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Otizmli Çocukların Eğitiminde Yeni Eğilimler: Videoyla Kendine Model Olma ve Etkileri

Yıl 2014, Cilt: 15 Sayı: 02, 63 - 80, 01.03.2014
https://doi.org/10.1501/Ozlegt_0000000199

Öz

Videoyla kendine model olma, etkililiği bilimsel olarak kanıtlanmış bir öğretim uygulaması olan video model ile öğretim yönteminin bir alt uygulama türüdür. Videoyla kendine model olma uygulamaları, yeni becerilerin edinimi, daha önceden kazanılmış becerilere akıcılık kazandırılması, problem davranışların azaltılması amaçlarıyla kullanılabilecek bir uygulama olmasıyla birlikte çeşitli yaş ve gelişimsel yetersizlik gösteren bireylerde de etkili olarak kullanılmaktadır. Bu çalışmanın amacı; otizm spektrum bozukluğu olan bireylerin eğitiminde kullanılan videoyla kendine model olmayı tanıtmak, yarar ve sınırlılıkları, uygulama hazırlıkları, uygulama basamakları hakkında açıklamalarda bulunmak ve bu açıklamalara dayanılarak uygulamacı ve araştırmacılara öneriler sunmaktır

Kaynakça

  • Akmanoglu, N., & Tekin-Iftar, E. (2011). Teaching children with autism how to respond to the lures of strangers. Autism, 15, 205-222.
  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287.
  • Bellini, S., & McConnell, L. L. (2010). Strength-based educational programming for students with autism spectrum disorders: A case for video self-modeling. Preventing School Failure: Alternative Education for Children and Youth, 54, 220-227.
  • Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling. School Psychology Review, 36, 80-90.
  • Boudreau, J., & Harvey, M. (2013). Increasing recreational initiations for children who have ASD using video self-modeling. Education and Treatment of Children, 36, 49-60.
  • Bray, M., & Kehle, T. (1996). Self-modeling as an intervention for stuttering. The School Psychology Review, 25,358–369.
  • Buggey, T. (1995). Videotaped self-modeling: The next step in modeled instruction. Early Education and Development, 6, 39-51.
  • Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20, 52-63.
  • Buggey, T. (2007). A Picture Is Worth Video Self-Modeling Applications at School and Home. Journal of Positive Behavior Interventions, 9, 151-158.
  • Buggey, T. (2012). Effectiveness of video self-modeling to promote social initiations by 3-year-olds with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27, 102-110.
  • Buggey, T., & Ogle, L. (2012). Video self‐modeling. Psychology in the Schools, 49, 52-70.
  • Buggey, T., Hoomes, G., Sherberger, M. E., & Williams, S. (2011). Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities, 26, 25-36.
  • Buggey, T., Toombs, K., Gardener, P., & Cervetti, M. (1999). Training responding behaviors in students with autism: using videotaped self-modeling. Journal of Positive Behavior Interventions, 1, 205-214.
  • Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video self-modeling on an ipad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28, 67-77.
  • Chafouleas, S., Riley-Tillman, T. C., & Sugai, G. M. (2007). School-based behavioral assessment: Informing intervention and instruction: Guilford Press.
  • Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching with autism. Journal of Autism and Developmental Disorders, 30, 537-552.
  • Clare, S. K., Jenson, W. R., Kehle, T. J., & Bray, M. A. (2000). Self‐modeling as a treatment for increasing on‐task behavior. Psychology in the Schools, 37, 517-522.
  • Clark, E., Beck, D., Sloane, H., Jenson, W., Bowen, J., Goldsmith, D., & Kehle, T. (1993). Self-modeling with preschoolers: Is it different? School Psychology International, 14, 83–89.
  • Collier‐Meek, M. A., Fallon, L. M., Johnson, A. H., Sanetti, L. M., & Delcampo, M. A. (2012). Constructing self‐modeling videos: Procedures and technology. Psychology in the Schools, 49, 3-14.
