Araştırma Makalesi
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Examining the Studies in Which Independent Living Skills were Taught to Individuals with Autism Spectrum Disorder

Yıl 2019, Cilt: 9 Sayı: 2, 572 - 607, 01.07.2019
https://doi.org/10.18039/ajesi.577594

Öz

In
this study, analyzing the research studies in which independent living skills
were taught to individuals with Autism Spectrum Disorders (ASD) descriptively
and evaluating these studies regarding the “single-subject research qualitative
criteria” were aimed. Moving with this purpose, 32 research studies were
determined regarding the including criteria and the demographic characteristics
(participants, setting, teaching conditions, etc.) and methodologic
characteristics (dependent end independent variables, research design,
effectiveness, generalization, maintenance, social validity, etc.) were
analyzed on the tables and graphs, and the results were interpreted. The
included research studies were also evaluated regarding the qualitative
criteria. The results of the studies revealed that independent living skills
were mostly taught to individuals with ASD during their transition to
adolescence and adulthood years, technology based implementations were used to
teach these skills in most of the studies in the recent years, studies were
mostly conducted in one-to-one settings and the types of independent living
skills did not change significantly in the studies. The results regarding the
qualitative criteria showed that 25% of the studies met the “acceptance”
criteria. Regarding this result, it can be said that the quality of the studies
in which independent living skills were taught showed an increase in the recent
years.

