Otizm Spektrum Bozukluğu Olan Çocuk ve Ebeveynlerinin, Ebeveyn-Çocuk Etkileşimlerinin Normal Gelişim Gösteren Çocuk ve Ebeveynleri ile Karşı laştırılması

Ayşe Tuba Ceyhun; Selda Özdemir; Gökhan Töret; Ufuk Özkubat

doi:10.20489/intjecse.29569

Yıl 2015, Cilt: 7 Sayı: 2, 183 - 211, 17.01.2016

Ayşe Tuba Ceyhun Selda Özdemir Gökhan Töret Ufuk Özkubat

Öz

Kaynakça

Adamson, L.B., McArthur, D., Markov,Y., Dunbar, B., & Bakeman, R. (2001). Autism and joint attention: Young children’s responses to maternal bids. Journal of Applied Developmental Psychology ,22(4), 439– 453.
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (l978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum.
Aldred, C., Green, J., & Adams, C. (2004). A new social communication intervention for children with autism: Pilot randomised controlled treatment study suggestingeffectiveness. Journal of Child Psychology and Psychiatry, 45, 1420–1430.
Bailey, D.B., & Wolery, M. (1992). Teaching infants and preschoolers withdisabilities.(2nd ed.). Englewood Cliffs: Prentice Hall.
Bainbridge-Brigham, N., Yoder, P.J., Jarzynka, M.A., & Tapp, J. (2010). The sequentialrelationship between parent attentional cues and sustained attention to objects in young children with autism. Journal of Autism and Developmental Disorders,40(2), 200-208.
Bettelheim, B. (1967). The empty fortress: infantile autism and the birth of the self. NewYork: Free Press.
Bowlby, J. (1982). Attachment and loss, vol. 1: Attachment (2nd ed.) New York: Basic Books.
Brigham,B., N., Yoder, P.J., Jarzynka, M.A., & Tapp, J. (2010). The sequential relationship between parent attentional cues and sustained attention to objects in young children with autism. Journal of Autism and Developmental Disorders, 40(2), 200-208.
Brown-Gorton, R., & Wolery, M. (1988). Teaching mothers to imitate their handicapped children: effects on maternal mands. The Journal of Special Education, 22 (1) 97-107.
Ceber, H. (1998). Normal ve Zihinsel Engelli Bebeklerde Anne-Bebek Etkileşiminin Karşılaştırmalı Olarak İncelenmesi, Yüksek Lisans Tezi, Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
Ceber-Bakkaloğlu, H., & Sucuoğlu, B. (2000). Normal ve Zihinsel Engelli Bebeklerde Anne-Bebek Etkileşiminin Karşılaştırmalı Olarak İncelenmesi (Recipricalinvestigation of mothers’ interactions with babies with mental retardation anwith babies with typical development). Özel Eğitim Dergisi, 2(4), 47-58.
Cunningham, C. E., Reuler, E., Blackwell, J., & Deck, J. (1981). Behavioral and linguistic developments in the interactions of normal and retarded children with their mothers. Child Development, 52, 62-70.
Dawson, G., Hill, D., Spencer, A., Galpert, L., & Watson, L. (1990). Affective exchanges between young autistic children and their mothers and their mothers. ournal of Abnormal Child Psychology, 18, 335–345.
Diken, H.İ., & Diken, Ö. (2008). Turkish mothers’ verbal interaction practices and self- efficacy beliefs regarding their children with expressive language delay. International Journal of Special Education, 23(3), 110-117.
Diken, O, & Mahoney, G. (2013). Interactions between Turkish Mothers and preschool children with autism. Intellectual and Developmental Disabilities, 51, 190-200.
Diken,Ö., Topbaş, S., & Diken, İ.H. (2009). Ebeveyn Davranışını Değerlendirme Ölçeği (EDDÖ) ile Çocuk Davranışını Değerlendirme Ölçeği (ÇDDÖ)’nin geçerlik ve güvenirlik çalışmaları, Özel Eğitim Dergisi, 10(2), 41-60.
Diken, Ö. (2009). Ebeveyn Davranışını Değerlendirme Ölçeği (EDDÖ) ile Çocuk Davranışını Değerlendirme Ölçeğinin (ÇDDÖ) Geçerlik ve Güvenirlik Çalışmaları [Validity and reliability of Turkish Versions of Maternal Behavior Rating Scale (MBRS) and Child Behavior Rating Scale (CBRS)]. Yayınlanmamış Doktora Tezi, Sağlık Bilimleri Enstitüsü, Anadolu Üniversitesi, Eskişehir.
Diken, I. H., Ardic, A., & Diken, O. (2011). GILLIAM Otistik Bozukluk Derecelendirme Ölçeği-2-Türkçe Versiyonu (GOBDÖ-2-TV): Türkiye Standardizasyon Çalışması. Uluslar arası Katılımlı 1.Ulusal Gelişimsel Pediatri Kongresi, Ankara, Türkiye.
