Zihin engelli bireylere ikişerli ve üçerli atlayarak sayma becerisinin öğretiminde doğrudan öğretim yönteminin etkililiği

The purpose of this study was to define the effectiveness of direct teaching method on teaching counting skill by twos and threes to students with mental retardation.The design of this study was a multiple baseline design model across subjects that are single subject research models.The independent variable of this study was academic skills teaching program which was designed according to direct teaching method the purpose of which was to teach counting skills by twos and threes. The dependent variable of the study was the learning level of students with mental retardation in counting by twos and threes.Six mentally retarded students with the preconditions skills of carrying out what they were told, being able to focus on an activity for at least 5 or 10 minutes and counting out till 30 were participated in this research. A pilot study were done with one of the students in advance and one extra student was also participated to the study in case of having loss. The identified skills to be taught to students were counting by twos and threes. These skills were studied with three students. Two teams prepared counting set in twos and threes in order to use them in application and generalization parts of the study. Pipets tied with strips to count in twos and threes, three packed beads and macaroni to count in threes were used to use in teaching process. In generalization process what we used were 2 grouped beads and macaroni to count in twos and three tied pipets and macaroni to count in threes. Teaching sessions were designed as direct teaching.Results showed that direct teaching method was efffective on teaching counting skill by twos and threes to students with mental retardation and 90 percent of students could materialize what they were taught. The findings of the study also showed that the skills which were targeted to be taught reached its aim and also continued after the teaching progress was over.Key words: Student with mental retardation, direct instruction method, functional academic skills, skip counting.