Kaynakça

  • Alexander, J. L., Ayres, K. M., Smith, K. A., Shepley, S. B., & Mataras, T. K. (2013). Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism. Research in Autism Spectrum Disorders, 7(11), 1346-1357.
  • Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., ve Burke, R. V. (2010a). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33(3), 339-349.
  • Allen, K. D., Wallace, D. P., Greene, D. J., Bowen, S. L., & Burke, R. V. (2010b). Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25(3), 186-192.
  • Anglesea, M. M., Hoch, H., ve Taylor, B. A. (2008). Reducing rapid eating in teenagers with autism: Use of a pager prompt. Journal of applied behavior analysis, 41(1), 107-111.
  • Aydın, O. (2017). Otizm Spektrum Bozukluğu Olan Bireylere Matematik Becerilerinin Öğretimi: Tek-denekli Araştırmalarda Betimsel ve Meta Analiz. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Ayres, K. M., & Langone, J. (2007). A comparison of video modeling perspectives for students with autism. Journal of Special Education Technology, 22(2), 15-30.
  • Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013a). The effects of covert audio coaching on teaching clerical skills to adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(3), 585-593.
  • Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013). Further examination of covert audio coaching on improving employment skills among secondary students with autism. Journal of Behavioral Education, 22(2), 103-119.
  • Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24(3), 269-285.
  • Bergstrome, R., Najdowski, A. C., & Tarbox, J. (2012). Teaching children with autism to seek help when lost in public. Journal of Applied Behavior Analysis, 45(1), 191-195.
  • Browder, D. M., & Bambara, L. (2000). Home and community. M. E. Snell ve F. Brown (Ed.), Instruction of student with severe disabilities içinde (s.543-589). Upper Saddle River, NJ: Prentice Hall.
  • Brolin, D. E. (1997). Life centered career education: A competency based approach. Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589
  • Burke, R. V., Allen, K. D., Howard, M. R., Downey, D., Matz, M. G., & Bowen, S. L. (2013). Tablet-based video modeling and prompting in the workplace for individuals with autism. Journal of Vocational Rehabilitation, 38(1), 1-14.
  • Cannella-Malone, H. I., & Schaefer, J. M. (2015). A review of research on teaching people with significant disabilities vocational skills. Career Development and Transition for Exceptional Individuals. Advance Online Publication.
  • Carlile, K. A., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (2013). Using activity schedules on the iPod touch to teach leisure skills to children with autism. Education and treatment of children, 36(2), 33-57.
  • Charlop-Christy, M., Le, I., & Freeman, K. (2001). A comparison of video modeling with in-vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537-552.
  • Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433-441.
  • Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103-115.
  • Cihak, D. F., Wright, R., & Ayres, K. M. (2010). Use of self-modeling static-picture prompts via a handheld computer to facilitate self-monitoring in the general education classroom. Education and Training in Autism and Developmental Disabilities, 45(1), 136-149.
  • Cuhadar, S., & Diken, I. H. (2011). Effectiveness of instruction performed through activity schedules on leisure skills of children with autism. Education and Training in Autism and Developmental Disabilities, 46(3), 386-398.
  • Ergenekon, Y. (2012). Teaching basic first-aid skills against home accidents to children with autism through video modeling. Educational Sciences: Theory and Practice, 12(4), 2759-2766.
  • Gunby, K. V., Carr, J. E., & LeBlanc, L. A. (2010). Teaching abduction‐prevention skills to children with autism. Journal of Applied Behavior Analysis, 43(1), 107-112.
  • Gürsel, O., Ergenekon, Y., & Batu, E. S. (2007). Gelişimsel geriliği olan bireylere okuldan işe geçiş becerilerinin kazandırılmasına ilişkin öğretmenlerin ve yöneticilerin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 7(2), 61-84.
  • Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of Autism and Developmental Disorders, 37(6), 1166-1180.
  • Johnson, J. W., Blood, E., Freeman, A., & Simmons, K. (2013). Evaluating the effectiveness of teacher-implemented video prompting on an iPod Touch to teach food-preparation skills to high school students with autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 28(3), 147-158.
  • 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.
  • Kratochwill, T. R., Levin, J. R., & Horner, R. H. (2017). Negative results: Conceptual and methodological dimensions in single-case ıntervention research. Remedial and Special Education, 1-10.
  • Kellems, R. O., & Morningstar, M. E. (2012). Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career Development and Transition for Exceptional Individuals, 35(3), 155-167.
  • Kurt, O., & Tekin-Iftar, E. (2008). A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisure skills to children with autism. Topics in Early Childhood Special Education, 28(1), 53-64.
  • Lattimore, L. P., Parsons, M. B., & Reid, D. H. (2006). Enhancing job‐site training of supported workers with autism: a reemphasis on simulation. Journal of Applied Behavior Analysis, 39(1), 91-102.
  • Levy, A., & Perry, A. (2011). Outcomes in adolescents and adults with autism: A review of the literature. Research in Autism Spectrum Disorders, 5(4), 1271-1282.
  • Matson, J. L., Dempsey, T., & Fodstad, J. C. (2009). Stereotypies and repetitive/restrictive behaviours in infants with autism and pervasive developmental disorder. Developmental Neurorehabilitation, 12(3), 122-127.
  • Mechling, L. C., & Gustafson, M. R. (2008). Comparison of static picture and video prompting on the performance of cooking-related tasks by students with autism. Journal of Special Education Technology, 23(3), 31-45.
  • Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39(10), 1420-1434.
  • Murzynski, N. T., & Bourret, J. C. (2007). Combining video modeling and least‐to‐most prompting for establishing response chains. Behavioral Interventions, 22(2), 147-152.
  • Neustadt, M. E., & Marques, K. (1994) An independing skills training program. The American Journal of Occupational Therapy, 38(10), 671-676
  • Parker, D., & Kamps, D. (2011). Effects of task analysis and self-monitoring for children with autism in multiple social settings. Focus on Autism and other Developmental Disabilities, 26(3), 131-142.
  • Ramdoss, S., Machalicek, W., Rispoli, M., Mulloy, A., Lang, R., & O’Reilly, M. (2012). Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 15(2), 119-135.
  • Rogers, L., Hemmeter, M. L., & Wolery, M. (2010). Using a constant time delay procedure to teach foundational swimming skills to children with autism. Topics in Early Childhood Special Education, 30(2), 102-111.
  • Sitlington, P. L., Neubert, D. A., & Clark, G. M., Oliver P. (2010). Transition education and services for students with disabilities. Upper Saddle River, New Jersey: Merill Pearson.
  • Steere, D. E., Rose, E. D., & Cavaiuolo, D. (2007). Growing up: Transition to adult life for students with disabilities. Boston: Pearson College Division.
  • 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(1), 629-632.
  • Van Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R., & Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and other Developmental Disabilities, 25(4), 195-208.
  • Vuran, S. (2008). Empowering leisure skills in adults with autism: An experimental ınvestigation through the most to least prompting procedure. International Journal of Special Education, 23(1), 174-181.
  • What Works Clearinghouse. (2017). Procedures and standards handbook https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf (Erişim tarihi: 15.03.2019).
  • Yanardağ, M., Birkan, B., Yılmaz, İ., Konukman, F., Ağbuğa, B., & Lieberman, L. J. (2011). The effects of least to most prompting procedure on teaching basic tennis skills for children with autism. Kinesiology, 43(2011), 44-55.
  • Yilmaz, I., Konukman, F., Birkan, B., & Yanardağ, M. (2010). Effects of most to least prompting on teaching simple progression swimming skill for children with autism. Education and Training in Autism and Developmental Disabilities, 440-448.