Diken, I. H. (2012). Türk annelerinin ve özel gereksinimli çocuklarının etkileşimsel davranışlarının araştırılması: erken müdahaleye yönelik öneriler (An Exploration of Interactional Behaviors of Turkish Mothers and their Children with Special Needs: Implications for Early Intervention Practices). Eğitim ve Bilim, 37, 163.
Doussard –Roosevelt, J.A., Joe, C.M., Bazheova,O.V., & Porges,S.W. (2003). Mother- child interaction in autistic and nonautistic children: Characteristics of maternal approach behaviors and child social responses. Development and Psychology, 15(2), 277-295.
Dunst, C. J., Trivette, C. M., Raab, M., & Masiello, T. L. (2008). Early child contingency learning and detection: Research evidence and implications for practice. Exceptionality, 16(1), 4-17.
Ekas, N. V., & Whitman, T. L. (2010). Autism symptom topography and maternal socioemotional functioning. American Journal of Intellectual and Developmental Disabilities, 115, 234–249.
El-Ghoroury, N.H., & Romanczyk, R.G. (1999). Play ınteractions of family members towards children with autism. Journal of Autism and Developmental Disabilities, 29(3), 249-258.
Grossman, J.B., Carter, A., & Volkmar, F. R. (1997). Social behaviour in autism. Annals of the New York Academy of Sciences, 807, 440–454.
Howe, D. (2006). Disabled children, parent-child interaction and attachment. Child and Family Social Work, 11, 95-106.
Hughes, M., Dote-Kwan, J., & Dolendo, J. (1999). Characteristics ofdirectiveness and responsiveness with young children with visual impairments. Child Care, Health and Development, 25(4), 285-298.
Jackson, C. T., Fein, D., Wolf, J., Jones, G., Hauck, M.,Waterhouse, L., & Feinstein, C. (2003). Responses and sustained interactions in children with mental retardation and autism. Journal of Autism and Developmental Disorders, 33(2), 115–121.
Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent- implemented enhanced Milieu Teaching on the social communication of childrenwho have autism. Early Education ve Development, 11(4), 423-446.
Kamps, D., Royer, J., Dugan, E., Kravits, T., Gonzalez-Lopez, A., Garcia, G., Carnazzo, K., Morrison, L., & Kane, L. G. (2002). Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68(2), 173-187.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250. Karaaslan, Ö., Diken, İ.H., & Mahoney, G. (2011a). The effectiveness of theResponsiveTeaching Parent-mediated Developmental Intervention Programme inTurkey: A pilot study. International Journal of Disability, Development and
Education, 58(4), 359-372.
Karaaslan, Ö., Diken, İ.H., & Mahoney, G. (2011b). A randomized controlledstudy of Responsive Teaching with young Turkish children and their mothers. Topics in Early Childhood Special Education, DOI: 10.1177/0271121411429749.
Karaslan, O. Diken, I., & Mahoney, G. (2013). A randomized control study of Responsive Teaching with young Turkish Children and their mothers. Topics in Early Childhood Special Education, 33, 18- 27.
Kim, J. M., & Mahoney, G. (2005). The effects of relationship focused intervention on Korean parents and their young children with disabilities. Research in Developmental Disabilities, 26(2), 117-130.
Koegel, R. L., & Koegel, L. K. (2005). Pivotal Response Treatments for Autism: Communication, Social, and Academic Development. Baltimore: Paul H.Brookes.
Lemanek, K. L., Stone, W. L., & Fishel, P. T. (1993). Parent-child interactions in handicapped preschoolers: The relation between parent behaviors and compliance. Journal of Clinical Child Psychology, 22, 68–77.
Maviş, İ. (2004). Türk anne-babaların çocuklarıyla etkileşim profili. A. Konrot (Ed.), 13. Ulusal Özel Eğitim Kongresi Bildirileri: Özel Eğitimden Yansımalar içinde (s.155-168). Ankara: Kök Yayıncılık.
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Mahoney, G., & Powell, A. (1988). Modifiying parent-child interaction:Enhancing the development of handicapped children. The Journal of SpecialEducation, 22(1), 82-96.
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Otizm Spektrum Bozukluğu Olan Çocuk ve Ebeveynlerinin, Ebeveyn-Çocuk Etkileşimlerinin Normal Gelişim Gösteren Çocuk ve Ebeveynleri ile Karşı laştırılması

