Research Article
BibTex RIS Cite

Effect of Adding Clues to Stimulus and Fading Them Method in Teaching Word Reading to Students with Autism

Year 2024, , 90 - 111, 15.03.2024
https://doi.org/10.17240/aibuefd.2024..-1314166

Abstract

Students diagnosed with autism may experience difficulties in learning to read due to cognitive challenges. Many of them can recognize letters, read syllables, but they can’t learn to read because of having difficulty in combining syllables. Effective methods and individualized applications are needed. Therefore, the purpose of this study is to investigate the effect of the teaching method on learning word reading in students with autism of adding clues to the stimulus and fading them. In this context, a total of 25 words, including 5 words from 3 different categories, were studied during the study process. Multiple-baseline across behaviors design from single subject research designs, was used. A 10-year-old girl with autism who couldn't read participated in the study. In the study, the demographic information form prepared by the researchers and checklists were used as a data collection tool. The dependent variable is reading words, independent variable is the teaching method of adding clues to the stimulus and fading them. In The data were analyzed and interpreted with line graphics. It was determined that the method was effective in teaching word reading to students with autism, the student could generalize the skill across materials, the effect persisted even after the instruction. Therefore, it can be concluded that the method affected learning word reading positively in the student with autism. For future study, it is recommended to conduct studies in which a larger number of words are used with a larger number of students with autism, in addition, studies with different types of disabilities.

