Research Article
BibTex RIS Cite

Otizm Spektrum Bozukluğu Olan Çocukların Etkinlikler ve Ortamlar Arası Geçişlerini Kolaylaştırmada Hazırlayıcı Videoların Etkililiği

Year 2022, Volume: 15 Issue: 2, 373 - 394, 22.04.2022
https://doi.org/10.30831/akukeg.1026227

Abstract

Okul öncesi dönemdeki özel gereksinimi olan çocuklar, etkinlikler ve ortamlar arası geçişler sırasında akranlarına oranla daha fazla zaman harcamaktadır. Uzayan geçiş süreleri de öğretim için ayrılan sürenin kısalmasına neden olmaktadır. Alanyazında, otizm spektrum bozukluğu olan çocuklara bağımsız geçiş davranışlarını kazandırmak ve çocukların geçişlerde harcadıkları süreleri kısaltmak üzere çeşitli öncül temelli geçiş stratejileri bulunmaktadır. Bu geçiş stratejilerinden birisi de hazırlayıcı videolardır. Çalışmanın amacı, öncül temelli bir geçiş stratejisi olan hazırlayıcı videoların, otizm spektrum bozukluğu olan çocukların bağımsız geçişlerini artırma ve geçişlerde harcadıkları süreyi kısaltmadaki etkililiğini incelemektir. Ayrıca, hazırlayıcı videoların kabul edilebilirliğini ortaya koymak üzere katılımcı çocukların ebeveynlerinin ve öğretmenlerinin görüşlerinin belirlenmesi amaçlanmıştır. Çalışmaya, yaşları 4-6 arasında değişen, otizm spektrum bozukluğu tanısı olan dört çocuk katılmıştır. Hazırlayıcı videoların etkililiğini değerlendirmek için ABAB deseni kullanılmıştır. Bulgular, otizm spektrum bozukluğu olan çocukların bağımsız geçişlerini artırma ve geçişlerde harcadıkları süreleri kısaltmada hazırlayıcı videoların etkili olduğunu göstermektedir. Sosyal geçerlik bulguları da ebeveynlerin ve öğretmenlerin hazırlayıcı videoların kabul edilebilirliği hakkındaki görüşlerinin oldukça olumlu olduğunu göstermektedir. Sonuç olarak, çalışmanın bulguları hazırlayıcı videoların otizm spektrum bozukluğu olan çocukların geçişlerini kolaylaştırabileceğini ortaya koymaktadır. Çalışmada, ileri araştırmalara ve uygulamalara yönelik öneriler sunulmuştur.