Yıl 2015, Cilt: 7 Sayı: 2, 183 - 211, 17.01.2016

Ayşe Tuba Ceyhun Selda Özdemir Gökhan Töret Ufuk Özkubat

Öz

Bu araştırmada, normal gelişim gösteren (NG) çocuklar (n=30) ve otizm spektrum bozukluğu olan (OSB) çocuklar (n=30) ile ebeveynlerinin etkileşimsel davranışlarının incelenmesi amaçlanmıştır. Çalışma grubunda yer alan ebeveynlerin çocukları ile etkileşimlerinin görüntü kayıtları alınmış, kaydedilen görüntü kayıtları Ebeveyn Davranışını Değerlendirme Ölçeği-Türkçe Versiyonu (EDDÖ-TV; Diken, 2009) ve Çocuk Davranışını Değerlendirme Ölçeği-Türkçe Versiyonu (ÇDDÖ-TV; Diken, 2009) uygulanarak analiz edilmiştir. Elde edilen bulgular ışığında, OSB olan çocuk ebeveynlerinin çocuklarına yönelik etkileşimlerinde NG çocukların ebeveynlerine oranla daha düşük düzeyde duygusal ifade edici ve yanıtlayıcı etkileşim davranışları sergiledikleri belirlenirken, yönlendirici ve başarı odaklı etkileşim davranışlarında NG çocuk ebeveynleri ile OSB olan çocuk ebeveynleri arasında farklılığa rastlanılmamıştır. Bununla birlikte OSB olan çocukların ebeveynleri ile olan etkileşimlerinde, NG çocuklara oranla daha düşük düzeyde dikkat ve başlatma etkileşim davranışlarına sahip oldukları bulguları elde edilmiştir. Araştırma bulguları, erken çocukluk döneminde OSB olan çocuklar ve NG Türk çocukları ile ebeveynlerinin etkileşimsel davranışları bağlamında ilgili araştırmalar çerçevesinde tartışılmış ve ileri araştırmalara yönelik önerilere yer verilmiştir .