References

  • Accardo, A. L., & Finnegan, E. G. (2017). Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and researchrecommended practices. Autism 00(0), 1-11, https://doi.org/10.1177/1362361317730744.
  • Adalarasu, K., Jagannath, M., & James, O. (2019). Assessment of techniques for teaching school children with autism. IRBM, 1-6, https://doi.org/10.1016/j.irbm.2019.10.003.
  • Akçamete, G. Gürgür, H., & Kış, A. (2003). Kaynaştırma programlarına yerleştirilmiş özel gereksinimli öğrencilerin okuma yazma becerilerine ilişkin öğretmen görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(2) 39-53.
  • Amerikan Psikiyatri Birliği. (2013). Ruhsal bozuklukların tanısal ve sayımsal el kitabı, (Çev. E. Köroğlu, 5. baskı). Hekimler Yayıncılık.
  • Asberg, J., Kopp, S., Berg Kelly, K., & Gillberg, C. (2010). Reading comprehension, word decoding and spelling in girls with autism spectrum disorders (ASD) or attention deficit/ hyperactivity disorder (AD/HD): Performance and predictors. International Journal of Language & Communication Disorders, 45(1), 61–71. https://doi.org/10.3109/13682820902745438.
  • Barudin, S. I., & Hourcade, J. J. (1990). Relative effectiviness of three methods of reading instruction in developing specific recall and transfer skills in learners with moderate and severe mental retardation. Education and Training in Mental Retardation, 25(3), 286–29. EJ419992.
  • Başal, M., & Batu, S. (2002). Zihin özürlü öğrencilere okuma yazma öğretme konusunda alt özel sınıf öğretmenlerinin görüş ve önerileri. Ankara Üniversitesi Özel Eğitim Dergisi, 3(2), 85-98. https://doi.org/10.1501/Ozlegt_0000000067.
  • Bilmez, H., & Tekin-İftar, E. (2016). Veri toplama. E. Tekin-İftar (Ed.), Uygulamalı davranış analizi içinde (ss.99-143). Vize Yayıncılık.
  • Birkan, B., McClannahan, L. E., & Krantz, P. J. (2007). Effects of superimposition and background fading on the sight-word reading of a boy with autism. Research in Autism Spectrum Disorders, 1(2), 117-125. https://doi:10.1016/j.rasd.2006.08.003.
  • Browder, D. M., & Snell, M.E. (2000). Teaching functional academics. In M.E. Snell & F. Brown (Ed). Instruction of students with setere disabilities, (pp. 493-543). Merrill Publishing Company.
  • Brown, H. M., Oram Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorders, 43(4), 932–955. https://doi.org/10.1007/s10803-012-1638-1.
  • Brett, D., Warnell, F., McConachie, H., & Parr, J. R., (2016). Factors affecting age at ASD diagnosis in UK. No evidence that diagnosis age has decreased between 2004 and 2014. Journal of Autism and Developmental Disorders, 46(6), 1974–1984. https://doi.org/10.1007/s10803-016-2716-6.
  • Bullen, J. C., Swain Lerro, L., Zajic, M., McIntyre, N., & Mundy, P. (2020). A developmental study of mathematics in children with autism Spectrum disorder, symptoms of attention deficit hyperactivity disorder, or typical development. Journal of Autism and Developmental Disorders, 1-14, https://doi.org/10.1007/s10803-020-04500-9.
  • Centers for Disease Control and Prevention. (2023). Data & statistics on autism spectrum disorder. https://www.cdc.gov/ncbddd/autism/data.html.
  • Cengher, M., Budd, A., Farrell, N., & Fienup, D. M. (2018). A review of prompt-fading procedures: Implications for effective and efficient skill acquisition. Journal of Developmental and Physical Disabilities, 30(2), 155-173. https://link.springer.com/article/10.1007/s10882-017-9575-8.
  • Chen, L., Abrams, D. A., Rosenberg-lee, M., Iuculano, T., Wakeman, H. N., Prathap, S., … Menon, V. (2018). Quantitative analysis of heterogeneity in academic achievement of children with autism. Clinical Psychological Science, 1-19, https://doi.org/10.1177/2167702618809353.
  • Cooper, J. O. (1987). Stimulus control. In J. O. Cooper, T. E. Heron, & W. L. Heward (Eds.), Applied behavior analysis (pp. 229–326). Columbus, Merrill.
  • Davidson, M. M., Kaushanskaya, M., & Weismer, S. E. (2018). Reading comprehension in children with and without ASD: The role of word reading, oral language, and working memory. Journal of Autism and Developmental Disorders, 48(10), 3524–3541. https://doi.org/10.1007/s10803-018-3617-7.