  • Cream, A., O’Brian, S., Jones, M., Block, S., Harrison, E., Lincoln, M., Hewat, S., Packman, A., Menzies, R., & Onslow, M. (2010). Randomized control trial of video self-modeling following speech restructuring treatment for stuttering. Journal of Speech, Language, and Hearing Research, 53, 887–897.
  • Delano, M. E. (2007). Improving written language performance of adolescents with Asperger syndrome. Journal of Applied Behavior Analysis, 40, 345–351.
  • Diagnostic and Statistical Manual of Mental Disorders: DSM-5 (2013). American Psychiatric Association.
  • Dowrick, P. W. (1999). A review of self modeling and related interventions. Applied and Preventive Psychology, 8, 23-39.
  • Dowrick, P.W., & Dove, C. (1980). The use of self-modeling to improve the swimming performance of spina bifida children. Journal of Applied Behavior Analysis, 13, 51–56.
  • Dowrick, P.W., & Hood, M. (1981). Comparison of self-modeling and small cash incentives in a sheltered workshop. Journal of Applied Psychology, 66, 394–397.
  • Dowrick, P.W., & Ward, K. M. (1997). Video feed forward in the support of a man with intellectual disability and inappropriate sexual behavior. Journal of Intellectual Developmental Disability, 22, 147 – 160.
  • Gelbar, N. W., Anderson, C., McCarthy, S., & Buggey, T. (2012). Video self‐modeling as an intervention strategy for individuals with autism spectrum disorders. Psychology in the Schools, 49, 15-22.
  • Haarmann, B. S., & Greelis, M. T. (1982). Video therapy case study: The therapeutic use of edited videotapes as a primary means of behavioral intervention in the shaping of appropriate grammatical and contextual use of language. Journal of Special Education Technology, 5, 52–56.
  • Hart, J. E., & Whalon, K. J. (2012). Using video self-modeling via iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 438-446.
  • Hartley, E. T., Bray, M. A., & Kehle, T. J. (1998). Self‐modeling as an intervention to increase student classroom participation. Psychology in the Schools, 35, 363-372.
  • Hepting, N. H., & Goldstein, H. (1996). Requesting behaviors by preschoolers with developmental disabilities: Videotaped self-modeling and learning of new linguistics structures. Topics in Early Childhood Special Education, 16, 407–427.
  • Hitchcock, C. H., Dowrick, P. W., & Prater, M. A. (2003). Video self-modeling intervention in school-based settings a review. Remedial and Special Education, 24, 36-45.
  • Hitchcock, C. H., Prater, M. A., & Dowrick, P. W. (2004). Reading comprehension and fluency: Examining the effects of tutoring and video self-modeling on first-grade students with reading difficulties. Learning Disability Quarterly, 27, 89-103.
  • Hosford, R. E. (1981). Self-as-models: A cognitive social-learning technique The Counseling Psychologist, 9, 45-62.
  • Kehle, T. J., Madaus, M. R., Baratta, V. S., & Bray, M. A. (1998). Augmented self-modeling as a treatment for children with selective mutism. Journal of School Psychology, 36, 247–260.
  • Kırcaali-İftar, G. (2007). Otizm spektrum bozukluğu: İstanbul: Daktylos Yayınları.
  • Kırcaali-İftar, G. (2012). Otizm spektrum bozukluğuna genel bakış. E. Tekin-İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri (s. 17-44). Ankara: Vize Yayıncılık.
  • Kurt, O. (2009). Otistik özellikler gösteren çocuklara zincirleme serbest zaman becerilerinin öğretiminde sabit bekleme süreli öğretimin ve eşzamanlı ipucuyla öğretimin gömülü öğretimle sunulmasının etkililik ve verimliliklerinin karşılaştırılması. Anadolu Üniversitesi Engelliler Araştırma Enstitüsü, Eskişehir.
  • Lang, R., Shogren, K. A., Machalicek, M. R., O’Reilly, M., Baker, S., & Regester, A. (2009). Video self- modeling to teach classroom rules to two students with Asperger’s. Research in Autism Spectrum Disorders 3,483–488.