References

  • Alberto, P. A., & Troutman, A. C. (Eds.) (2013). Applied behavior analysis for teachers. (9th ed.). Pearson.
  • Angell, M. E., Nicholson, J. K., Watts, E. H., & Blum, C. (2011). Using a multicomponent adapted power card strategy to decrease latency during interactivity transitions for three children with developmental disabilities. Focus on Autism and Other Developmental Disabilities, 26(4), 206–217. doi:10.1177/1088357611421169
  • Bainbridge, N., & Smith-Myles, B. (1999). The use of priming to introduce toilet training to a child with autism. Focus on Autism and Other Developmental Disabilities, 14(2), 106–109. doi:10.1177/108835769901400206
  • Bambara, L.M. & Kern, L. (2005). Individualized supports for students with problem behaviors. Guilford Press.
  • Banda, D. R., & Grimmett, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43(3), 324–333.
  • Banda, D. R., & Kubina, J. R. M. (2006). The effects of a high-probability request sequencing technique in enhancing transition behaviors. Education and Treatment of Children, 29(3), 507–516.
  • Bewley, K., A. (2017). Using computer-assisted instruction to decrease transition times for students with autism spectrum disorder. (Unpublished Graduate Theses). University of South Florida, Florida.
  • 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. doi:10.1016/j.rasd.2010.06.006
  • Cuvo, A. J., Godard, A., Huckfeldt, R., & DeMattei, R. (2010a). Training children with autism spectrum disorders to be compliant with an oral assessment. Research in Autism Spectrum Disorders, 4(4) 681–696. doi:10.1016/j.rasd.2010.01.007
  • Cuvo, A. J., Reagan, A. L., Ackerlund, J., Huckfeldt, R., & Kelly, C. (2010b). Training children with autism spectrum disorders to be compliant with a physical exam. Research in Autism Spectrum Disorders, 4(2), 168–185.doi: 10.1016/j.rasd.2009.09.001
  • Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163–169. doi:10.1177/108835760001500307
  • Ergin, E., & Bakkaloglu, H. (2019). Examination of in-classroom transitions in inclusive preschool classrooms. Early Child Development and Care, 189(5), 1–15. doi:10.1080/03004430.2017.1345891
  • Flannery, K. B., & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4(2), 157–176. doi:10.1007/BF01544110
  • Gardner, S. J., & Wolfe, P. S. (2019). Results of a video prompting intervention package impacting dishwashing skill acquisition for adolescents with autism. Journal of Special Education Technology, 34(3), 147-161. doi:10.1177/0162643418802666
  • Graber-Juhnke, A. (2015). The effect of a transition song on the length of transitions among children with autism spectrum disorder [Unpublished master’s thesis]. University of Kansas.
  • Harlacher, J. E., Roberts, N. E., & Merrell, K. W. (2006). Classwide interventions for students with ADHD: A summary of teacher options beneficial for the whole class. Teaching Exceptional Children, 39(2), 6–12. doi:10.1177/004005990603900202
  • Hine, J. F., Ardoin, S. P., & Foster, T. E. (2015). Decreasing transition times in elementary school classrooms: Using computer‐ assisted instruction to automate intervention components. Journal of Applied Behavior Analysis, 48(3), 495–510. doi:10.1002/jaba.233
  • Hume, K. (2008). Transition time: Helping individuals on the autism spectrum move successfully from one activity to another. The Reporter, 13(2), 6–10. Retrieved from https://scholarworks.iu.edu/dspace/bitstream/handle/2022/9529/33.pdf?sequence=1
  • Hume, K., Sreckovic, M., Snyder, K., & Carnahan, C. R. (2014). Smooth transitions: Helping students with autism spectrum disorder navigate the school day. Teaching Exceptional Children, 47(1), 35–45. doi:10.1177/0040059914542794
  • Humphrey-Rush, A. M. (2020). Does video priming and video modelling help to reduce anxiety and increase social behaviors for adults who have a diagnosis of autism spectrum disorder or intellectual disability when starting paid employment? [Unpublished master’s thesis]. The University of Waikato.
  • Jot, G. V. (2020). Effects of video modelling on social skills among newly employed adults with autism spectrum disorder and intellectual disability [Unpublished master’s thesis]. The University of Waikato.
