessions were conducted in accordance with a one-to-one teaching procedure. The findings of the study revealed that the direct instruction method was effective in teaching marbling and stone painting skills in young individuals with intellectual disabilities. The findings also postulated that the learned skills were maintained at the end of the first, third, and fourth week, and the participants were capable of generalizing the skills to different settings, different people, and materials. To ensure social validity, the opinions of the parents regarding the skills taught to the participants were obtained. They stated that they were satisfied with the intervention and were beneficial for the development of their children. They also expressed that they want these activities to continue. Considering all these findings, it is safe to say that the intervention of teaching marbling and stone-painting skills are effective. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01