The effectiveness of word problem solving instruction implemented on students with visual impairments by using direct instruction approach that utilizes self-monitoring

In this study, the effectiveness of word problem solving instructionimplemented on visually disabled students by using a modified direct instructionapproach that utilizes self-monitoring was investigated.In this study, from among one subject experimental patterns the ?MultipleProbe Design across the subjects? was used.The subjects of the study are three visually disabled students in grades 3, 5 and6 at Mithat Enc School for Visually Disabled, who were able to satisfy the pre-conditional behavioral patterns set for verbal problem solving skills.For the compiling of the research data a ?Word Problem Solving Tests? wasdeveloped. This instrument is for measuring a total number of 20 verbal problems,divided into 3 different groups -change, comparison, classification- with subtypeseach of which contains equal number of problems. Prior to the commencement ofverbal problem solving education), the data on beginners? level from the firstsubject and test level data from the second and the third subjects were obtained.Until decisive data obtained from the first subject, the process to compile beginners?level data had to be repeated three times. The material on verbal problem solvingeducation was applied to the first subject and when the program was concluded, thedata pertaining to the assessment of the education were collected again by using 3verbal problem solving measurement instrument that contains 20 problems. Untilthe education of the first subject was completed, retrieval of test data from thesecond and the third subjects with the use of 20-problem verbal problem solvingmeasurement instrument was continued.After completing the education of the first subject, the second subject wassubjected to three rounds of beginners? data compilation process until a decisivedata set was obtained.IVAfterwards, word problem solving educational material was applied and whenthe education was concluded the data pertaining to the assessment of the educationwere collected by using 3 verbal problem solving measurement instrument thatcontains 20 problems. Until the education of the second subject was completed itwas continued to collect test data from the third subject. After the completion of theeducation with the second subject, the third subject was subjected to four rounds ofbeginners? data compilation process until a decisive set of data was obtained.Following this process, verbal problem solving educational material was appliedand when the education was concluded the data pertaining to the assessment of theeducation was collected by using 3 verbal problem solving measurement instrumentthat contains 20 problems.A line graph was used to display the effectiveness of Direct Instructionmethod, which was used in the study. A bar graph was used to show theeffectiveness of the method with respect to the type of the problem.The findings of the study give the impression that the ?verbal problem solvingeducation implemented on visually disabled students by using a direct instructionapproach that utilizes self-monitoring? would be effective on the problem solvingskills of these students.