  • Jowett, E. L., Moore, D. W., & Anderson, A. (2012). Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation, 15(4), 304-312. doi:10.3109/17518423.2012.682168
  • Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.
  • Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65–75. doi:10.1002/pits.20206
  • Kern, P., Wolery, M., & Aldridge, D. (2007). Use of songs to promote independence in morning greeting routines for young children with autism. Journal of Autism and Developmental Disorders, 37(1), 1264–1271. doi:10.1007/s10803-006-0272-1
  • Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational services for students with autism. Language, Speech, and Hearing Services in Schools, 34(3), 228-235. doi:10.1044/0161-1461(2003/019)
  • Lequia, J., Wilkerson, K. L., Kim, S., & Lyons, G. L. (2015). Improving transition behaviors in students with autism spectrum disorders: A comprehensive evaluation of interventions in educational settings. Journal of Positive Behavior Interventions, 17(3), 146-158. doi:.10.1177/1098300714548799
  • Massey, N. G., & Wheeler, J. J. (2000). Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive preschool classroom. Education and Training in Mental Retardation and Developmental Disabilities, 35(3), 326-335.
  • Mechling, L. C., & Savidge, E. J. (2011). Using a personal digital assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41(1), 687–704. doi:10.1007/s10803-010-1088-6
  • Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299. doi:10.1016/j.beth.2010.08.006
  • Pierce, J. M., Spriggs, A. D., Gast, D. L., & Luscre, D. (2013). Effects of visual activity schedules on independent classroom transitions for students with autism. International Journal of Disability, Development and Education, 60(3), 253–269. doi:10.1080/1034912X.2013.812191
  • Ruddy, L., Booth, N., Gaw, M., Liao, Y., Dounavi, K., & Dillenburger, K. (2015). Autism in the air: Using point of view video priming and natural location teaching to help children with autism travel by plane. Good Autism Practice (GAP), 16(2), 25–32.
  • Sainato, D. M., Strain, P. S., Lefebvre, D., & Rapp, N. (1987). Facilitating transition times with handicapped preschool children: A comparison between peer‐mediated and antecedent prompt procedures. Journal of Applied Behavior Analysis, 20(3), 285–291. doi:10.1901/jaba.1987.20-285
  • Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38(2), 131–137.
  • Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2(1), 3–11. doi:10.1177/109830070000200102
  • Sigafoos, J., O’Reilly, M., Cannella, H., Edrisinha, C., de la Cruz, B., Upadhyaya, M., Lancioni, G. E., Hundley, A., Andrews, A., & Young, D. (2006). Evaluation of a video prompting and fading procedure for teaching dishwashing skills to adults with developmental disabilities. Journal of Behavioral Education, 16(2), 93-109. doi:10.1007/s10864-006-9004-z
  • Sterling-Turner, H. E., & Jordan, S. S. (2007). Interventions addressing transition difficulties for individuals with autism. Psychology in the Schools, 44(7), 681–690. doi:10.1007/s10864-006-9004-z
  • Sullivan, W. E., Martens, B. K., Morley, A. J., & Long, S. J. (2017). Reducing transition latency and transition‐related problem behavior in children by altering the motivating operations for task disengagement. Psychology in the Schools, 54(4), 404-420. doi:10.1002/pits.22008
  • Taylor, B. A., Hughes, C. E., Richard, E., Hoch, H., & Rodriquez-Coello, A. (2004). Teaching teenagers with autism to seek assistance when lost. Journal of Applied Behavior Analysis, 37(1), 79–82. doi:10.1901/jaba.2004.37-79
  • Vannest, K. J., & Ninci, J. (2015). Evaluating intervention effects in single‐case research designs. Journal of Counseling & Development, 93(4), 403-411. doi:10.1002/jcad.12038
  • Waters, M. B., Lerman, D. C., & Hovanetz, A. N. (2009). Separate and combined effects of visual schedules and extinction plus differential reinforcement on problem behavior occasioned by transitions. Journal of Applied Behavior Analysis, 42(2), 309–313. doi:10.1901/jaba.2009.42-309.
  • Westling, D. L. & Fox, L. (Eds.) (2004). Teaching students with severe disabilities. (3rd ed.). Pearson Merrill Prentice Hall.

