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Zihin Yetersizliği Olan Bireylere Güvenlik Becerilerinin Öğretimi: Kapsamlı Betimsel Analiz

Yıl 2019, Cilt: 20 Sayı: 1, 143 - 176, 01.03.2019
https://doi.org/10.21565/ozelegitimdergisi.408927

Öz

Güvenlik
becerileri tüm bireyler için yaşamsal önem taşıyan becerilerdir. Alanyazında
zihin yetersizliği olan bireylerin, yetersizliği olmayan bireylere göre kazalara,
şiddete, tacize ve ihmale daha fazla maruz kaldığı ifade edilmektedir. Bu
çalışmada, zihin yetersizliği olan bireylere sunulan güvenlik becerileri öğretimini
hedefleyen çalışmaların demografik, yöntemsel ve sonuçları açısından değerlendirilmesi
amaçlanmıştır. Söz konusu çalışmalara ulaşabilmek için elektronik ortamda
taramalar yapılmış, dizin taraması gerçekleştirilmiş ve ulaşılan çalışmaların
kaynakçalarını gözden geçirerek elle tarama yapılmıştır. Taramalar sonucunda
176 çalışmaya ulaşılmış ve dahil etme ve dışlama ölçütleri açısından çalışmalar
değerlendirilerek 33 çalışma betimsel analize alınmıştır. Betimsel analiz
sürecinde her bir çalışma demografik, yöntemsel ve sonuçlarına ilişkin
parametreler açısından analiz edilmiştir. Analizler, farklı yaş ve düzeyde zihin
yetersizliği olan bireylere güvenlik becerilerinin öğretilebildiğini göstermektedir.
Bulgular tartışılarak, araştırmacılara ve uygulamacılara önerilerde
bulunulmuştur.  

