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

Emrah Gülboy , Şerife Yücesoy Özkan

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.

Keywords

Otizm spektrum bozukluğu, hazırlayıcı video, geçiş süresi, geçiş stratejileri

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

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.

Keywords

autism spectrum disorder, video priming, transition latency, transition strategies, antecedent-based strategies

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