The Effects of Video Priming on Facilitating the Transition of Children with Autism Spectrum Disorder between Activities and Settings

Year 2022, Volume: 15 Issue: 2, 373 - 394, 22.04.2022
https://doi.org/10.30831/akukeg.1026227

Abstract

Preschool children with disabilities spend more time when transitioning between activities and settings than their typically developing peers. Extended transition duration leads to reducing the time spent on teaching. Various antecedent-based transition strategies are used to increase independent transition and decrease the transition duration of children with autism spectrum disorder. One of these strategies is video priming. This study aimed to examine the efficacy of video priming, an antecedent-based transition strategy, on increasing independent transitions of children with autism spectrum disorder and decreasing the time these children spent in transitions. Also, identifying opinions of parents of and teaching staff for participating children regarding the acceptability of video priming was aimed. Four children with autism spectrum disorder between the ages of 4 and 6 participated in the study. An ABAB design was used to evaluate the effects of video priming. Results indicated that video priming effectively increased all children’s independent transitions and decreased transition duration. The results also showed that the parents and teaching staff had a highly positive opinion about the video priming and its acceptability. This study provided additional evidence that video priming can facilitate children’s transition with autism spectrum disorder. The implication for future research and practice were discussed.

References

  • Alberto, P. A., & Troutman, A. C. (Eds.) (2013). Applied behavior analysis for teachers. (9th ed.). Pearson.
  • Angell, M. E., Nicholson, J. K., Watts, E. H., & Blum, C. (2011). Using a multicomponent adapted power card strategy to decrease latency during interactivity transitions for three children with developmental disabilities. Focus on Autism and Other Developmental Disabilities, 26(4), 206–217. doi:10.1177/1088357611421169
  • Bainbridge, N., & Smith-Myles, B. (1999). The use of priming to introduce toilet training to a child with autism. Focus on Autism and Other Developmental Disabilities, 14(2), 106–109. doi:10.1177/108835769901400206
  • Bambara, L.M. & Kern, L. (2005). Individualized supports for students with problem behaviors. Guilford Press.
  • Banda, D. R., & Grimmett, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43(3), 324–333.
  • Banda, D. R., & Kubina, J. R. M. (2006). The effects of a high-probability request sequencing technique in enhancing transition behaviors. Education and Treatment of Children, 29(3), 507–516.
  • Bewley, K., A. (2017). Using computer-assisted instruction to decrease transition times for students with autism spectrum disorder. (Unpublished Graduate Theses). University of South Florida, Florida.
  • 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. doi:10.1016/j.rasd.2010.06.006
  • Cuvo, A. J., Godard, A., Huckfeldt, R., & DeMattei, R. (2010a). Training children with autism spectrum disorders to be compliant with an oral assessment. Research in Autism Spectrum Disorders, 4(4) 681–696. doi:10.1016/j.rasd.2010.01.007
  • Cuvo, A. J., Reagan, A. L., Ackerlund, J., Huckfeldt, R., & Kelly, C. (2010b). Training children with autism spectrum disorders to be compliant with a physical exam. Research in Autism Spectrum Disorders, 4(2), 168–185.doi: 10.1016/j.rasd.2009.09.001
  • Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163–169. doi:10.1177/108835760001500307
  • Ergin, E., & Bakkaloglu, H. (2019). Examination of in-classroom transitions in inclusive preschool classrooms. Early Child Development and Care, 189(5), 1–15. doi:10.1080/03004430.2017.1345891
  • Flannery, K. B., & Horner, R. H. (1994). The relationship between predictability and problem behavior for students with severe disabilities. Journal of Behavioral Education, 4(2), 157–176. doi:10.1007/BF01544110
  • Gardner, S. J., & Wolfe, P. S. (2019). Results of a video prompting intervention package impacting dishwashing skill acquisition for adolescents with autism. Journal of Special Education Technology, 34(3), 147-161. doi:10.1177/0162643418802666
  • Graber-Juhnke, A. (2015). The effect of a transition song on the length of transitions among children with autism spectrum disorder [Unpublished master’s thesis]. University of Kansas.
  • Harlacher, J. E., Roberts, N. E., & Merrell, K. W. (2006). Classwide interventions for students with ADHD: A summary of teacher options beneficial for the whole class. Teaching Exceptional Children, 39(2), 6–12. doi:10.1177/004005990603900202
  • Hine, J. F., Ardoin, S. P., & Foster, T. E. (2015). Decreasing transition times in elementary school classrooms: Using computer‐ assisted instruction to automate intervention components. Journal of Applied Behavior Analysis, 48(3), 495–510. doi:10.1002/jaba.233
  • Hume, K. (2008). Transition time: Helping individuals on the autism spectrum move successfully from one activity to another. The Reporter, 13(2), 6–10. Retrieved from https://scholarworks.iu.edu/dspace/bitstream/handle/2022/9529/33.pdf?sequence=1
  • Hume, K., Sreckovic, M., Snyder, K., & Carnahan, C. R. (2014). Smooth transitions: Helping students with autism spectrum disorder navigate the school day. Teaching Exceptional Children, 47(1), 35–45. doi:10.1177/0040059914542794