  • Deniz, S., & Akdemir, B. (2020). Otizm spektrum bozukluğu olan öğrencilerin eğitimlerinde kullanılan öğretim yöntemleri. S. Deniz ve B. Akdemir (Ed.), Zihin yetersizliği ve otizm spektrum bozukluğu içinde (ss. 209-228). Eğiten Kitap.
  • DeWalt, D. A., Berkman, N. D., Sheridan, S., Lohr, K. N., & Pignone, M. P. (2004). Literacy and health outcomes. Journal of General Internal Medicine, 19(12), 1228–1239. https://doi.org/10.1111/j.1525-1497.2004.40153.x.
  • Dorry, G. W., & Zeaman, D. (1975). Teaching a simple reading vocabulary to retarded children: effectiveness of fading and nonfading procedures. American Journal of Mental Deficieny, 79(6), 711-716. PMID: 1146865.
  • Eliçin, Ö., Yıkmış, A., & Cavkaytar, A. (2015). Otizm spektrum bozukluğu olan çocuklara işlevsel okuma becerilerinin kazandırılmasında tablet bilgisayar aracılığı ile sunulan programın etkililiği. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 5(13), 255-279.
  • Etzel, B. C., & LeBlanc, J. M. (1979). The simplest treatment alternative: The law of parsimony applied to choosing appropriate instructional control and errorless-learning procedures for the difficult-to-teach child. Journal of Autism and Developmental Disorders, 9(4), 361–381. https://doi.org/10.1007/bf01531445
  • Frith, U., & Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1(4), 329-342. https://psycnet.apa.org/doi/10.1111/j.2044-835X.1983.tb00906.x.
  • Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149–164. https://doi.org/10.1177/001440290507100202.
  • Goldsmith, T. R., LeBlanc, L. A., & Sautter, R. A. (2007). Teaching intraverbal behavior to children with autism. Research in Autism Spectrum Disorders, 1(1), 1-13. https://psycnet.apa.org/doi/10.1016/j.rasd.2006.07.001.
  • Hetzroni, O. E., & Shalem, U. (2005). From logos to orthographic symbols: A multilevel fading computer program for teaching nonverbal children with autism. Focus on Autism and Other Developmental Disabilities, 20(4), 201–212. https://doi.org/10.1177/108835760502000402.
  • Karaca, M. A. (2018). Özel eğitim sınıflarında öğrenim gören hafif düzey zihinsel yetersizliğe sahip olan öğrencilere yönelik okuma öğretiminde karşılaşılan güçlüklerin incelenmesi. Akademik Sosyal Araştırmalar Dergisi, 6(80), 489-503.
  • Karaca, M. A. (2022). Genel eğitim okulları ile özel eğitim uygulama okullarındaki Türkçe öğretim programlarının karşılaştırmalı incelenmesi . Anadolu University Journal of Education Faculty, 6(4), 383-405.
  • Katheleen, M. M. (2011). Autism from the teacher’s perspective. Love.
  • Korkmaz, B. (2017). Ah Şu Otizm. Aba.
  • Lancioni, G. E., & Smeets, P. M. (1986). Procedures and parameters of errorless discrimination training with developmentally impaired individuals. In Ellis, N. R., & Bray, N. W. Eds. International review of research in mental retardation. (pp.135–164). Academic Press.
  • Ledford, J. R., Lambert, J. M., Pustejovsky, J. E., Zimmerman, K. N., Hollins, N., & Barton, E. E. (2022). Single-case-design research in special education: Next-generation guidelines and considerations. Exceptional Children, 1-18. https://doi.org/10.1177/00144029221137656.
  • Lushin, V., Mandell, D., Beidas, R., Marcus, S., Nuske, H., Kaploun, V., Seidman, M., Gaston, D., & Locke, J. (2019). Trajectories of evidence based treatment for school children with autism: What's the right level for the implementation? Journal of Autism and Developmental Disorders, 50(3), 881-892. https://doi.org/10.1007/s10803-019-04304-6.
  • Magán-Maganto, M., Álvaro Bejarano-Martín, A., Fernández-Alvarez, C., Narzisi, A., García-Primo, P., Kawa, R., … (2017). Early detection and intervention of ASD: A European overview. Brain Sciences, 7(12), 159-187. https://doi.org/10.3390/brainsci7120159
  • McIntyre, N. S., Solari, E. J., Gonzales, J. E., Solomon, M., Lerro, L. E., Novotny, S., … Mundy, P. C. (2017). The scope and nature of reading comprehension impairments in school-aged children with higher-functioning autism Spectrum disorder. Journal of Autism and Developmental Disorders, 47(9), 2838–2860. https://doi.org/10.1007/s10803-017-3209-y.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. (2nd edition). SAGE Publications, Inc.