Kaynakça

  • Agran, M., & Krump, M. (2010). A preliminary investigation of parents’ opinions about safety skills instruction: An apparent discrepancy between importance and expectation. Education and Training in Autism and Developmental Disabilities, 45, 303–311.
  • Agran, M., Krupp, M., Spooner, F., & Zakas, T. L. (2012). Asking students about the importance of safety skills instruction: A preliminary analysis of what they think is important. Research and Practice for Persons with Severe Disabilities, 37(1), 45–52. https://doi.org/10.2511/027494812800903265
  • Bannerman, D. J., Sheldon, J. B., & Sherman, J. A. (1991). Teaching adults with severe and profound retardation to exit their homes upon hearing the fire alarm. Journal of Applied Behavior Analysis, 24(3), 571–577. http://doi.org/10.1901/jaba.1991.24-571
  • Bassette, L., Taber-Doughty, T., Gama, R. L., Alberto, P., Takubova, G., & Cihak, D. (2016). The use of cell phones to address safety skills for students with a moderate ID in community-based settings. Focus on Autism and Other Developmental Disabilities, 1-11.
  • Bevill, A. R., & Gast, D. L. (1998). Social safety for young children: A review of the literature on safety skills instruction. Topics in Early Childhood Special Education, 18(4), 222-234.
  • Batu, S., Ergenekon, Y., Erbaş, D., & Akmanoğlu, N. (2004). Teaching pedestrian skills to individuals with developmental disabilities. Journal of Behavioral Education, 13, 147-164.
  • Bollman, J., & Davis, P. (2009). Teaching women with intellectual disabilities to identify and report inappropriate staff-to-resident interactions. Journal of Applied Behavior Analysis, 42(4), 813-817. http://doi:10.1901/jaba.2009.42-813
  • Branham, R., Collins, B., Schuster, J., & Kleinert, H. (1999). Teaching community skills to students with moderate disabilities: Comparing combined techniques of classroom simulation, videotape modeling, and community-based instruction. Education and Training in Mental Retardation and Developmental Disabilities, 34(2), 170-181.
  • Brown-Lavoie, S. M., Viecili, M. A., & Weiss, J. A. (2014). Sexual knowledge and victimization in adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(9), 2185-2196.
  • Bruder, C., & Kroese, B. (2005). The efficacy of interventions designed to prevent and protect people with intellectual disabilities from sexual abuse: A review of the literature. The Journal of Adult Protection, 7(2), 13–27. https://doi.org/10.1108/14668203200500009
  • Bryen, N., Carey, D. A., & Frantz, B. (2003). Ending the silence: Adults who use augenmentative communication and their experiences as victims of crimes. Augmentative and Alternative Communication, 19(2), 125-134.
  • Collins, B. C., Stinson, D. M., & Land, L. (1993). A comparison of in vivo and simulation prior to in vivo instruction in teaching generalized safety skills. Education and Training in mental Retardation, 28, 128-142.
  • Collins, B. C., & Stinson, D. M. (1994). Teaching generalized reading of product warning labels to adolescents with mental disabilities through the use of key words. Exceptionality, 5(3), 163-181.
  • Collins, B. C., & Griffen, A. K. (1996). Teaching students with moderate disabilities to make safe responses to product warning labels. Education and Treatment of Children, 19(1), 30-45.
  • Cromer, K., Schuster, J.W., Collins, B.C., & Grisham-Brown, J. (1998). Teaching information on medical prescriptions using two instructive feedback schedules. Journal of Behavioral Education 8(1), 37-61.
  • Dixon, D. R., Bergstrom, R., Smith, M. N., & Tarbox, J. (2010). A review of research on procedures for teaching safety skills to persons with developmental disabilities. Research in Developmental Disabilities, 31(5), 985–994. https://doi.org/10.1016/j.ridd.2010.03.007
  • Doughty, A. H., & Kane, L. M. (2010). Teaching abuse-protection skills to people with intellectual, disabilities: A review of the literature. Research in Developmental Disabilities, 31(2), 331–337. https://doi.org/10.1016/j.ridd.2009.12.007
  • Dukes, E., & McGuire, B. E. (2009). Enhancing capacity to make sexuality-related decisions in people with an intellectual disability. Journal of Intellectual Disability Research, 53(8), 727-734.
