The effectiveness of Gagne’s model in concept teaching for a student with intellectual disability
Onur Emre Kocaöz 1 * , Gülistan Yalçın 1
More Detail
1 Aksaray University, Turkey
* Corresponding Author

Abstract

The aim of this study is to investigate the effectiveness of Gagne’s model in teaching the concept of geometric shapes, triangle, circle and square, to a student with intellectual disability. A multiple-probe design across behaviors, a single-subject design, was used to demonstrate the effectiveness of the adopted model. The participant of this study was a 74-month-old boy with moderate intellectual disability. A criterion referenced form was used to measure the performance of the student.  The results revealed the effectiveness of the model in teaching geometric shapes. Moreover, the participant's special education teacher and pre-school teacher both expressed positive opinions about the intervention process. The implications of this study can be used by teachers who are studying with students with intellectual disabilities in the planning and implementation of concept teaching. 

Keywords

References

  • American Association on Intellectual and Developmental Disabilities [AAIDD]. (2010). Intellectual disability: Definition, classification, and systems of supports. Author.
  • Arı, A., Deniz, L., & Düzkantar, A. (2010). The effectiveness of simultaneous prompting procedure on teaching addition and subtraction operations to a mentally handicapped child. Abant İzzet Baysal University Journal of Faculty of Education, 10(1), 49-58.
  • Ayres, K. M., Mechling, L., & Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: Considerations for the future of school psychology. Psychology in the Schools, 50(3), 259-271. https://doi.org/10.1002/pits.21673
  • Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229 – 241.
  • Bruner, J. (1961). The process of education. Harvard University Press
  • Engelmann, S., & Carnine, D. (1982). Theory of instruction: Principles and applications. Irvington Publishers.
  • Eski, C. & Kazancı-Gül M. (2021). Opinions toward teaching of geometry topics to visually impaired students. Journal of Sustainable Education Studies, 2(4), 1-17.
  • Gagne, R. M. (1965). The learning concepts. The School Review, 75, 187-196
  • Gagne, R. M., Briggs, L. J., & Wager, W. W. (1988). Principles of instructional design. Holt, Rinehart & Winston.
  • Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 251-296). Routledge.
  • Güven, Y. (2005). Erken çocuklukta matematiksel düşünme ve matematiği öğrenme [Mathematical thinking and learning mathematics in early childhood]. Küçük Adımlar.
  • Güzel Özmen, R. & Ünal, H. (2008). Comparing the effectiveness and efficiency of two methods of teaching geometric shape concepts to students with mental retardation. educational sciences. Theory and Practice, 8(2), 669-680.
  • Hannibal, M. A. Z (1999). Young children’s developing understanding of geometric shapes. Teaching Children Mathematics, 5(6), 353-355. https://doi.org/10.5951/TCM.5.6.0353
  • Hord, C., & Bouck, E. C. (2012). Review of academic mathematics instruction for students with mild intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(3), 389-400.
  • Karabulut, A., & Yıkmış, A. (2010). The effectiveness of simultaneous prompting on teaching the skill of telling the time to individuals with mental retardation. Abant İzzet Baysal University Journal of Faculty of Education, 10(2), 103-113.
  • Kesicioğlu, O. S., Alisinanoğlu, F., & Tuncer, A. T. (2011). The analysis of kindergarteners` recognition degrees of geometric shapes. Elementary Education Online, 10(3), 1093-1111.
  • Lemons, C. J., King, S. A., Davidson, K. A., Puranik, C. S., Al Otaiba, S., & Fidler, D. J. (2018). Personalized reading intervention for children with Down syndrome. Journal of School Psychology, 66, 67-84. https://doi.org/10.1016/j.jsp.2017.07.006
  • Merrill, M. D., & Tennyson, R. D. (1977). Teaching concepts: An instructional design guide. Educational Technology Publications.
  • Metin, H. (2015). Comparative analysis of effective teaching methods used in the concept of education for the mentally disabled individuals [Unpublished master's thesis]. Necmettin Erbakan Üniversitesi, Konya.
  • Orihuela, S. M., Collins, B. C., Spriggs, A. D., & Kleinert, H. (2019). An instructional package for teaching geometric shapes to elementary students with moderate intellectual disability. Journal of Behavioral Education, 28(2), 169-186. https://doi.org/10.1007/s10864-018-09314-5
  • Özyürek, M. (1983). Kavram öğrenme ve öğretme [Learning and teaching of concepts]. Ankara Universtity Journal of Faculty of Educational Sciences, 16(2), 347-366.
  • Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H., Coulter, D. L., Craig, E. M., … Yeager, M. H. (2010). Intellectual disability: Definition, classification, and systems of supports. American Association on Intellectual and Developmental Disabilities.
  • Sezer, T. (2015). The development of early geometry skills test and the investigation of children geometric skills [Unpublished doctoral dissertation]. Marmara University, İstanbul.
  • Tekin-İftar, E., Kurt, O., & Acar, G. (2008). Enhancing instructional efficiency through generalization and instructive feedback: A single-subject study with children with mental retardation. International Journal of Special Education, 23(1), 147-158.
  • Tuncer, T., & Altunay, B. (2004). Doğrudan öğretim modelinde kavram öğretimi [Concept teaching in direct instruction model]. Kök Publishing.
  • Turan Topal, Y. (2010). How do the preschool age children percieve the geometry concepts which are learnt? [Unpublished master’s thesis]. Gazi University, Ankara.
  • Varol, N. (1991). Zihinsel engelli çocuklara kırmızı, sarı, daire, üçgen, uzun, bir tane, iki tane ve kalın kavramlarını kazandırmada açık anlatım yöntemiyle sunulan bireyselleştirilmiş kavram öğretim materyalinin etkililiği [The effectiveness of the individualized concept teaching material presented with the open explaining method in teaching the mentally handicapped children the concepts of red, yellow, circle, triangle, long, one, two and thick] [Unpublished doctoral dissertation]. Anadolu University, Eskişehir.
  • World Health Organization [WHO]. (2009). Global health risks: Mortality and burden of disease attributable to selected major risks. Author.
  • Wilmshurst, L. (2012). Clinical and Educational Child Psychology an Ecological Transactional Approach to Understanding Child Problems and Interventions. Wiley.
  • Yıkmış, A. (1999). Zihin engelli çocuklara temel toplama ve çıkarma işlemlerinin kazandırılmasında etkileşim ünitesi ile sunulan bireyselleştirilmiş öğretim materyalinin etkililiği [The effectiveness of the individualized teaching materials presented with interactive unit on the teaching of the basic addition and subtraction skills to the student with mental retardion]. Yayınlanmamış Doktora Tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Yıldırım-Alptekin, S. (2000). Zihinsel engelli öğrencilere renk ve şekil kavramlarının açık anlatım ve basamaklandırılmış yöntemle sunulmasının etkililiği [The effectiveness of presenting the concepts of colour and shape to mentally handicapped students with open explaining and graded teaching method] [Unpublished master’s thesis]. Gazi University, Ankara.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.