  • Litras, S., Moore, D. W., & Anderson, A. (2010). Using video self-modeled social stories to teach social skills to a young child with autism. Autism research and treatment, 2010, 1-9.
  • Luiselli, J. K. (2008). Effective Practices for Children with Autism: Educational and Behavior Support Interventions That Work: Oxford University Press.
  • Marcus, A., & Wilder, M. A. (2009). A comparison of peer video modeling and self-video modeling to teach textual responses in children with autism. Journal of Applied Behavior Analysis, 42, 335-341.
  • McCurdy, B. L., & Shapiro, E. S. (1988). Self-observation and the reduction of inappropriate classroom behavior. Journal of School Psychology, 26, 371–378.
  • Mcgraw-Hunter, M., Faw, G. D., & Davis, P. K. (2006). The use of video self-modeling and feedback to teach cooking skills to individuals with traumatic brain injury: A pilot study. Brain Injury, 20, 1061–1068.
  • Mechling, L. C. (2011). Video self-modeling is more effective than peer modeling to teach textual responses to children with autism. Evidence-Based Communication Assessment and Intervention, 5, 58-61.
  • NAC (2009). National Standards Report. Randolph, Massachusetts.
  • NAC (2011). A parent’s guide to evidence-based practice and autism: Providing information and resources for families of children with autism spectrum disorders. Randolph, Massachusetts.
  • Neisworth, J. T., & Wolfe, P. S. (2005). The autism encyclopedia: Paul H Brookes Pub Co.
  • Nikopoulos, C. K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral interventions, 18, 87-108.
  • Nikopoulos, C., & Keenan, M. (2006). Video modelling and behaviour analysis: A guide for teaching social skills to children with autism: Jessica Kingsley Publishers.
  • NPDC (National Professional Development Center on Autism Spectrum Disorders). (2012) (http://autismpdc.fpg.unc.edu)
  • Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative education for children and youth, 54, 275-282.
  • Olçay-Gül, S., & Tekin-İftar, E. (2012) Otizm spektrum bozukluğu tanısı olan bireyler için sosyal öykülerin kullanımı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13, 1-24.
  • Pigott, H. E., & Gonzales, F. P. (1987). Efficacy of self-modeling in treating an electively mute child. Journal of Clinical Child Psychology, 16, 106–110.
  • Prater, M. A., Carter, N., Hitchcock, C., & Dowrick, P. (2012). Video self‐modeling to improve academic performance: A literature review. Psychology in the Schools, 49, 71-81.
  • Rickards-Schlichting, K. A., Kehle, T. J., & Bray, M. A. (2004). A self-modeling intervention for high school students with public speaking anxiety. Journal of Applied School Psychology, 20, 47-60.
  • Schunk, D. H., & Hanson, A. R. (1989). Self-modeling and cognitive skill learning. Journal of Educational Psychology, 81, 155–163.
  • Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing Conversation Skills in Children with Autism Via Video Technology Which Is Better, “Self” or “Other” as a Model? Behavior Modification, 25, 140-158.
  • Tekin-İftar, E., & Değirmenci, H. D. (2012). Otizm spektrum bozukluğu olan çocukların öğretimi. In E. Tekin- İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri (s.267-321). Ankara: Vize Yayıncılık.
  • Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 30-34.
  • Williamson, R. L., Casey, L. B., Robertson, J. S., & Buggey, T. (2013). Video self-modeling in children with autism: A pilot study validating prerequisite skills and extending the utilization of VSM across skill sets. Assistive Technology, 25, 63–71.
  • Woltersdorf, M. A. (1992). Videotape self-modeling in the treatment of attention-deficit hyperactivity disorder. Child & Family Therapy, 14, 53 – 73. . .