  • Fisher, M. H., Burke, M. M., & Griffen, M. M. (2013). Teaching young adults with disabilities to respond appropriately to lures from strangers. Journal of Applied Behavior Analysis, 46(2), 528-533.
  • Holberton, A. (2006). Teaching women with developmental disabilities to respond assertively to inappropriate sexual situations. (Doctoral dissertation, The City University of New York). Retrieved from https://search.proquest.com/pqdtglobal/docview/305356446/FCA19196D12B4E8FPQ/11?accountid=7181
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.
  • Jones, G. Y., & Collins, B. C. (1997). Teaching microwave skills to adults with disabilities: Acquisition of nutrition and safety facts presented as nontargeted information. Journal of Developmental and Physical Disabilities, 9, 59–78.
  • Kelley, K. R., Test, D. W., & Cooke, N. L. (2013). Effects of picture prompts delivered by a video ipod on pedestrian navigation. Exceptional Children, 79(4), 459–474.
  • Kenny, M. C., Bennett, K. D., Dougery, J., & Steele, F. (2013). Teaching general safety and body safety training skills to a Latino preschool male with autism. Journal of Child and Family Studies, 22, 1092–1102.
  • Kim, Y. R. (2016). Evaluation of a sexual abuse prevention program for children with intellectual disabilities. Behavioral Interventions, 31(2), 195-209.
  • Knudson, P. J., Miltenberger, R. G., Bosch, A., Gross, A., Brower-Breitwieser, C., & Tarasenko, M. (2009). Fire safety skills training for individuals with severe and profound mental retardation. Journal of Developmental and Physical Disabilities, 21(6), 523–535. https://doi.org/10.1007/s10882-009-9161-9
  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38.
  • Levy, H., & Packman, W. (2004). Sexual abuse prevention for individuals with mental retardation: Considerations for genetic counselors. Journal of Genetic Counseling, 13(3), 189-205.
  • Lumley, V. A., Miltenberger, R. G., Long, E. S., Rapp, J. T & Roberts, J. A. (1998). Evaluation of sexual abuse prevention program for adults with mental retardation. Journal of Aplied Behavior Analysis, 31(1), 91-101.
  • McCabe, M. P., Cummins, R. A., & Reid, S. B. (1994). An empirical study of the sexual abuse of people with intellectual disability. Sexuality and Disability, 12(4), 297-306.
  • Mechling, L. C. (2008). Thirty year review of safety skill instruction for persons with intellectual disabilities. Education and Training in Developmental Disabilities, 311-323.
  • Mechling, L. C., Gast, D. L., & Gustafson, M. R. (2009). Use of video modeling to teach extinguishing of cooking related fires to individuals with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 44(1), 67-79.
  • Mechling, L. C., & Seid, N. H. (2011). Use of a hand-held personal digital assistant (PDA) to self-prompt pedestrian travel by young adults with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 46(2), 220-237.
  • Miltenberger, R. G., & Olsen, L. A. (1996). Abduction prevention training: A review of findings and issues for future research. Education and Treatment of Children, 69-82.
  • Ottmann, G., McVilly, K., & Maragoudaki, M. (2016). ‘I walk from trouble’: exploring safeguards with adults with intellectual disabilities–an Australian qualitative study. Disability & Society, 31(1), 47-63.
  • Özen, A. (2008). Teaching emergency phone numbers to youth with developmental disabilities. International Journal of Special Education, 23(2), 85-95.
  • Purrazzella, K., & Mechling, L. C. (2013). Use of an iPhone 4 with video features to assist location of students with moderate intellectual disability when lost in community settings. Education and Training in Autism and Developmental Disabilities, 48(2), 179-189.
  • Reichow, B., Volkmar, F. R., &Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38, 1311-1319.
  • Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638-641.
  • Sanchez, S., & Miltenberger, R. G. (2015). Evaluating the effectiveness of an abduction prevention program for young adults with intellectual disabilities. Child & Family Behavior Therapy, 37(3), 197-207.
