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Journals / Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Sayı: 65

THE EFFECTIVENESS OF THE TOUCHMATH TECHNIQUE IN TEACHING MULTIPLICATION TO STUDENTS WITH AUTISM SPECTRUM DISORDER

OTIZM SPEKTRUM BOZUKLUĞU OLAN ÖĞRENCİLERE ÇARPMA İŞLEMİ ÖĞRETİMİNDE NOKTA BELİRLEME TEKNİĞİNİN ETKİLİLİĞİ

Semra Kuh Akgün(TEV Zahide Zehra Garring Ortaokulu)0000-0001-8586-6521
Özcan Karaaslan(MARMARA ÜNİVERSİTESİ)0000-0002-4672-5678
Doç. Dr. Özcan Karaaslan(MARMARA ÜNİVERSİTESİ)0000-0002-4672-5678
Hatice Şengül Erdem(İSTANBUL MEDENİYET ÜNİVERSİTESİ)0000-0003-2933-8198
Pages
260–287
Publication Date
2023-01-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results indicated that the TouchMath technique was effective in teaching multiplication skills to students with ASD and the maintenance of the acquired skill continued after the application ended, and that the multiplication skill could be generalized to both a different classroom environment and a different teacher.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study determines whether the TouchMath technique which is presented by using with direct teaching method is effective or not in teaching multiplication skills to children with ¨Autism Spectrum Disorder (ASD)¨.
📊
Key Findings & Data:Three students with ASD aged 8-10 years, who were diagnosed with ASD participated in the research.
💡
Conclusion & Impact:The results indicated that the TouchMath technique was effective in teaching multiplication skills to students with ASD and the maintenance of the acquired skill continued after the application ended, and that the multiplication skill could be generalized to both a different classroom environment and a different teacher.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Otizm Spektrum Bozukluğu (OSB) · OSB'li Öğrenciler · Çarpma İşlemi Öğretimi

Abstract

The aim of this study determines whether the TouchMath technique which is presented by using with direct teaching method is effective or not in teaching multiplication skills to children with ¨Autism Spectrum Disorder (ASD)¨. Three students with ASD aged 8-10 years, who were diagnosed with ASD participated in the research. In the study, a multiple probe model with between-subject probe trials was used. The dependent variable of this research is the level of the subjects to carry out multiplication skills. The independent variable was TouchMath procedure which was used to teach multiplication fact skills to the subjects. The results indicated that the TouchMath technique was effective in teaching multiplication skills to students with ASD and the maintenance of the acquired skill continued after the application ended, and that the multiplication skill could be generalized to both a different classroom environment and a different teacher. Teachers gave positive opinions about the teaching process with the TouchMath technique

Özet

Bu araştırmada, ¨Doğrudan Öğretim Yöntemiyle (DÖY)¨ sunulan ¨Nokta Belirleme Tekniğinin (NBT)¨, ¨Otizm Spektrum Bozukluğu (OSB)¨ olan öğrencilere çarpma işlemi öğretimindeki etkililiğinin incelenmesi amaçlanmıştır. Araştırmaya OSB tanısı almış, 8-10 yaşlarında üç öğrenci yer almıştır. Araştırma; denekler arası yoklama denemeli çoklu yoklama modeli kullanılarak gerçekleştirilmiştir. Çalışmanın bağımlı değişkeni, OSB’li öğrencilerin çarpma işlemlerini gerçekleştirme düzeyi, bağımsız değişkeni ise DÖY ile sunulan NBT’dir. Sonuçlar, OSB’li öğrencilere çarpma işlem becerilerinin öğretiminde NBT’nin etkili olduğunu, uygulama bittikten sonra edinilen becerinin kalıcılığının devam ettiğini ve temel çarpma işlem becerisinin hem farklı sınıf ortamına hem de farklı bir öğretmene genellenebildiğini göstermiştir. Ayrıca, öğretmenlerin NBT ile yapılan öğretim süreci hakkında olumlu görüş bildirdikleri görülmüştür.

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Cite This Article

Akgün, S. K., Karaaslan, Ö., Karaaslan, D. D. Ö., Erdem, H. Ş. (2023). THE EFFECTIVENESS OF THE TOUCHMATH TECHNIQUE IN TEACHING MULTIPLICATION TO STUDENTS WITH AUTISM SPECTRUM DISORDER. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Sayı: 65, 260–287. https://doi.org/10.21764/maeuefd.1110195

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