Otizmli çocukların eğitiminde yeni eğilimler: videoyla kendine model olma ve etkileri

Yıl 2014, Cilt: 15 Sayı: 02, 63 - 80, 01.03.2014
https://doi.org/10.1501/Ozlegt_0000000199

Öz

Kaynakça

  • Akmanoglu, N., & Tekin-Iftar, E. (2011). Teaching children with autism how to respond to the lures of strangers. Autism, 15, 205-222.
  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287.
  • Bellini, S., & McConnell, L. L. (2010). Strength-based educational programming for students with autism spectrum disorders: A case for video self-modeling. Preventing School Failure: Alternative Education for Children and Youth, 54, 220-227.
  • Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling. School Psychology Review, 36, 80-90.
  • Boudreau, J., & Harvey, M. (2013). Increasing recreational initiations for children who have ASD using video self-modeling. Education and Treatment of Children, 36, 49-60.
  • Bray, M., & Kehle, T. (1996). Self-modeling as an intervention for stuttering. The School Psychology Review, 25,358–369.
  • Buggey, T. (1995). Videotaped self-modeling: The next step in modeled instruction. Early Education and Development, 6, 39-51.
  • Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20, 52-63.
  • Buggey, T. (2007). A Picture Is Worth Video Self-Modeling Applications at School and Home. Journal of Positive Behavior Interventions, 9, 151-158.
  • Buggey, T. (2012). Effectiveness of video self-modeling to promote social initiations by 3-year-olds with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27, 102-110.
  • Buggey, T., & Ogle, L. (2012). Video self‐modeling. Psychology in the Schools, 49, 52-70.
  • Buggey, T., Hoomes, G., Sherberger, M. E., & Williams, S. (2011). Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities, 26, 25-36.
  • Buggey, T., Toombs, K., Gardener, P., & Cervetti, M. (1999). Training responding behaviors in students with autism: using videotaped self-modeling. Journal of Positive Behavior Interventions, 1, 205-214.
  • Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video self-modeling on an ipad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28, 67-77.
  • Chafouleas, S., Riley-Tillman, T. C., & Sugai, G. M. (2007). School-based behavioral assessment: Informing intervention and instruction: Guilford Press.
  • Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching with autism. Journal of Autism and Developmental Disorders, 30, 537-552.
  • Clare, S. K., Jenson, W. R., Kehle, T. J., & Bray, M. A. (2000). Self‐modeling as a treatment for increasing on‐task behavior. Psychology in the Schools, 37, 517-522.
  • Clark, E., Beck, D., Sloane, H., Jenson, W., Bowen, J., Goldsmith, D., & Kehle, T. (1993). Self-modeling with preschoolers: Is it different? School Psychology International, 14, 83–89.
  • Collier‐Meek, M. A., Fallon, L. M., Johnson, A. H., Sanetti, L. M., & Delcampo, M. A. (2012). Constructing self‐modeling videos: Procedures and technology. Psychology in the Schools, 49, 3-14.
  • Cream, A., O’Brian, S., Jones, M., Block, S., Harrison, E., Lincoln, M., Hewat, S., Packman, A., Menzies, R., & Onslow, M. (2010). Randomized control trial of video self-modeling following speech restructuring treatment for stuttering. Journal of Speech, Language, and Hearing Research, 53, 887–897.
  • Delano, M. E. (2007). Improving written language performance of adolescents with Asperger syndrome. Journal of Applied Behavior Analysis, 40, 345–351.
  • Diagnostic and Statistical Manual of Mental Disorders: DSM-5 (2013). American Psychiatric Association.
  • Dowrick, P. W. (1999). A review of self modeling and related interventions. Applied and Preventive Psychology, 8, 23-39.
  • Dowrick, P.W., & Dove, C. (1980). The use of self-modeling to improve the swimming performance of spina bifida children. Journal of Applied Behavior Analysis, 13, 51–56.
  • Dowrick, P.W., & Hood, M. (1981). Comparison of self-modeling and small cash incentives in a sheltered workshop. Journal of Applied Psychology, 66, 394–397.
  • Dowrick, P.W., & Ward, K. M. (1997). Video feed forward in the support of a man with intellectual disability and inappropriate sexual behavior. Journal of Intellectual Developmental Disability, 22, 147 – 160.
  • Gelbar, N. W., Anderson, C., McCarthy, S., & Buggey, T. (2012). Video self‐modeling as an intervention strategy for individuals with autism spectrum disorders. Psychology in the Schools, 49, 15-22.
  • Haarmann, B. S., & Greelis, M. T. (1982). Video therapy case study: The therapeutic use of edited videotapes as a primary means of behavioral intervention in the shaping of appropriate grammatical and contextual use of language. Journal of Special Education Technology, 5, 52–56.
  • Hart, J. E., & Whalon, K. J. (2012). Using video self-modeling via iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 438-446.
  • Hartley, E. T., Bray, M. A., & Kehle, T. J. (1998). Self‐modeling as an intervention to increase student classroom participation. Psychology in the Schools, 35, 363-372.
  • Hepting, N. H., & Goldstein, H. (1996). Requesting behaviors by preschoolers with developmental disabilities: Videotaped self-modeling and learning of new linguistics structures. Topics in Early Childhood Special Education, 16, 407–427.
  • Hitchcock, C. H., Dowrick, P. W., & Prater, M. A. (2003). Video self-modeling intervention in school-based settings a review. Remedial and Special Education, 24, 36-45.