  • Sherman, E. M., Brooks, B. L., Akdag, S., Connolly, M. B., & Wiebe, S. (2010). Parents report more ADHD symptoms than do teachers in children with epilepsy. Epilepsy & Behavior, 19(3), 428-435.
  • Sirin, N., & Tekin-Iftar, E. (2016). Opinions of Turkish parents and teachers about safety skills instruction to children with autism spectrum disorders: A preliminary investigation. Journal of Autism and Developmental Disorders, 46(8), 2653-2665.
  • Smith, C. C., Cihak, D. F., Kim, B., McMahon, D. D., & Wright, R. (2017). Examining augmented reality to improve navigation skills in postsecondary students with intellectual disability. Journal of Special Education Technology, 32(1), 3–11. https://doi.org/10.1177/0162643416681159
  • Spivey, C. E., & Mechling, L. C. (2016). Video modeling to teach social safety skills to young adults with intellectual disability. Education and Training in Autism and Developmental Disabilities, 51(1), 79-92.
  • Sullivan, P. M., & Knudson, J. F. (2000). Maltreatment and disabilities: A population-based epidemiological study. Child Abuse & Neglect, 24(10), 1257-1273.
  • Summers, J., Tarbox, J., Findel-Pyles, R. S., Wilke, A. E., Bergstrom, R., & Williams, W. L. (2011). Teaching two household safety skills to children with autism. Research in Autism Spectrum Disorders, 5, 629–632.
  • Taber, T. A., Alberto, P. A., Hughes, M., & Seltzer, A. (2002). A strategy for students with moderate disabilities when lost in the community. Research and Practice for Persons with Severe Disabilities, 27, 141-152.
  • Taber, T. A., Alberto, P. A., Hughes, M., & Seltzer, A. (2003). Obtaining assistance when lost in the community using cell phones. Research and Practice for Persons with Severe Disabilities, 28, 105-116.
  • Tekin-Iftar, E., Acar, G., & Kurt, O. (2003). The effects of simultaneous prompting on teaching expressive identification of objects: An instructive feedback study. International Journal of Disability, Development and Education, 50(2), 149-167.
  • Tymchuk, A. J., Hamada, D., Linda, A., & Anderson, S. (1990). Home safety training with mothers who are mentally retarded. Education and Training in Mental Retardation, 25(2), 142-149.
  • Tymchuk, A., Andron, L., & Hagelstein, M. (1992). Training mothers with mental retardation to discuss home safety and emergencies with their children. Journal of Developmental and Physical Disabilities, 4(2), 151-165. doi:10.1007/BF01046397
  • Watson, M., Bain, A., & Houghton, S. (1992). A preliminary study in teaching self-protective skills to children with moderate and severe mental retardation. The Journal of Special Education, 26(2), 181-194.
  • Wehmeyer, M. L., & Shogren, K. A. (2015). Self- determination and choice. In N. N. Singh (Ed.)., Handbook of evidence-based practices in intellectual and developmental disabilities (pp. 561-584). Spring Publishing.
  • Westling D. L. & Fox, L. (2004). Teaching students with severe disabilities (3ed.). Upper Saddle River NJ: Merrill Prentice Hall.
  • Wilczynski, S. M., Connolly, S., Dubard, M., Henderson, A., & Mcintosh, D. (2015). Assessment, prevention, and intervention for abuse among individuals with disabilities. Psychology in the Schools, 52(1), 9-21.
  • Winterling, V., Gast, D. L., Wolery, M., & Farmer, J. A. (1992). Teaching safety skills to high school students with moderate disabilities. Journal of Applied Behavior Analysis, 25(1), 217-227.
  • Wright, T., & Wolery, M. (2011). The effects of instructional interventions related to street crossing and individuals with disabilities. Research in Developmental Disabilities, 32(5), 1455–1463. https://doi.org/10.1016/j.ridd.2011.03.019
  • Yücesoy-Özkan, S. (2013). Comparison of peer and self-video modeling in teaching first aid skills to children with intellectual disability. Education and Training in Autism and Developmental Disabilities, 88-102.
  • Yücesoy-Özkan, S., Öncül, N., & Kaya, Ö. (2013). Effects of computer-based instruction on teaching emergency telephone numbers to students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 48(2), 200-217.
Yıl 2019, Cilt: 20 Sayı: 1, 143 - 176, 01.03.2019
https://doi.org/10.21565/ozelegitimdergisi.408927

