Metaphorical Perspectives of Parents whose Children Attended Early Intervention Process

Year 2024, Volume: 14 Issue: 1, 311 - 327, 29.01.2024

Esra Orum Çattık Ahmet İlkhan Yetkin

https://doi.org/10.18039/ajesi.1288700

Abstract

The most critical element of early intervention processes is the family. Increasing the awareness of families by experts in early childhood and participating in early intervention processes in this direction brings along many positive contributions for parents and their children. For this reason, it is thought that the perspectives of parents on early intervention and how they perceive this process are very important. In this study, it is aimed to examine the metaphorical perspectives of parents whose children have attended early intervention processes regard of "Early Intervention". In this research, phenomenological design, one of the qualitative research methods, was used. The data were derived from the demographic information of families and children and through a data collection form consisting of: “Early intervention is … for me” because …”. Thirty three parents, whose children were diagnosed with autism spectrum disorders, Down syndrome, speech-language disorder etc., participated in this study. They completed the sentence appropriately. Data were analyzed by content analysis. During the analysis, the data were extracted and coded, and categories were created, and validity and reliability were determined and interpreted. As a result, 22 metaphors were reached, and grouped under five categories. The findings showed that parents' metaphors include; guidance, importance and criticality; the necessity of early implementation, long-term outcomes and adaptability of early intervention.

Keywords

Early intervention, metaphor analysis, parent involment, parents perspective, qualitative resarch

Metaphorical Perspectives of Parents whose Children Attended Early Intervention Process

Abstract

Erken müdahale süreçlerinin en kritik öğelerinden birisi ailedir. Erken çocukluk döneminde uzmanlar tarafından ailelerin farkındalıklarının arttırılması ve bu doğrultuda erken müdahale süreçlerine katılım göstermesi hem kendileri hem de çocukları açısından olumlu pek çok katkıyı beraberinde getirmektedir. Bu nedenle ailelerin erken müdahale süreçlerine bakış açıları ve bu süreci nasıl algıladıklarının oldukça önemli olduğu düşünülmektedir. Bu araştırmada çocukları erken müdahale süreçlerinden yararlanmış ve halen yararlanmakta olan ebeveynlerin “Erken Müdahale” kavramına ilişkin metaforik bakış açılarının incelenmesi amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden fenomenolojik (olgubilim) desen kullanılmıştır. Araştırmanın verileri ailelerin ve çocukların demografik bilgilerinden ve “Erken müdahale benim için ………………………………… çünkü ………………………………. dir/dır.” cümlesinden oluşan bir veri toplama formu aracılığıyla toplanmıştır. Araştırmaya 33 ebeveyn katılmıştır. Ebeveynlerden formda yer alan cümleyi uygun bir biçimde tamamlamaları istenmiştir. Elde edilen veriler içerik analiziyle analiz edilmiştir. Analiz sırasında elde edilen veriler ayıklanarak kodlanmış, kategoriler oluşturulmuş, geçerlik ve güvenirliği belirlenmiş ve yorumlanmıştır. Analiz sonucunda 23 metafora ulaşılmış ve ulaşılan metaforlar beş kategori altında toplanmıştır. Araştırmadan elde edilen bulgular ebeveynlerin erken müdahalenin yol göstericiliği, önemli ve kritik oluşu, erken dönemde uygulanması gerekliliği, uzun vadedeki sonuçları ve uyarlanabilirliğine ilişkin metaforlar geliştirdiklerini göstermiştir.