Anahtar Kelimeler

Ebeveyn-çocuk etkileşimi, otizm spektrum bozukluğu; erken çocuklukta özel eğitim

Kaynakça

Adamson, L.B., McArthur, D., Markov,Y., Dunbar, B., & Bakeman, R. (2001). Autism and joint attention: Young children’s responses to maternal bids. Journal of Applied Developmental Psychology ,22(4), 439– 453.
Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (l978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum.
Aldred, C., Green, J., & Adams, C. (2004). A new social communication intervention for children with autism: Pilot randomised controlled treatment study suggestingeffectiveness. Journal of Child Psychology and Psychiatry, 45, 1420–1430.
Bailey, D.B., & Wolery, M. (1992). Teaching infants and preschoolers withdisabilities.(2nd ed.). Englewood Cliffs: Prentice Hall.
Bainbridge-Brigham, N., Yoder, P.J., Jarzynka, M.A., & Tapp, J. (2010). The sequentialrelationship between parent attentional cues and sustained attention to objects in young children with autism. Journal of Autism and Developmental Disorders,40(2), 200-208.
Bettelheim, B. (1967). The empty fortress: infantile autism and the birth of the self. NewYork: Free Press.
Bowlby, J. (1982). Attachment and loss, vol. 1: Attachment (2nd ed.) New York: Basic Books.
Brigham,B., N., Yoder, P.J., Jarzynka, M.A., & Tapp, J. (2010). The sequential relationship between parent attentional cues and sustained attention to objects in young children with autism. Journal of Autism and Developmental Disorders, 40(2), 200-208.
Brown-Gorton, R., & Wolery, M. (1988). Teaching mothers to imitate their handicapped children: effects on maternal mands. The Journal of Special Education, 22 (1) 97-107.
Ceber, H. (1998). Normal ve Zihinsel Engelli Bebeklerde Anne-Bebek Etkileşiminin Karşılaştırmalı Olarak İncelenmesi, Yüksek Lisans Tezi, Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
Ceber-Bakkaloğlu, H., & Sucuoğlu, B. (2000). Normal ve Zihinsel Engelli Bebeklerde Anne-Bebek Etkileşiminin Karşılaştırmalı Olarak İncelenmesi (Recipricalinvestigation of mothers’ interactions with babies with mental retardation anwith babies with typical development). Özel Eğitim Dergisi, 2(4), 47-58.
Cunningham, C. E., Reuler, E., Blackwell, J., & Deck, J. (1981). Behavioral and linguistic developments in the interactions of normal and retarded children with their mothers. Child Development, 52, 62-70.
Dawson, G., Hill, D., Spencer, A., Galpert, L., & Watson, L. (1990). Affective exchanges between young autistic children and their mothers and their mothers. ournal of Abnormal Child Psychology, 18, 335–345.
Diken, H.İ., & Diken, Ö. (2008). Turkish mothers’ verbal interaction practices and self- efficacy beliefs regarding their children with expressive language delay. International Journal of Special Education, 23(3), 110-117.
Diken, O, & Mahoney, G. (2013). Interactions between Turkish Mothers and preschool children with autism. Intellectual and Developmental Disabilities, 51, 190-200.
Diken,Ö., Topbaş, S., & Diken, İ.H. (2009). Ebeveyn Davranışını Değerlendirme Ölçeği (EDDÖ) ile Çocuk Davranışını Değerlendirme Ölçeği (ÇDDÖ)’nin geçerlik ve güvenirlik çalışmaları, Özel Eğitim Dergisi, 10(2), 41-60.
Diken, Ö. (2009). Ebeveyn Davranışını Değerlendirme Ölçeği (EDDÖ) ile Çocuk Davranışını Değerlendirme Ölçeğinin (ÇDDÖ) Geçerlik ve Güvenirlik Çalışmaları [Validity and reliability of Turkish Versions of Maternal Behavior Rating Scale (MBRS) and Child Behavior Rating Scale (CBRS)]. Yayınlanmamış Doktora Tezi, Sağlık Bilimleri Enstitüsü, Anadolu Üniversitesi, Eskişehir.
Diken, I. H., Ardic, A., & Diken, O. (2011). GILLIAM Otistik Bozukluk Derecelendirme Ölçeği-2-Türkçe Versiyonu (GOBDÖ-2-TV): Türkiye Standardizasyon Çalışması. Uluslar arası Katılımlı 1.Ulusal Gelişimsel Pediatri Kongresi, Ankara, Türkiye.
Diken, I. H. (2012). Türk annelerinin ve özel gereksinimli çocuklarının etkileşimsel davranışlarının araştırılması: erken müdahaleye yönelik öneriler (An Exploration of Interactional Behaviors of Turkish Mothers and their Children with Special Needs: Implications for Early Intervention Practices). Eğitim ve Bilim, 37, 163.
Doussard –Roosevelt, J.A., Joe, C.M., Bazheova,O.V., & Porges,S.W. (2003). Mother- child interaction in autistic and nonautistic children: Characteristics of maternal approach behaviors and child social responses. Development and Psychology, 15(2), 277-295.
Dunst, C. J., Trivette, C. M., Raab, M., & Masiello, T. L. (2008). Early child contingency learning and detection: Research evidence and implications for practice. Exceptionality, 16(1), 4-17.
Ekas, N. V., & Whitman, T. L. (2010). Autism symptom topography and maternal socioemotional functioning. American Journal of Intellectual and Developmental Disabilities, 115, 234–249.