Otizm Spektrum Bozukluğu Olan Bireylere Bağımsız Yaşam Becerilerinin Öğretildiği Araştırmaların İncelenmesi

Yıl 2019, Cilt: 9 Sayı: 2, 572 - 607, 01.07.2019
https://doi.org/10.18039/ajesi.577594

Öz

Bu çalışmada
otizm spektrum bozukluğu (OSB) olan bireylere bağımsız yaşam becerilerinin
öğretildiği araştırmaları betimsel olarak analiz etmek ve “tek-denekli
araştırmalar niteliksel ölçütleri” açısından değerlendirmek amaçlanmıştır. Bu
amaçla belirlenen dâhil etme ölçütlerine göre ulaşılan 32 araştırma demografik
(katılımcı, ortam, öğretim düzenlemesi vb.) ve metodolojik (bağımlı ve bağımsız
değişken, araştırma modeli, etkililik, genelleme, izleme, sosyal geçerlik vb.)
özelliklerine ilişkin olarak tablo ve grafikler üzerinde analiz edilmiş ve elde
edilen sonuçlar yorumlanmıştır. Çalışmada ayrıca elde edilen araştırmalar
niteliksel ölçütler açısından değerlendirilmiştir. Çalışmanın sonuçları
bağımsız yaşam becerilerinin OSB olan bireylere daha çok ergenlik ve yetişkinliğe
geçiş döneminde öğretildiğini, son yıllarda çalışmaların büyük çoğunluğunda bu
becerileri öğretmek üzere teknoloji temelli uygulamalarının kullanıldığını,
çalışmaların çoğunlukla bire-bir öğretim düzenlemesiyle gerçekleştirildiğini ve
öğretilen bağımsız yaşam becerilerinin türleri arasında belirgin bir fark
olmadığını göstermiştir. Niteliksel ölçütlere ilişkin sonuçlar ise ulaşılan
çalışmaların %25’inin kabul edilebilirlik ölçütünü karşıladığını göstermiştir.
Buna göre OSB olan bireylere bağımsız yaşam becerilerinin öğretildiği
araştırmaların kalitelerinin son yıllarda arttığını söylemek mümkündür.