  • Hitchcock, C. H., Prater, M. A., & Dowrick, P. W. (2004). Reading comprehension and fluency: Examining the effects of tutoring and video self-modeling on first-grade students with reading difficulties. Learning Disability Quarterly, 27, 89-103.
  • Hosford, R. E. (1981). Self-as-models: A cognitive social-learning technique The Counseling Psychologist, 9, 45-62.
  • Kehle, T. J., Madaus, M. R., Baratta, V. S., & Bray, M. A. (1998). Augmented self-modeling as a treatment for children with selective mutism. Journal of School Psychology, 36, 247–260.
  • Kırcaali-İftar, G. (2007). Otizm spektrum bozukluğu: İstanbul: Daktylos Yayınları.
  • Kırcaali-İftar, G. (2012). Otizm spektrum bozukluğuna genel bakış. E. Tekin-İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri (s. 17-44). Ankara: Vize Yayıncılık.
  • Kurt, O. (2009). Otistik özellikler gösteren çocuklara zincirleme serbest zaman becerilerinin öğretiminde sabit bekleme süreli öğretimin ve eşzamanlı ipucuyla öğretimin gömülü öğretimle sunulmasının etkililik ve verimliliklerinin karşılaştırılması. Anadolu Üniversitesi Engelliler Araştırma Enstitüsü, Eskişehir.
  • Lang, R., Shogren, K. A., Machalicek, M. R., O’Reilly, M., Baker, S., & Regester, A. (2009). Video self- modeling to teach classroom rules to two students with Asperger’s. Research in Autism Spectrum Disorders 3,483–488.
  • Litras, S., Moore, D. W., & Anderson, A. (2010). Using video self-modeled social stories to teach social skills to a young child with autism. Autism research and treatment, 2010, 1-9.
  • Luiselli, J. K. (2008). Effective Practices for Children with Autism: Educational and Behavior Support Interventions That Work: Oxford University Press.
  • Marcus, A., & Wilder, M. A. (2009). A comparison of peer video modeling and self-video modeling to teach textual responses in children with autism. Journal of Applied Behavior Analysis, 42, 335-341.
  • McCurdy, B. L., & Shapiro, E. S. (1988). Self-observation and the reduction of inappropriate classroom behavior. Journal of School Psychology, 26, 371–378.
  • Mcgraw-Hunter, M., Faw, G. D., & Davis, P. K. (2006). The use of video self-modeling and feedback to teach cooking skills to individuals with traumatic brain injury: A pilot study. Brain Injury, 20, 1061–1068.
  • Mechling, L. C. (2011). Video self-modeling is more effective than peer modeling to teach textual responses to children with autism. Evidence-Based Communication Assessment and Intervention, 5, 58-61.
  • NAC (2009). National Standards Report. Randolph, Massachusetts.
  • NAC (2011). A parent’s guide to evidence-based practice and autism: Providing information and resources for families of children with autism spectrum disorders. Randolph, Massachusetts.
  • Neisworth, J. T., & Wolfe, P. S. (2005). The autism encyclopedia: Paul H Brookes Pub Co.
  • Nikopoulos, C. K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral interventions, 18, 87-108.
  • Nikopoulos, C., & Keenan, M. (2006). Video modelling and behaviour analysis: A guide for teaching social skills to children with autism: Jessica Kingsley Publishers.
  • NPDC (National Professional Development Center on Autism Spectrum Disorders). (2012) (http://autismpdc.fpg.unc.edu)
  • Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative education for children and youth, 54, 275-282.
  • Olçay-Gül, S., & Tekin-İftar, E. (2012) Otizm spektrum bozukluğu tanısı olan bireyler için sosyal öykülerin kullanımı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13, 1-24.
  • Pigott, H. E., & Gonzales, F. P. (1987). Efficacy of self-modeling in treating an electively mute child. Journal of Clinical Child Psychology, 16, 106–110.
  • Prater, M. A., Carter, N., Hitchcock, C., & Dowrick, P. (2012). Video self‐modeling to improve academic performance: A literature review. Psychology in the Schools, 49, 71-81.
  • Rickards-Schlichting, K. A., Kehle, T. J., & Bray, M. A. (2004). A self-modeling intervention for high school students with public speaking anxiety. Journal of Applied School Psychology, 20, 47-60.
  • Schunk, D. H., & Hanson, A. R. (1989). Self-modeling and cognitive skill learning. Journal of Educational Psychology, 81, 155–163.
  • Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing Conversation Skills in Children with Autism Via Video Technology Which Is Better, “Self” or “Other” as a Model? Behavior Modification, 25, 140-158.
  • Tekin-İftar, E., & Değirmenci, H. D. (2012). Otizm spektrum bozukluğu olan çocukların öğretimi. In E. Tekin- İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri (s.267-321). Ankara: Vize Yayıncılık.
  • Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 30-34.
  • Williamson, R. L., Casey, L. B., Robertson, J. S., & Buggey, T. (2013). Video self-modeling in children with autism: A pilot study validating prerequisite skills and extending the utilization of VSM across skill sets. Assistive Technology, 25, 63–71.
  • Woltersdorf, M. A. (1992). Videotape self-modeling in the treatment of attention-deficit hyperactivity disorder. Child & Family Therapy, 14, 53 – 73. . .
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Nurgül Akmanoğlu Bu kişi benim

Erkan Kurnaz

Yayımlanma Tarihi 1 Mart 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 15 Sayı: 02

Kaynak Göster

APA Akmanoğlu, N., & Kurnaz, E. (2014). Otizmli Çocukların Eğitiminde Yeni Eğilimler: Videoyla Kendine Model Olma ve Etkileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(02), 63-80. https://doi.org/10.1501/Ozlegt_0000000199




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