  • Milgramm, A., Christodulu, K. V., & Rinaldi, M. L. (2020). Brief report: Predictors of teacher-rated academic competence in a clinic sample of children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 51(6), 2132-2138. https://doi.org/10.1007/s10803-020-04680-4.
  • Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of autism and developmental disorders, 36(7), 911-919. https://doi.org/10.1007/s10803-006-0130-1.
  • Norbury, C., & Nation, K. (2011) Understanding variability in reading comprehension in adolescents with autism spectrum disorders: interactions with language status and decoding skill. Scientific Studies of Reading, 15(3), 191–210. https://doi.org/10.1080/10888431003623553.
  • Özbey, F., & Yıkmış, A. (2006). Zihin engelli öğrencilere iş becerilerinin öğretiminde eş zamanlı ipucu ile öğretimin etkililiği. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 0(12), 125-149.
  • Rakap, S., Birkan, B., & Kalkan, S. (2017). Türkiye’de otizm spektrum bozukluğu spektrum bozukluğu ve özel eğitim. içinde (Ed. Salih Rakap ). Özel eğitimle ilgili diğer hizmetlere yönelik personel yetiştirme. (ss. 67-83). Tohum Otizm Spektrum Bozukluğu Vakfı Raporu.
  • Rehfeldt, R. A., Latimore, D., & Stromer, R. (2003). Observational learning and the formation of classes of reading skills by ındividuals with autism and other developmental disabilities. Research in Developmental Disabilities, 24(5), 333–358. https://doi.org/10.1016/s0891-4222(03)00059-3
  • Renshaw, T. L., & Kuriakose, S. (2011). Pivotal response treatment for children with autism: Core principles and applications for school psychologists. Journal of Applied School Psychology, 27(2), 181-200. https://doi.org/10.1080/15377903.2011.566166.
  • Roman, S. P. (2004). Illiteracy and older adults: Individual and societal implications. Educational Gerontology, 30(2), 79–93. https://doi.org/10.1080/03601270490266257.
  • Smart, D., Youssef, G. J., Sanson, A., Prior, M., Toumbourou, J. W., & Olsson, C. A. (2017). Consequences of childhood reading difficulties and behaviour problems for educational achievement and employment in early adulthood. British Journal of Educational Psychology, 87(2), 288–308. https://psycnet.apa.org/doi/10.1111/bjep.12150.
  • Smeets, P.M., Lancioni, G. E., & Hoogeveen, F. R. (1984). Using stimulus shaping and fading to establish stimulus control in normal and retarded children. Journal of Intellectual Disability Research, 28(3), 207–218. https://doi.org/10.1111/j.1365-2788.1984.tb01012.x.
  • Snow, P. C. (2016). Elizabeth usher memorial lecture: language is literacy is language—positioning speech-language pathology in education policy, practice, paradigms and polemics. International Journal of Speech-Language Pathology, 18(3), 216–228. http://dx.doi.org/10.3109/17549507.2015.1112837.
  • Stevens, T., Peng, L., & Barnard-Brak, L. (2016). The comorbidity of ADHD in children diagnosed with autism spectrum disorder. Research in Autism Spectrum Disorders, 31, 11–18. http://dx.doi.org/10.1016/j.rasd.2016.07.003.
  • Strand, S. C., & Morris, R. C. (1988). Criterion-related versus non-criterion-related prompt training with severely mentally handicapped children. Journal of Mental Deficiency Research, 32, 137–151. https://doi.org/10.1111/j.1365-2788.1988.tb01399.x.
  • Tekin-İftar, E. (2012). Çoklu yoklama modelleri. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar içinde (ss. 217-254). Türk Psikologlar Derneği Yayınları
  • Tekin-İftar, E. (2018). Çoklu başlama düzeyi modelleri. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek denekli araştırmalar (2. baskı) içinde (ss.181-216). Anı.
  • Töret, G. (2016). Otizm spektrum bozukluğu (OSB): Özellikler. İ. H. Diken ve H. Bakkaloğlu (Ed.), Zihin yetersizliği ve otizm spektrum bozukluğu içinde (ss.192-228). Pegem.
  • Yücesoy-Özkan, Ş., & Uysal, H. (2018). Özel gereksinimli bireylerde işlevsel akademik beceriler. E. Sazak (Ed.) Özel eğitimde sosyal uyum becerilerinin öğretimi (ss.277-307) içinde. Pegem Akademi.
  • Willis, C. (2020). Otizm Spektrum Bozukluğu olan çocuklara yaşam-sosyal ve dil becerilerinin öğretimi. Platform Yayınları.
  • Wood, J., W. (2007). Teaching students in inclusive settings: Adapting and accomodating instruction. Pearson.