Öz

Kaynakça

  • Agran, M., & Krump, M. (2010). A preliminary investigation of parents’ opinions about safety skills instruction: An apparent discrepancy between importance and expectation. Education and Training in Autism and Developmental Disabilities, 45, 303–311.
  • Agran, M., Krupp, M., Spooner, F., & Zakas, T. L. (2012). Asking students about the importance of safety skills instruction: A preliminary analysis of what they think is important. Research and Practice for Persons with Severe Disabilities, 37(1), 45–52. https://doi.org/10.2511/027494812800903265
  • Bannerman, D. J., Sheldon, J. B., & Sherman, J. A. (1991). Teaching adults with severe and profound retardation to exit their homes upon hearing the fire alarm. Journal of Applied Behavior Analysis, 24(3), 571–577. http://doi.org/10.1901/jaba.1991.24-571
  • Bassette, L., Taber-Doughty, T., Gama, R. L., Alberto, P., Takubova, G., & Cihak, D. (2016). The use of cell phones to address safety skills for students with a moderate ID in community-based settings. Focus on Autism and Other Developmental Disabilities, 1-11.
  • Bevill, A. R., & Gast, D. L. (1998). Social safety for young children: A review of the literature on safety skills instruction. Topics in Early Childhood Special Education, 18(4), 222-234.
  • Batu, S., Ergenekon, Y., Erbaş, D., & Akmanoğlu, N. (2004). Teaching pedestrian skills to individuals with developmental disabilities. Journal of Behavioral Education, 13, 147-164.
  • Bollman, J., & Davis, P. (2009). Teaching women with intellectual disabilities to identify and report inappropriate staff-to-resident interactions. Journal of Applied Behavior Analysis, 42(4), 813-817. http://doi:10.1901/jaba.2009.42-813
  • Branham, R., Collins, B., Schuster, J., & Kleinert, H. (1999). Teaching community skills to students with moderate disabilities: Comparing combined techniques of classroom simulation, videotape modeling, and community-based instruction. Education and Training in Mental Retardation and Developmental Disabilities, 34(2), 170-181.
  • Brown-Lavoie, S. M., Viecili, M. A., & Weiss, J. A. (2014). Sexual knowledge and victimization in adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(9), 2185-2196.
  • Bruder, C., & Kroese, B. (2005). The efficacy of interventions designed to prevent and protect people with intellectual disabilities from sexual abuse: A review of the literature. The Journal of Adult Protection, 7(2), 13–27. https://doi.org/10.1108/14668203200500009
  • Bryen, N., Carey, D. A., & Frantz, B. (2003). Ending the silence: Adults who use augenmentative communication and their experiences as victims of crimes. Augmentative and Alternative Communication, 19(2), 125-134.
  • Collins, B. C., Stinson, D. M., & Land, L. (1993). A comparison of in vivo and simulation prior to in vivo instruction in teaching generalized safety skills. Education and Training in mental Retardation, 28, 128-142.
  • Collins, B. C., & Stinson, D. M. (1994). Teaching generalized reading of product warning labels to adolescents with mental disabilities through the use of key words. Exceptionality, 5(3), 163-181.
  • Collins, B. C., & Griffen, A. K. (1996). Teaching students with moderate disabilities to make safe responses to product warning labels. Education and Treatment of Children, 19(1), 30-45.
  • Cromer, K., Schuster, J.W., Collins, B.C., & Grisham-Brown, J. (1998). Teaching information on medical prescriptions using two instructive feedback schedules. Journal of Behavioral Education 8(1), 37-61.
  • Dixon, D. R., Bergstrom, R., Smith, M. N., & Tarbox, J. (2010). A review of research on procedures for teaching safety skills to persons with developmental disabilities. Research in Developmental Disabilities, 31(5), 985–994. https://doi.org/10.1016/j.ridd.2010.03.007
  • Doughty, A. H., & Kane, L. M. (2010). Teaching abuse-protection skills to people with intellectual, disabilities: A review of the literature. Research in Developmental Disabilities, 31(2), 331–337. https://doi.org/10.1016/j.ridd.2009.12.007
  • Dukes, E., & McGuire, B. E. (2009). Enhancing capacity to make sexuality-related decisions in people with an intellectual disability. Journal of Intellectual Disability Research, 53(8), 727-734.