Keywords

Erken müdahale, metafor analizi, ebeveyn katılımı, ebeveynlerın bakış açısı, nitel araştırma

References

• Akman, B., Karlıdağ, İ., ve Özen Z. Z. (2018). The Perception of early childhood education pre-service teachers on the concept of early intervention. Elementary Education Online, 17(3). s. 1631-1643 http://ilkogretim-online.org.tr doi 10.17051/ilkonline.2018.466406
• Bailey D.B., Hebbeler K., Scarborough A., Spiker D., & Mallik S. (2004). First experiences with early intervention: A national perspective. Pediatrics. 113(4), 887-896. https://doi.org/10.1542/peds.113.4.887
• Bakkaloğlu, H. (2020). Erken çocukluk özel eğitiminde temel konular [Basic issues in early childhood special education]. Ankara Üniversitesi Açık Ders Notları. https://acikders.ankara.edu.tr/course/view.php?id=6384
• Bottema‐Beutel, K., Crowley, S., Sandbank, M., & Woynaroski, T. G. (2021). Research Review: Conflicts of Interest (COIs) in autism early intervention research a meta‐analysis of COI influences on intervention effects. Journal of Child Psychology and Psychiatry, 62(1), 5-15. https://doi.org/10.1111/jcpp.13249
• Boyd, B. A., Hume, K., McBee, M. T., Alessandri, M., Gutierrez, A., Johnson, L., ... & Odom, S. L. (2014). Comparative efficacy of LEAP, TEACCH and non-model-specific special education programs for preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(2), 366-380. doi: 10.1007/s110803-013-1877-9
• Cooper, M. (2022). Reducing special education costs by providing early intervention for autistic children. Behavioral Interventions, 37(2), 397-414. https://doi.org/10.1002/bin.1839
• Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. USA: SAGE. Deant-Read, C. H., & Szokolszky, A. (1993). Where Do Metaphors Come From? Metaphor and Symbolic Activity. 8(3), 227-242.
• Franz, L., Goodwin, C. D., Rieder, A., Matheis, M., & Damiano, D. L. (2022). Early intervention for very young children with or at high likelihood for autism spectrum disorder: An overview of reviews. Developmental Medicine & Child Neurology, 64(9), 1063-1076. https://doi.org/10.1111/dmcn.15258
• Guralnick M. J. (2011). Why early intervention works: A systems perspective. Infant Young Child. 24(1), 6-11. https://doi.org/10.1097%2FIYC.0b013e3182002cfe
• Guralnick, M. J. (2019). Effective early intervention: The developmental systems approach. Paul H. Brookes Publishing Company.
• Guralnick, M. J., & Bruder, M. B. (2019). Early intervention. (Ed) Johnny L. Matson, İçinde Handbook of intellectual disabilities (s. 717-741). Springer: Cham.
• Karaoğlu, M. (2011). Başarıya ilk adım erken müdahale programının 5-6 yaş grubu çocuklarının problem davranışlarına, sosyal becerilerine ve akademik etkinliklerle ilgilenme sürelerine olan etkisi (Yayımlanmamış doktora tezi), Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul, Türkiye.
• Karoly, L. A., Kilburn, M. R., & Cannon, J. S. (2006). Early childhood interventions: Proven results, future promise. Rand Corporation.
• Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., ... & Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism. Pediatrics, 134(1), 72-79. doi:10.1542/peds.2013-3229
• Mahoney, G., & Wiggers, B. (2007). The role of parents in early intervention: Implications for social work. Children & Schools, 29(1), 7-15. https://doi.org/10.1093/cs/29.1.7
• McConachie, H., & Diggle, T. (2007). Parent implemented early intervention for young children with autism spectrum disorder: A systematic review. Journal of Evaluation in Clinical Practice, 13(1), 120-129. https://doi.org/10.1111/j.1365-2753.2006.00674.x
• McWilliam, R. A. (2010). Working with families of young children with special needs. The Guilford Press
• Morgan, G. (1998). Yönetim ve Örgüt Teorilerinde Metafor (Images of Organization). Çev, Gündüz Bulut, İstanbul: MESS Yayınları.
• Najdowski, A. C., Wallace, M. D., Reagon, K., Penrod, B., Higbee, T. S., & Tarbox, J. (2010). Utilizing a homebased parent training approach in the treatment of food selectivity. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 25(2), 89-107. doi: 10.1002/bin.298