Uyarana İpucu Ekleme ve İpucunu Silikleştirmeyle Öğretim Yönteminin Otizmli Öğrencinin Sözcük Okuma Öğrenimine Etkisinin İncelenmesi

Year 2024, , 90 - 111, 15.03.2024
https://doi.org/10.17240/aibuefd.2024..-1314166

Abstract

Otizm tanılı öğrenciler bilişsel sorunlardan dolayı okuma öğreniminde güçlük yaşayabilmektedir. Birçoğunun harfleri tanıyarak heceleri okuyabildiği; ancak heceleri birleştiremedikleri için sözcük düzeyinde okumayı öğrenemedikleri görülmüştür. Bu duruma çözüm olarak otizmli öğrenciler etkili yöntemler ve bireyselleştirilmiş uygulamalara ihtiyaç duymaktadır. Bu nedenle bu araştırmanın amacı, uyarana ipucu ekleme ve ipucunu silikleştirmeyle öğretim yönteminin otizmli bir öğrencinin sözcük okuma öğrenimi üzerindeki etkisini incelemektir. Bu kapsamda araştırma sürecinde 3 farklı kategoriden 5’er tane sözcük olmak üzere toplamda 25 sözcük üzerinde çalışılmıştır. Araştırma tek denekli araştırma modellerinden davranışlar arası çoklu başlama modeli ile yürütülmüştür. Araştırmanın katılımcısı okuma bilmeyen 10 yaşında otizmli bir kız öğrencidir. Araştırmada araştırmacılar tarafından hazırlanan demografik bilgi formu ile kontrol listeleri veri toplama aracı olarak kullanılmıştır. Araştırmanın bağımlı değişkeni sözcük okuma becerisi; bağımsız değişkeni ise uyarana ipucu ekleme ve ipucunu silikleştirmeyle öğretim yöntemidir. Araştırmada elde edilen veriler çizgi grafiklerine aktarılarak yorumlanmıştır. Bulgular incelendiğinde yöntemin otizmli öğrencinin sözcük okuma öğrenimi üzerinde olumlu yönde etkisi olduğu ve öğretimden sonra da etkinin devam ettiği görülmüştür. Buradan yola çıkarak yöntemin otizmli öğrencinin sözcük okuma öğreniminde olumlu etkisinin olduğu sonucuna ulaşılmıştır. İleriki araştırmalar için, daha fazla sayıda otizmli öğrenci ile daha fazla sayıda sözcüğün kullanıldığı çalışmalar yapılması, ek olarak farklı yetersizlik türleri ile de çalışmaların yapılması önerilmektedir.