  • Fisher, M. H., Burke, M. M., & Griffen, M. M. (2013). Teaching young adults with disabilities to respond appropriately to lures from strangers. Journal of Applied Behavior Analysis, 46(2), 528-533.
  • Holberton, A. (2006). Teaching women with developmental disabilities to respond assertively to inappropriate sexual situations. (Doctoral dissertation, The City University of New York). Retrieved from https://search.proquest.com/pqdtglobal/docview/305356446/FCA19196D12B4E8FPQ/11?accountid=7181
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.
  • Jones, G. Y., & Collins, B. C. (1997). Teaching microwave skills to adults with disabilities: Acquisition of nutrition and safety facts presented as nontargeted information. Journal of Developmental and Physical Disabilities, 9, 59–78.
  • Kelley, K. R., Test, D. W., & Cooke, N. L. (2013). Effects of picture prompts delivered by a video ipod on pedestrian navigation. Exceptional Children, 79(4), 459–474.
  • Kenny, M. C., Bennett, K. D., Dougery, J., & Steele, F. (2013). Teaching general safety and body safety training skills to a Latino preschool male with autism. Journal of Child and Family Studies, 22, 1092–1102.
  • Kim, Y. R. (2016). Evaluation of a sexual abuse prevention program for children with intellectual disabilities. Behavioral Interventions, 31(2), 195-209.
  • Knudson, P. J., Miltenberger, R. G., Bosch, A., Gross, A., Brower-Breitwieser, C., & Tarasenko, M. (2009). Fire safety skills training for individuals with severe and profound mental retardation. Journal of Developmental and Physical Disabilities, 21(6), 523–535. https://doi.org/10.1007/s10882-009-9161-9
  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38.
  • Levy, H., & Packman, W. (2004). Sexual abuse prevention for individuals with mental retardation: Considerations for genetic counselors. Journal of Genetic Counseling, 13(3), 189-205.
  • Lumley, V. A., Miltenberger, R. G., Long, E. S., Rapp, J. T & Roberts, J. A. (1998). Evaluation of sexual abuse prevention program for adults with mental retardation. Journal of Aplied Behavior Analysis, 31(1), 91-101.
  • McCabe, M. P., Cummins, R. A., & Reid, S. B. (1994). An empirical study of the sexual abuse of people with intellectual disability. Sexuality and Disability, 12(4), 297-306.
  • Mechling, L. C. (2008). Thirty year review of safety skill instruction for persons with intellectual disabilities. Education and Training in Developmental Disabilities, 311-323.
  • Mechling, L. C., Gast, D. L., & Gustafson, M. R. (2009). Use of video modeling to teach extinguishing of cooking related fires to individuals with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 44(1), 67-79.
  • Mechling, L. C., & Seid, N. H. (2011). Use of a hand-held personal digital assistant (PDA) to self-prompt pedestrian travel by young adults with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 46(2), 220-237.
  • Miltenberger, R. G., & Olsen, L. A. (1996). Abduction prevention training: A review of findings and issues for future research. Education and Treatment of Children, 69-82.
  • Ottmann, G., McVilly, K., & Maragoudaki, M. (2016). ‘I walk from trouble’: exploring safeguards with adults with intellectual disabilities–an Australian qualitative study. Disability & Society, 31(1), 47-63.
  • Özen, A. (2008). Teaching emergency phone numbers to youth with developmental disabilities. International Journal of Special Education, 23(2), 85-95.
  • Purrazzella, K., & Mechling, L. C. (2013). Use of an iPhone 4 with video features to assist location of students with moderate intellectual disability when lost in community settings. Education and Training in Autism and Developmental Disabilities, 48(2), 179-189.
  • Reichow, B., Volkmar, F. R., &Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38, 1311-1319.
  • Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638-641.
  • Sanchez, S., & Miltenberger, R. G. (2015). Evaluating the effectiveness of an abduction prevention program for young adults with intellectual disabilities. Child & Family Behavior Therapy, 37(3), 197-207.
  • Sherman, E. M., Brooks, B. L., Akdag, S., Connolly, M. B., & Wiebe, S. (2010). Parents report more ADHD symptoms than do teachers in children with epilepsy. Epilepsy & Behavior, 19(3), 428-435.
  • Sirin, N., & Tekin-Iftar, E. (2016). Opinions of Turkish parents and teachers about safety skills instruction to children with autism spectrum disorders: A preliminary investigation. Journal of Autism and Developmental Disorders, 46(8), 2653-2665.