  • Humphrey-Rush, A. M. (2020). Does video priming and video modelling help to reduce anxiety and increase social behaviors for adults who have a diagnosis of autism spectrum disorder or intellectual disability when starting paid employment? [Unpublished master’s thesis]. The University of Waikato.
  • Jot, G. V. (2020). Effects of video modelling on social skills among newly employed adults with autism spectrum disorder and intellectual disability [Unpublished master’s thesis]. The University of Waikato.
  • Jowett, E. L., Moore, D. W., & Anderson, A. (2012). Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation, 15(4), 304-312. doi:10.3109/17518423.2012.682168
  • Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings. Oxford University Press.
  • Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65–75. doi:10.1002/pits.20206
  • Kern, P., Wolery, M., & Aldridge, D. (2007). Use of songs to promote independence in morning greeting routines for young children with autism. Journal of Autism and Developmental Disorders, 37(1), 1264–1271. doi:10.1007/s10803-006-0272-1
  • Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational services for students with autism. Language, Speech, and Hearing Services in Schools, 34(3), 228-235. doi:10.1044/0161-1461(2003/019)
  • Lequia, J., Wilkerson, K. L., Kim, S., & Lyons, G. L. (2015). Improving transition behaviors in students with autism spectrum disorders: A comprehensive evaluation of interventions in educational settings. Journal of Positive Behavior Interventions, 17(3), 146-158. doi:.10.1177/1098300714548799
  • Massey, N. G., & Wheeler, J. J. (2000). Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive preschool classroom. Education and Training in Mental Retardation and Developmental Disabilities, 35(3), 326-335.
  • Mechling, L. C., & Savidge, E. J. (2011). Using a personal digital assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41(1), 687–704. doi:10.1007/s10803-010-1088-6
  • Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284–299. doi:10.1016/j.beth.2010.08.006
  • Pierce, J. M., Spriggs, A. D., Gast, D. L., & Luscre, D. (2013). Effects of visual activity schedules on independent classroom transitions for students with autism. International Journal of Disability, Development and Education, 60(3), 253–269. doi:10.1080/1034912X.2013.812191
  • Ruddy, L., Booth, N., Gaw, M., Liao, Y., Dounavi, K., & Dillenburger, K. (2015). Autism in the air: Using point of view video priming and natural location teaching to help children with autism travel by plane. Good Autism Practice (GAP), 16(2), 25–32.
  • Sainato, D. M., Strain, P. S., Lefebvre, D., & Rapp, N. (1987). Facilitating transition times with handicapped preschool children: A comparison between peer‐mediated and antecedent prompt procedures. Journal of Applied Behavior Analysis, 20(3), 285–291. doi:10.1901/jaba.1987.20-285
  • Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38(2), 131–137.
  • Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2(1), 3–11. doi:10.1177/109830070000200102
  • Sigafoos, J., O’Reilly, M., Cannella, H., Edrisinha, C., de la Cruz, B., Upadhyaya, M., Lancioni, G. E., Hundley, A., Andrews, A., & Young, D. (2006). Evaluation of a video prompting and fading procedure for teaching dishwashing skills to adults with developmental disabilities. Journal of Behavioral Education, 16(2), 93-109. doi:10.1007/s10864-006-9004-z
  • Sterling-Turner, H. E., & Jordan, S. S. (2007). Interventions addressing transition difficulties for individuals with autism. Psychology in the Schools, 44(7), 681–690. doi:10.1007/s10864-006-9004-z
  • Sullivan, W. E., Martens, B. K., Morley, A. J., & Long, S. J. (2017). Reducing transition latency and transition‐related problem behavior in children by altering the motivating operations for task disengagement. Psychology in the Schools, 54(4), 404-420. doi:10.1002/pits.22008
  • Taylor, B. A., Hughes, C. E., Richard, E., Hoch, H., & Rodriquez-Coello, A. (2004). Teaching teenagers with autism to seek assistance when lost. Journal of Applied Behavior Analysis, 37(1), 79–82. doi:10.1901/jaba.2004.37-79
  • Vannest, K. J., & Ninci, J. (2015). Evaluating intervention effects in single‐case research designs. Journal of Counseling & Development, 93(4), 403-411. doi:10.1002/jcad.12038
  • Waters, M. B., Lerman, D. C., & Hovanetz, A. N. (2009). Separate and combined effects of visual schedules and extinction plus differential reinforcement on problem behavior occasioned by transitions. Journal of Applied Behavior Analysis, 42(2), 309–313. doi:10.1901/jaba.2009.42-309.
  • Westling, D. L. & Fox, L. (Eds.) (2004). Teaching students with severe disabilities. (3rd ed.). Pearson Merrill Prentice Hall.
There are 42 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Emrah Gülboy 0000-0002-7802-6839

Şerife Yücesoy Özkan 0000-0002-0529-0639

Publication Date April 22, 2022
Submission Date November 19, 2021
Published in Issue Year 2022 Volume: 15 Issue: 2

Cite

APA Gülboy, E., & Yücesoy Özkan, Ş. (2022). The Effects of Video Priming on Facilitating the Transition of Children with Autism Spectrum Disorder between Activities and Settings. Journal of Theoretical Educational Science, 15(2), 373-394. https://doi.org/10.30831/akukeg.1026227