References

  • Accardo, A. L., & Finnegan, E. G. (2017). Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and researchrecommended practices. Autism 00(0), 1-11, https://doi.org/10.1177/1362361317730744.
  • Adalarasu, K., Jagannath, M., & James, O. (2019). Assessment of techniques for teaching school children with autism. IRBM, 1-6, https://doi.org/10.1016/j.irbm.2019.10.003.
  • Akçamete, G. Gürgür, H., & Kış, A. (2003). Kaynaştırma programlarına yerleştirilmiş özel gereksinimli öğrencilerin okuma yazma becerilerine ilişkin öğretmen görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(2) 39-53.
  • Amerikan Psikiyatri Birliği. (2013). Ruhsal bozuklukların tanısal ve sayımsal el kitabı, (Çev. E. Köroğlu, 5. baskı). Hekimler Yayıncılık.
  • Asberg, J., Kopp, S., Berg Kelly, K., & Gillberg, C. (2010). Reading comprehension, word decoding and spelling in girls with autism spectrum disorders (ASD) or attention deficit/ hyperactivity disorder (AD/HD): Performance and predictors. International Journal of Language & Communication Disorders, 45(1), 61–71. https://doi.org/10.3109/13682820902745438.
  • Barudin, S. I., & Hourcade, J. J. (1990). Relative effectiviness of three methods of reading instruction in developing specific recall and transfer skills in learners with moderate and severe mental retardation. Education and Training in Mental Retardation, 25(3), 286–29. EJ419992.
  • Başal, M., & Batu, S. (2002). Zihin özürlü öğrencilere okuma yazma öğretme konusunda alt özel sınıf öğretmenlerinin görüş ve önerileri. Ankara Üniversitesi Özel Eğitim Dergisi, 3(2), 85-98. https://doi.org/10.1501/Ozlegt_0000000067.
  • Bilmez, H., & Tekin-İftar, E. (2016). Veri toplama. E. Tekin-İftar (Ed.), Uygulamalı davranış analizi içinde (ss.99-143). Vize Yayıncılık.
  • Birkan, B., McClannahan, L. E., & Krantz, P. J. (2007). Effects of superimposition and background fading on the sight-word reading of a boy with autism. Research in Autism Spectrum Disorders, 1(2), 117-125. https://doi:10.1016/j.rasd.2006.08.003.
  • Browder, D. M., & Snell, M.E. (2000). Teaching functional academics. In M.E. Snell & F. Brown (Ed). Instruction of students with setere disabilities, (pp. 493-543). Merrill Publishing Company.
  • Brown, H. M., Oram Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorders, 43(4), 932–955. https://doi.org/10.1007/s10803-012-1638-1.
  • Brett, D., Warnell, F., McConachie, H., & Parr, J. R., (2016). Factors affecting age at ASD diagnosis in UK. No evidence that diagnosis age has decreased between 2004 and 2014. Journal of Autism and Developmental Disorders, 46(6), 1974–1984. https://doi.org/10.1007/s10803-016-2716-6.
  • Bullen, J. C., Swain Lerro, L., Zajic, M., McIntyre, N., & Mundy, P. (2020). A developmental study of mathematics in children with autism Spectrum disorder, symptoms of attention deficit hyperactivity disorder, or typical development. Journal of Autism and Developmental Disorders, 1-14, https://doi.org/10.1007/s10803-020-04500-9.
  • Centers for Disease Control and Prevention. (2023). Data & statistics on autism spectrum disorder. https://www.cdc.gov/ncbddd/autism/data.html.
  • Cengher, M., Budd, A., Farrell, N., & Fienup, D. M. (2018). A review of prompt-fading procedures: Implications for effective and efficient skill acquisition. Journal of Developmental and Physical Disabilities, 30(2), 155-173. https://link.springer.com/article/10.1007/s10882-017-9575-8.
  • Chen, L., Abrams, D. A., Rosenberg-lee, M., Iuculano, T., Wakeman, H. N., Prathap, S., … Menon, V. (2018). Quantitative analysis of heterogeneity in academic achievement of children with autism. Clinical Psychological Science, 1-19, https://doi.org/10.1177/2167702618809353.
  • Cooper, J. O. (1987). Stimulus control. In J. O. Cooper, T. E. Heron, & W. L. Heward (Eds.), Applied behavior analysis (pp. 229–326). Columbus, Merrill.
  • Davidson, M. M., Kaushanskaya, M., & Weismer, S. E. (2018). Reading comprehension in children with and without ASD: The role of word reading, oral language, and working memory. Journal of Autism and Developmental Disorders, 48(10), 3524–3541. https://doi.org/10.1007/s10803-018-3617-7.
  • Deniz, S., & Akdemir, B. (2020). Otizm spektrum bozukluğu olan öğrencilerin eğitimlerinde kullanılan öğretim yöntemleri. S. Deniz ve B. Akdemir (Ed.), Zihin yetersizliği ve otizm spektrum bozukluğu içinde (ss. 209-228). Eğiten Kitap.