Kaynakça

  • Alexander, J. L., Ayres, K. M., Smith, K. A., Shepley, S. B., & Mataras, T. K. (2013). Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism. Research in Autism Spectrum Disorders, 7(11), 1346-1357.
  • Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., ve Burke, R. V. (2010a). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33(3), 339-349.
  • Allen, K. D., Wallace, D. P., Greene, D. J., Bowen, S. L., & Burke, R. V. (2010b). Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25(3), 186-192.
  • Anglesea, M. M., Hoch, H., ve Taylor, B. A. (2008). Reducing rapid eating in teenagers with autism: Use of a pager prompt. Journal of applied behavior analysis, 41(1), 107-111.
  • Aydın, O. (2017). Otizm Spektrum Bozukluğu Olan Bireylere Matematik Becerilerinin Öğretimi: Tek-denekli Araştırmalarda Betimsel ve Meta Analiz. Yayımlanmamış Yüksek Lisans Tezi. Eskişehir: Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Ayres, K. M., & Langone, J. (2007). A comparison of video modeling perspectives for students with autism. Journal of Special Education Technology, 22(2), 15-30.
  • Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013a). The effects of covert audio coaching on teaching clerical skills to adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(3), 585-593.
  • Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013). Further examination of covert audio coaching on improving employment skills among secondary students with autism. Journal of Behavioral Education, 22(2), 103-119.
  • Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24(3), 269-285.
  • Bergstrome, R., Najdowski, A. C., & Tarbox, J. (2012). Teaching children with autism to seek help when lost in public. Journal of Applied Behavior Analysis, 45(1), 191-195.
  • Browder, D. M., & Bambara, L. (2000). Home and community. M. E. Snell ve F. Brown (Ed.), Instruction of student with severe disabilities içinde (s.543-589). Upper Saddle River, NJ: Prentice Hall.
  • Brolin, D. E. (1997). Life centered career education: A competency based approach. Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589
  • Burke, R. V., Allen, K. D., Howard, M. R., Downey, D., Matz, M. G., & Bowen, S. L. (2013). Tablet-based video modeling and prompting in the workplace for individuals with autism. Journal of Vocational Rehabilitation, 38(1), 1-14.
  • Cannella-Malone, H. I., & Schaefer, J. M. (2015). A review of research on teaching people with significant disabilities vocational skills. Career Development and Transition for Exceptional Individuals. Advance Online Publication.
  • Carlile, K. A., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (2013). Using activity schedules on the iPod touch to teach leisure skills to children with autism. Education and treatment of children, 36(2), 33-57.
  • Charlop-Christy, M., Le, I., & Freeman, K. (2001). A comparison of video modeling with in-vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537-552.
  • Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433-441.
  • Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103-115.
  • Cihak, D. F., Wright, R., & Ayres, K. M. (2010). Use of self-modeling static-picture prompts via a handheld computer to facilitate self-monitoring in the general education classroom. Education and Training in Autism and Developmental Disabilities, 45(1), 136-149.
  • Cuhadar, S., & Diken, I. H. (2011). Effectiveness of instruction performed through activity schedules on leisure skills of children with autism. Education and Training in Autism and Developmental Disabilities, 46(3), 386-398.
  • Ergenekon, Y. (2012). Teaching basic first-aid skills against home accidents to children with autism through video modeling. Educational Sciences: Theory and Practice, 12(4), 2759-2766.
  • Gunby, K. V., Carr, J. E., & LeBlanc, L. A. (2010). Teaching abduction‐prevention skills to children with autism. Journal of Applied Behavior Analysis, 43(1), 107-112.
  • Gürsel, O., Ergenekon, Y., & Batu, E. S. (2007). Gelişimsel geriliği olan bireylere okuldan işe geçiş becerilerinin kazandırılmasına ilişkin öğretmenlerin ve yöneticilerin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 7(2), 61-84.
  • Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of Autism and Developmental Disorders, 37(6), 1166-1180.
  • Johnson, J. W., Blood, E., Freeman, A., & Simmons, K. (2013). Evaluating the effectiveness of teacher-implemented video prompting on an iPod Touch to teach food-preparation skills to high school students with autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 28(3), 147-158.
  • 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.
  • Kratochwill, T. R., Levin, J. R., & Horner, R. H. (2017). Negative results: Conceptual and methodological dimensions in single-case ıntervention research. Remedial and Special Education, 1-10.
  • Kellems, R. O., & Morningstar, M. E. (2012). Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career Development and Transition for Exceptional Individuals, 35(3), 155-167.
  • Kurt, O., & Tekin-Iftar, E. (2008). A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisure skills to children with autism. Topics in Early Childhood Special Education, 28(1), 53-64.
  • Lattimore, L. P., Parsons, M. B., & Reid, D. H. (2006). Enhancing job‐site training of supported workers with autism: a reemphasis on simulation. Journal of Applied Behavior Analysis, 39(1), 91-102.
  • Levy, A., & Perry, A. (2011). Outcomes in adolescents and adults with autism: A review of the literature. Research in Autism Spectrum Disorders, 5(4), 1271-1282.
  • Matson, J. L., Dempsey, T., & Fodstad, J. C. (2009). Stereotypies and repetitive/restrictive behaviours in infants with autism and pervasive developmental disorder. Developmental Neurorehabilitation, 12(3), 122-127.
  • Mechling, L. C., & Gustafson, M. R. (2008). Comparison of static picture and video prompting on the performance of cooking-related tasks by students with autism. Journal of Special Education Technology, 23(3), 31-45.
  • Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39(10), 1420-1434.
  • Murzynski, N. T., & Bourret, J. C. (2007). Combining video modeling and least‐to‐most prompting for establishing response chains. Behavioral Interventions, 22(2), 147-152.
  • Neustadt, M. E., & Marques, K. (1994) An independing skills training program. The American Journal of Occupational Therapy, 38(10), 671-676
  • Parker, D., & Kamps, D. (2011). Effects of task analysis and self-monitoring for children with autism in multiple social settings. Focus on Autism and other Developmental Disabilities, 26(3), 131-142.
  • Ramdoss, S., Machalicek, W., Rispoli, M., Mulloy, A., Lang, R., & O’Reilly, M. (2012). Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 15(2), 119-135.
  • Rogers, L., Hemmeter, M. L., & Wolery, M. (2010). Using a constant time delay procedure to teach foundational swimming skills to children with autism. Topics in Early Childhood Special Education, 30(2), 102-111.
  • Sitlington, P. L., Neubert, D. A., & Clark, G. M., Oliver P. (2010). Transition education and services for students with disabilities. Upper Saddle River, New Jersey: Merill Pearson.
  • Steere, D. E., Rose, E. D., & Cavaiuolo, D. (2007). Growing up: Transition to adult life for students with disabilities. Boston: Pearson College Division.
  • 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(1), 629-632.
  • Van Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R., & Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and other Developmental Disabilities, 25(4), 195-208.
  • Vuran, S. (2008). Empowering leisure skills in adults with autism: An experimental ınvestigation through the most to least prompting procedure. International Journal of Special Education, 23(1), 174-181.
  • What Works Clearinghouse. (2017). Procedures and standards handbook https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf (Erişim tarihi: 15.03.2019).
  • Yanardağ, M., Birkan, B., Yılmaz, İ., Konukman, F., Ağbuğa, B., & Lieberman, L. J. (2011). The effects of least to most prompting procedure on teaching basic tennis skills for children with autism. Kinesiology, 43(2011), 44-55.
  • Yilmaz, I., Konukman, F., Birkan, B., & Yanardağ, M. (2010). Effects of most to least prompting on teaching simple progression swimming skill for children with autism. Education and Training in Autism and Developmental Disabilities, 440-448.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Esra Orum Çattık 0000-0002-9080-3311

