SÖNMEZ KARTAL, Mine Eskişehir Osmangazi Üniversitesi - Eğitim Fakültesi, Turkey , YÜCESOY ÖZKAN, Şerife Anadolu Üniversitesi, Eskişehir

Social Validity of Class-Wide Self-Monitoring Intervention: An Example for Multiple Evaluations

15085

The purpose of this study was to determine the social significance of class-wide self-monitoring by means of social comparison and subjective evaluation. Four children with developmental disabilities and 104 children with typical development who attend to preschool classes and whose ages range between 66-76 months and four preschool teachers participated in the study. Descriptive method was used in the study. Data on social comparison was collected from children with typical development during Turkish language art, early literacy and game activities. Data on subjective evaluation was obtained through semistructured interviews from children with typical development in classes where class-wide self-monitoring was conducted and their teachers. In order to make social comparison, performances of children with developmental disability were compared to performances of children with typical development. Subjective evaluation data was analyzed by means of inductive analysis. Findings of social comparison indicate that average levels of on-task behaviors of children with developmental disability get quite close to those of children with typical developmentas a result of class-wide self-monitoring. Subjective evaluation outcomes show that children with typical development and their teachers in classes where class-wide self-monitoring was conducted have positive views on the intervention.

367

Class , wide self , monitoring , social validity , subjective evaluation , social comparison

Mersin University Journal Of The Faculty Of Education

384