  • DeWalt, D. A., Berkman, N. D., Sheridan, S., Lohr, K. N., & Pignone, M. P. (2004). Literacy and health outcomes. Journal of General Internal Medicine, 19(12), 1228–1239. https://doi.org/10.1111/j.1525-1497.2004.40153.x.
  • Dorry, G. W., & Zeaman, D. (1975). Teaching a simple reading vocabulary to retarded children: effectiveness of fading and nonfading procedures. American Journal of Mental Deficieny, 79(6), 711-716. PMID: 1146865.
  • Eliçin, Ö., Yıkmış, A., & Cavkaytar, A. (2015). Otizm spektrum bozukluğu olan çocuklara işlevsel okuma becerilerinin kazandırılmasında tablet bilgisayar aracılığı ile sunulan programın etkililiği. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 5(13), 255-279.
  • Etzel, B. C., & LeBlanc, J. M. (1979). The simplest treatment alternative: The law of parsimony applied to choosing appropriate instructional control and errorless-learning procedures for the difficult-to-teach child. Journal of Autism and Developmental Disorders, 9(4), 361–381. https://doi.org/10.1007/bf01531445
  • Frith, U., & Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1(4), 329-342. https://psycnet.apa.org/doi/10.1111/j.2044-835X.1983.tb00906.x.
  • Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149–164. https://doi.org/10.1177/001440290507100202.
  • Goldsmith, T. R., LeBlanc, L. A., & Sautter, R. A. (2007). Teaching intraverbal behavior to children with autism. Research in Autism Spectrum Disorders, 1(1), 1-13. https://psycnet.apa.org/doi/10.1016/j.rasd.2006.07.001.
  • Hetzroni, O. E., & Shalem, U. (2005). From logos to orthographic symbols: A multilevel fading computer program for teaching nonverbal children with autism. Focus on Autism and Other Developmental Disabilities, 20(4), 201–212. https://doi.org/10.1177/108835760502000402.
  • Karaca, M. A. (2018). Özel eğitim sınıflarında öğrenim gören hafif düzey zihinsel yetersizliğe sahip olan öğrencilere yönelik okuma öğretiminde karşılaşılan güçlüklerin incelenmesi. Akademik Sosyal Araştırmalar Dergisi, 6(80), 489-503.
  • Karaca, M. A. (2022). Genel eğitim okulları ile özel eğitim uygulama okullarındaki Türkçe öğretim programlarının karşılaştırmalı incelenmesi . Anadolu University Journal of Education Faculty, 6(4), 383-405.
  • Katheleen, M. M. (2011). Autism from the teacher’s perspective. Love.
  • Korkmaz, B. (2017). Ah Şu Otizm. Aba.
  • Lancioni, G. E., & Smeets, P. M. (1986). Procedures and parameters of errorless discrimination training with developmentally impaired individuals. In Ellis, N. R., & Bray, N. W. Eds. International review of research in mental retardation. (pp.135–164). Academic Press.
  • Ledford, J. R., Lambert, J. M., Pustejovsky, J. E., Zimmerman, K. N., Hollins, N., & Barton, E. E. (2022). Single-case-design research in special education: Next-generation guidelines and considerations. Exceptional Children, 1-18. https://doi.org/10.1177/00144029221137656.
  • Lushin, V., Mandell, D., Beidas, R., Marcus, S., Nuske, H., Kaploun, V., Seidman, M., Gaston, D., & Locke, J. (2019). Trajectories of evidence based treatment for school children with autism: What's the right level for the implementation? Journal of Autism and Developmental Disorders, 50(3), 881-892. https://doi.org/10.1007/s10803-019-04304-6.
  • Magán-Maganto, M., Álvaro Bejarano-Martín, A., Fernández-Alvarez, C., Narzisi, A., García-Primo, P., Kawa, R., … (2017). Early detection and intervention of ASD: A European overview. Brain Sciences, 7(12), 159-187. https://doi.org/10.3390/brainsci7120159
  • McIntyre, N. S., Solari, E. J., Gonzales, J. E., Solomon, M., Lerro, L. E., Novotny, S., … Mundy, P. C. (2017). The scope and nature of reading comprehension impairments in school-aged children with higher-functioning autism Spectrum disorder. Journal of Autism and Developmental Disorders, 47(9), 2838–2860. https://doi.org/10.1007/s10803-017-3209-y.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. (2nd edition). SAGE Publications, Inc.
  • Milgramm, A., Christodulu, K. V., & Rinaldi, M. L. (2020). Brief report: Predictors of teacher-rated academic competence in a clinic sample of children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 51(6), 2132-2138. https://doi.org/10.1007/s10803-020-04680-4.
  • Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of autism and developmental disorders, 36(7), 911-919. https://doi.org/10.1007/s10803-006-0130-1.