Yasemin Ergenekon 0000-0003-2443-0884

Yayımlanma Tarihi 1 Temmuz 2019
Gönderilme Tarihi 3 Mart 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 2

Kaynak Göster

APA Orum Çattık, E., & Ergenekon, Y. (2019). Otizm Spektrum Bozukluğu Olan Bireylere Bağımsız Yaşam Becerilerinin Öğretildiği Araştırmaların İncelenmesi. Anadolu Journal of Educational Sciences International, 9(2), 572-607. https://doi.org/10.18039/ajesi.577594
AMA Orum Çattık E, Ergenekon Y. Otizm Spektrum Bozukluğu Olan Bireylere Bağımsız Yaşam Becerilerinin Öğretildiği Araştırmaların İncelenmesi. AJESI. Temmuz 2019;9(2):572-607. doi:10.18039/ajesi.577594
Chicago Orum Çattık, Esra, ve Yasemin Ergenekon. “Otizm Spektrum Bozukluğu Olan Bireylere Bağımsız Yaşam Becerilerinin Öğretildiği Araştırmaların İncelenmesi”. Anadolu Journal of Educational Sciences International 9, sy. 2 (Temmuz 2019): 572-607. https://doi.org/10.18039/ajesi.577594.
EndNote Orum Çattık E, Ergenekon Y (01 Temmuz 2019) Otizm Spektrum Bozukluğu Olan Bireylere Bağımsız Yaşam Becerilerinin Öğretildiği Araştırmaların İncelenmesi. Anadolu Journal of Educational Sciences International 9 2 572–607.
IEEE E. Orum Çattık ve Y. Ergenekon, “Otizm Spektrum Bozukluğu Olan Bireylere Bağımsız Yaşam Becerilerinin Öğretildiği Araştırmaların İncelenmesi”, AJESI, c. 9, sy. 2, ss. 572–607, 2019, doi: 10.18039/ajesi.577594.
ISNAD Orum Çattık, Esra - Ergenekon, Yasemin. “Otizm Spektrum Bozukluğu Olan Bireylere Bağımsız Yaşam Becerilerinin Öğretildiği Araştırmaların İncelenmesi”. Anadolu Journal of Educational Sciences International 9/2 (Temmuz 2019), 572-607. https://doi.org/10.18039/ajesi.577594.
JAMA Orum Çattık E, Ergenekon Y. Otizm Spektrum Bozukluğu Olan Bireylere Bağımsız Yaşam Becerilerinin Öğretildiği Araştırmaların İncelenmesi. AJESI. 2019;9:572–607.
MLA Orum Çattık, Esra ve Yasemin Ergenekon. “Otizm Spektrum Bozukluğu Olan Bireylere Bağımsız Yaşam Becerilerinin Öğretildiği Araştırmaların İncelenmesi”. Anadolu Journal of Educational Sciences International, c. 9, sy. 2, 2019, ss. 572-07, doi:10.18039/ajesi.577594.
Vancouver Orum Çattık E, Ergenekon Y. Otizm Spektrum Bozukluğu Olan Bireylere Bağımsız Yaşam Becerilerinin Öğretildiği Araştırmaların İncelenmesi. AJESI. 2019;9(2):572-607.