• Nevill, R. E., Lecavalier, L., & Stratis, E. A. (2018). Meta-analysis of parent-mediated interventions for young children with autism spectrum disorder. Autism, 22(2), 84-98. https://doi.org/10.1177/1362361316677838
• Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37(3), 164-173. https://doi.org/10.1177/00224669030370030601
• Orum-Çattık, E., Yetkin, A. İ., ve Diken, İ. H. (2020). Erken çocukluk döneminde otizm spektrum bozukluğunda aile merkezli müdahaleler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(3), 589-610. https://doi.org/10.21565/ozelegitimdergisi.543446
• Perera, J. (2011). Early rehabilitative intervention: Definition, objectives, models and challenges. In J. Rondal, J. Perera & D. Spiker (Eds.), Neorocognitive rehabilitation of Down Syndrome (pp. 1-15). Cambrigde University Press.
• Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53(2), 109-120. https://psycnet.apa.org/doi/10.1037/0003-066X.53.2.109
• Ribeiro, M. F., Barreto, J. B. M., & Sousa-Gomes, V. (2022). Early intervention in autism spectrum disorder: An integrative literature review. European Psychologist. 7(4), 338–351. https://psycnet.apa.org/doi/10.1027/1016-9040/a000475
• Robles‐Bello, M. A., & Sánchez‐Teruel, D. (2022). The Family‐Centred Practices Scale: Psychometric properties of the Spanish version for use with families with children with Down syndrome receiving early childhood intervention. Child: Care, Health and Development. https://doi.org/10.1111/cch.12970
• Romano, M., & Schnurr, M. (2022). Mind the gap: Strategies to bridge the research-to-practice divide in early intervention caregiver coaching practices. Topics in Early Childhood Special Education, 42(1), 64-76. https://doi.org/10.1177/0271121419899163
• Saban, A., Kockeber, B. N., & Saban, A. (2007). Pospective Teachers’s Conceptions Of Teaching And Learning Revealed Through Metephor Analysis. Learning and Instruction, 17, 123-139.
• Siller, M., & Morgan, L. (2018). Systematic review of research evaluating parent-mediated interventions for young children with autism: Years 2013 to 2015. In M. Siller & L. Morgan (Eds.) Handbook of parentimplemented interventions for very young children with autism. (pp. 1-21). Springer International.
• Siller, M., Hutman, T., & Sigman, M. (2013). A parent-mediated intervention to increase responsive parental behaviors and child communication in children with ASD: A randomized clinical trial. Journal of Autism and Developmental Disorders, 43(3), 540-555. https://link.springer.com/article/10.1007/s10803-012-1584-y
• Tomris, G. (2020). Down sendromlu çocuğu olan ebeveynlere yönelik geliştirilen doğal öğretime dayalı erken müdahale (DÖDEM) programının ebeveyn ve çocukları üzerindeki etkililiği, (Yayımlanmamış doktora tezi), Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir, Türkiye.
• Tomris, G., ve Çelik, S. (2021). Erken çocukluk özel eğitimi: Kuramsal ve yasal temeller, Dünya’daki ve Türkiye’deki son eğilimler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(1), 243-269. https://doi.org/10.21565/ozelegitimdergisi.748893
• Tüfek, M. T., ve Elbasan, B. Çocukluk çağında erken müdahalede hedef odaklı yaklaşımlar: geleneksel derleme. Gazi Sağlık Bilimleri Dergisi, 7(1), 101-111. https://doi.org/10.52881/gsbdergi.955986
• Vivanti, G., Bent, C., Capes, K., Upson, S., Hudry, K., Dissanayake, C., & Victorian ASELCC Team. (2022). Characteristics of children on the autism spectrum who benefit the most from receiving intervention in inclusive versus specialised early childhood education settings. Autism Research, 15(11), 2200-2209. https://doi.org/10.1002/aur.2815
• Walsh, R. L., Kemp, C. R., Hodge, K. A., & Bowes, J. M. (2012). Searching for evidence-based practice: A review of the research on educational interventions for intellectually gifted children in the early childhood years. Journal for the Education of the Gifted, 35(2), 103-128. Doi: 10.1177/0162353212440610
• Yıldırım, A., ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. (6. baskı) Ankara: Seçkin Yayıncılık.