  • Norbury, C., & Nation, K. (2011) Understanding variability in reading comprehension in adolescents with autism spectrum disorders: interactions with language status and decoding skill. Scientific Studies of Reading, 15(3), 191–210. https://doi.org/10.1080/10888431003623553.
  • Özbey, F., & Yıkmış, A. (2006). Zihin engelli öğrencilere iş becerilerinin öğretiminde eş zamanlı ipucu ile öğretimin etkililiği. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 0(12), 125-149.
  • Rakap, S., Birkan, B., & Kalkan, S. (2017). Türkiye’de otizm spektrum bozukluğu spektrum bozukluğu ve özel eğitim. içinde (Ed. Salih Rakap ). Özel eğitimle ilgili diğer hizmetlere yönelik personel yetiştirme. (ss. 67-83). Tohum Otizm Spektrum Bozukluğu Vakfı Raporu.
  • Rehfeldt, R. A., Latimore, D., & Stromer, R. (2003). Observational learning and the formation of classes of reading skills by ındividuals with autism and other developmental disabilities. Research in Developmental Disabilities, 24(5), 333–358. https://doi.org/10.1016/s0891-4222(03)00059-3
  • Renshaw, T. L., & Kuriakose, S. (2011). Pivotal response treatment for children with autism: Core principles and applications for school psychologists. Journal of Applied School Psychology, 27(2), 181-200. https://doi.org/10.1080/15377903.2011.566166.
  • Roman, S. P. (2004). Illiteracy and older adults: Individual and societal implications. Educational Gerontology, 30(2), 79–93. https://doi.org/10.1080/03601270490266257.
  • Smart, D., Youssef, G. J., Sanson, A., Prior, M., Toumbourou, J. W., & Olsson, C. A. (2017). Consequences of childhood reading difficulties and behaviour problems for educational achievement and employment in early adulthood. British Journal of Educational Psychology, 87(2), 288–308. https://psycnet.apa.org/doi/10.1111/bjep.12150.
  • Smeets, P.M., Lancioni, G. E., & Hoogeveen, F. R. (1984). Using stimulus shaping and fading to establish stimulus control in normal and retarded children. Journal of Intellectual Disability Research, 28(3), 207–218. https://doi.org/10.1111/j.1365-2788.1984.tb01012.x.
  • Snow, P. C. (2016). Elizabeth usher memorial lecture: language is literacy is language—positioning speech-language pathology in education policy, practice, paradigms and polemics. International Journal of Speech-Language Pathology, 18(3), 216–228. http://dx.doi.org/10.3109/17549507.2015.1112837.
  • Stevens, T., Peng, L., & Barnard-Brak, L. (2016). The comorbidity of ADHD in children diagnosed with autism spectrum disorder. Research in Autism Spectrum Disorders, 31, 11–18. http://dx.doi.org/10.1016/j.rasd.2016.07.003.
  • Strand, S. C., & Morris, R. C. (1988). Criterion-related versus non-criterion-related prompt training with severely mentally handicapped children. Journal of Mental Deficiency Research, 32, 137–151. https://doi.org/10.1111/j.1365-2788.1988.tb01399.x.
  • Tekin-İftar, E. (2012). Çoklu yoklama modelleri. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar içinde (ss. 217-254). Türk Psikologlar Derneği Yayınları
  • Tekin-İftar, E. (2018). Çoklu başlama düzeyi modelleri. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek denekli araştırmalar (2. baskı) içinde (ss.181-216). Anı.
  • Töret, G. (2016). Otizm spektrum bozukluğu (OSB): Özellikler. İ. H. Diken ve H. Bakkaloğlu (Ed.), Zihin yetersizliği ve otizm spektrum bozukluğu içinde (ss.192-228). Pegem.
  • Yücesoy-Özkan, Ş., & Uysal, H. (2018). Özel gereksinimli bireylerde işlevsel akademik beceriler. E. Sazak (Ed.) Özel eğitimde sosyal uyum becerilerinin öğretimi (ss.277-307) içinde. Pegem Akademi.
  • Willis, C. (2020). Otizm Spektrum Bozukluğu olan çocuklara yaşam-sosyal ve dil becerilerinin öğretimi. Platform Yayınları.
  • Wood, J., W. (2007). Teaching students in inclusive settings: Adapting and accomodating instruction. Pearson.
There are 56 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education (Other)
Journal Section Articles
Authors

Kevser Kılıç 0000-0002-4479-2463

Binyamin Birkan 0000-0003-3909-9960

M. Abdulbaki Karaca 0000-0002-4192-6307

Publication Date March 15, 2024
Submission Date June 13, 2023
Published in Issue Year 2024

Cite

APA Kılıç, K., Birkan, B., & Karaca, M. A. (2024). Uyarana İpucu Ekleme ve İpucunu Silikleştirmeyle Öğretim Yönteminin Otizmli Öğrencinin Sözcük Okuma Öğrenimine Etkisinin İncelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 90-111. https://doi.org/10.17240/aibuefd.2024..-1314166