El-Ghoroury, N.H., & Romanczyk, R.G. (1999). Play ınteractions of family members towards children with autism. Journal of Autism and Developmental Disabilities, 29(3), 249-258.
Grossman, J.B., Carter, A., & Volkmar, F. R. (1997). Social behaviour in autism. Annals of the New York Academy of Sciences, 807, 440–454.
Howe, D. (2006). Disabled children, parent-child interaction and attachment. Child and Family Social Work, 11, 95-106.
Hughes, M., Dote-Kwan, J., & Dolendo, J. (1999). Characteristics ofdirectiveness and responsiveness with young children with visual impairments. Child Care, Health and Development, 25(4), 285-298.
Jackson, C. T., Fein, D., Wolf, J., Jones, G., Hauck, M.,Waterhouse, L., & Feinstein, C. (2003). Responses and sustained interactions in children with mental retardation and autism. Journal of Autism and Developmental Disorders, 33(2), 115–121.
Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent- implemented enhanced Milieu Teaching on the social communication of childrenwho have autism. Early Education ve Development, 11(4), 423-446.
Kamps, D., Royer, J., Dugan, E., Kravits, T., Gonzalez-Lopez, A., Garcia, G., Carnazzo, K., Morrison, L., & Kane, L. G. (2002). Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68(2), 173-187.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250. Karaaslan, Ö., Diken, İ.H., & Mahoney, G. (2011a). The effectiveness of theResponsiveTeaching Parent-mediated Developmental Intervention Programme inTurkey: A pilot study. International Journal of Disability, Development and
Education, 58(4), 359-372.
Karaaslan, Ö., Diken, İ.H., & Mahoney, G. (2011b). A randomized controlledstudy of Responsive Teaching with young Turkish children and their mothers. Topics in Early Childhood Special Education, DOI: 10.1177/0271121411429749.
Karaslan, O. Diken, I., & Mahoney, G. (2013). A randomized control study of Responsive Teaching with young Turkish Children and their mothers. Topics in Early Childhood Special Education, 33, 18- 27.
Kim, J. M., & Mahoney, G. (2005). The effects of relationship focused intervention on Korean parents and their young children with disabilities. Research in Developmental Disabilities, 26(2), 117-130.
Koegel, R. L., & Koegel, L. K. (2005). Pivotal Response Treatments for Autism: Communication, Social, and Academic Development. Baltimore: Paul H.Brookes.
Lemanek, K. L., Stone, W. L., & Fishel, P. T. (1993). Parent-child interactions in handicapped preschoolers: The relation between parent behaviors and compliance. Journal of Clinical Child Psychology, 22, 68–77.
Maviş, İ. (2004). Türk anne-babaların çocuklarıyla etkileşim profili. A. Konrot (Ed.), 13. Ulusal Özel Eğitim Kongresi Bildirileri: Özel Eğitimden Yansımalar içinde (s.155-168). Ankara: Kök Yayıncılık.
Mahoney, G., Finger, I., & Powell, A. (1985). Relationship of mental behavioral style to the development of organically impaired mentally retarded infants. American Journal of Mental Deficiency, 90, 296-302.
Mahoney, G., & Robenalt, K. (1986). A comparison of conversational patterns between mothers and their Down syndrome and normal infants. Journal of the Division for Early Childhood, 10, 172-180.
Mahoney, G., & Powell, A. (1988). Modifiying parent-child interaction:Enhancing the development of handicapped children. The Journal of SpecialEducation, 22(1), 82-96.
Mahoney, G. (1992). Focusing on parent-child interaction: The bridge to developmentally appropriate practices. Topics in Early Childhood Special Education,12(1), 105-120.
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Mahoney, G., & Wheeden, C.A. (1997). Parent-child interaction-the foundation for family-centered early intervention practice: A response to Baird and Mayfield. Topics in Early Childhood Special Education, 17(2), 165-184.
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Mahoney, G., Perales, F., Wiggers, B., & Herman, B. (2006). Responsive teaching: Early intervention for children with Down Syndrome and other disabilities. Down Syndrome Research and Practice, 11(1), 18-28.
Mahoney,G.,& MacDonald, J. (2007). Autism and Devolapmental Delays in Young Children: The Responsive Teaching Curriculum For Parents and Professionals, Austin TX: PRO-ED.
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Toplam 74 adet kaynakça vardır.

Ayrıntılar

Bölüm	Makaleler
Yazarlar	Ayşe Tuba Ceyhun Selda Özdemir Gökhan Töret Bu kişi benim Ufuk Özkubat
Yayımlanma Tarihi	17 Ocak 2016
Yayımlandığı Sayı	Yıl 2015 Cilt: 7 Sayı: 2

Kaynak Göster

APA	Ceyhun, A. T., Özdemir, S., Töret G., Özkubat, U. (2016). Otizm Spektrum Bozukluğu Olan Çocuk ve Ebeveynlerinin, Ebeveyn-Çocuk Etkileşimlerinin Normal Gelişim Gösteren Çocuk ve Ebeveynleri ile Karşı laştırılması. International Journal of Early Childhood Special Education, 7(2), 183-211. https://doi.org/10.20489/intjecse.29569

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