  • Smith, C. C., Cihak, D. F., Kim, B., McMahon, D. D., & Wright, R. (2017). Examining augmented reality to improve navigation skills in postsecondary students with intellectual disability. Journal of Special Education Technology, 32(1), 3–11. https://doi.org/10.1177/0162643416681159
  • Spivey, C. E., & Mechling, L. C. (2016). Video modeling to teach social safety skills to young adults with intellectual disability. Education and Training in Autism and Developmental Disabilities, 51(1), 79-92.
  • Sullivan, P. M., & Knudson, J. F. (2000). Maltreatment and disabilities: A population-based epidemiological study. Child Abuse & Neglect, 24(10), 1257-1273.
  • Summers, J., Tarbox, J., Findel-Pyles, R. S., Wilke, A. E., Bergstrom, R., & Williams, W. L. (2011). Teaching two household safety skills to children with autism. Research in Autism Spectrum Disorders, 5, 629–632.
  • Taber, T. A., Alberto, P. A., Hughes, M., & Seltzer, A. (2002). A strategy for students with moderate disabilities when lost in the community. Research and Practice for Persons with Severe Disabilities, 27, 141-152.
  • Taber, T. A., Alberto, P. A., Hughes, M., & Seltzer, A. (2003). Obtaining assistance when lost in the community using cell phones. Research and Practice for Persons with Severe Disabilities, 28, 105-116.
  • Tekin-Iftar, E., Acar, G., & Kurt, O. (2003). The effects of simultaneous prompting on teaching expressive identification of objects: An instructive feedback study. International Journal of Disability, Development and Education, 50(2), 149-167.
  • Tymchuk, A. J., Hamada, D., Linda, A., & Anderson, S. (1990). Home safety training with mothers who are mentally retarded. Education and Training in Mental Retardation, 25(2), 142-149.
  • Tymchuk, A., Andron, L., & Hagelstein, M. (1992). Training mothers with mental retardation to discuss home safety and emergencies with their children. Journal of Developmental and Physical Disabilities, 4(2), 151-165. doi:10.1007/BF01046397
  • Watson, M., Bain, A., & Houghton, S. (1992). A preliminary study in teaching self-protective skills to children with moderate and severe mental retardation. The Journal of Special Education, 26(2), 181-194.
  • Wehmeyer, M. L., & Shogren, K. A. (2015). Self- determination and choice. In N. N. Singh (Ed.)., Handbook of evidence-based practices in intellectual and developmental disabilities (pp. 561-584). Spring Publishing.
  • Westling D. L. & Fox, L. (2004). Teaching students with severe disabilities (3ed.). Upper Saddle River NJ: Merrill Prentice Hall.
  • Wilczynski, S. M., Connolly, S., Dubard, M., Henderson, A., & Mcintosh, D. (2015). Assessment, prevention, and intervention for abuse among individuals with disabilities. Psychology in the Schools, 52(1), 9-21.
  • Winterling, V., Gast, D. L., Wolery, M., & Farmer, J. A. (1992). Teaching safety skills to high school students with moderate disabilities. Journal of Applied Behavior Analysis, 25(1), 217-227.
  • Wright, T., & Wolery, M. (2011). The effects of instructional interventions related to street crossing and individuals with disabilities. Research in Developmental Disabilities, 32(5), 1455–1463. https://doi.org/10.1016/j.ridd.2011.03.019
  • Yücesoy-Özkan, S. (2013). Comparison of peer and self-video modeling in teaching first aid skills to children with intellectual disability. Education and Training in Autism and Developmental Disabilities, 88-102.
  • Yücesoy-Özkan, S., Öncül, N., & Kaya, Ö. (2013). Effects of computer-based instruction on teaching emergency telephone numbers to students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 48(2), 200-217.
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Üzeyir Emre Kıyak 0000-0002-2681-9407

D. Merve Tuna Bu kişi benim 0000-0002-4319-8286

Elif Tekin-iftar 0000-0001-5512-616X

Yayımlanma Tarihi 1 Mart 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 1

Kaynak Göster

APA Kıyak, Ü. E., Tuna, D. M., & Tekin-iftar, E. (2019). Zihin Yetersizliği Olan Bireylere Güvenlik Becerilerinin Öğretimi: Kapsamlı Betimsel Analiz. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(1), 143-176. https://doi.org/10.21565/ozelegitimdergisi.408927




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