Güç Kartı Uygulaması: Otizm Spektrum Bozukluğunda Kullanımı ve Araştırmaların Kapsamlı Betimsel Analizi

Abstract

Bu araştırmanın amacı, öykü-temelli uygulamalardan güç kartlarına, hazırlanma sürecine ve uygulama sürecine ilişkin ayrıntılı bilgiler sunmak ve güç kartı uygulamasının otizm spektrum bozukluğu (OSB) olan bireyler üzerindeki etkililiğini inceleyen araştırmaları çeşitli değişkenler açısından analiz etmektir. Araştırma kapsamında, üç farklı veri tabanında (Google Scholar, Web of Science ve Hacettepe Üniversitesi Veri Tabanları Toplu Tarama Aracı) ilgili anahtar sözcükler kullanılarak elektronik taramalar yapılmıştır. Taramalar sonucunda 328, geriye kaynakça incelemesi sonucunda 6 araştırma olmak üzere toplam 334 araştırmaya ulaşılmıştır. (a) Ulusal ya da uluslararası hakemli dergilerde yayımlanmış olma, (b) İngilizce ya da Türkçe yazılmış olma, (c) en az biri OSB ya da Asperger Sendromu tanısı olan katılımcılarla yürütülmüş olma, (d) deneysel ya da yarı deneysel araştırma modelleriyle yürütülmüş olma dahil etme ölçütlerini karşılayan 6 araştırma betimsel analize alınmıştır. Araştırma sonucunda güç kartı uygulamasının yaş, cinsiyet ve zeka düzeyi puanı farkı gözetmeksizin OSB olan bireylere uygun davranışların kazandırılmasında ve uygun olmayan davranışların azaltılmasında etkili olduğu görülmüştür. Araştırmanın bulguları tartışılarak ileri araştırmalara yönelik önerilerde bulunulmuştur.

Keywords

• güç kartı
• alanyazın taraması
• öykü temelli
• otizm spektrum bozukluğu
• Asperger sendromu

Power Card Method: Use in Autism Spectrum Disorder and Comprehensive Review of The Literature

Abstract

The purpose of this study is to provide detailed information regarding power cards, a story-based or social narrative intervention, by explaining the basic preparation and implementation steps, and to comprehensively review the articles examining the effectiveness of the intervention for children with autism spectrum disorder by a number of variables. For this purpose, three databases (Google Scholar, Web of Science, and Hacettepe University Central Search Engine) were searched by using relevant keywords. As a result, 328 studies were identified by database search in addition to 6 studies by backward reference searching. From this identification, 6 studies qualified for the inclusion criteria as follows: (a) publication in a Turkish or/and English peer-reviewed journal, (b) written in Turkish or English language, (c) including at least one participant with ASD or Asperger Syndrome, and (d) employing a quasi- or an experimental-design. Comprehensive review of the literature suggests that power card intervention was effective in increasing desired behaviors and decreasing maladaptive behaviors regardless of age, gender, and intelligence score. Suggestions for future research are provided.

Keywords

• power card
• literature review
• story-based
• autism spectrum disorder
• Asperger syndrome

References

1. Alberto, P., & Troutman, A. C. (2013). Applied behavior analysis for teachers. Upper Saddle River, NJ: Pearson.
2. American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington: American Psychiatric Publishing.
3. 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.
4. Boyd, B.A., & Shaw, E. (2010). Autism in the classroom: A group of students changing in population and presentation. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 211-219.
5. Campbell, A., & Tincani, M. (2011). The power card strategy: Strength based intervention to increase direction following of children with autism spectrum disorder. Journal of Positive Behavior Interventions, 13(4), 240–249.
6. Centers for Disease Control and Prevention (CDC). (2014). Prevalence of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, united states. Morbidity and Mortality Weekly Report, 63(2), 1–21.
7. Chance, P. (1998). First course in applied behavior analysis. Pacific Grove, CA: ThomsonBrooks/Cole Publishing Co.
8. Collins, B. C. (2012). Systematic instruction for students with moderate and severe disabilities. Lexington: Paul H. Brookes Publishing Company.

9. Coogle, C.G., Ahmed, S., Aljaffal, M.A., Alsheef, M.Y. & Hamdi, H.A. (2017). Social narrative strategies to support children with autism spectrum disorder. Early Childhood Education Journal, 46(4), 445–450.
10. Cook, B.G., & Odom, S.L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135-144.
11. Daubert, A., Hornstein, S., & Tincani, M. (2015). Effects of a modified power card strategy on turn taking and social commenting of children with autism spectrum disorder playing board games. Journal of Developmental and Physical Disabilities,27, 93–110.
12. Davis, K.M. Boon, R.T., Cihak, D.F., & Fore, C. (2010). Power cards to improve conversational skills in adolescents with asperger syndrome Focus on Autism and Other Developmental Disabilities, 25(1), 12-22.
13. Fidan, M.B. (2018). Nitel araştırmalar ve düşünümsellik: Bir kritik analitik düşünme pratiği, Akademik Platform Eğitim ve Değişim Dergisi, 1(2), 23-35.
14. Gagnon, E. (2002). Power cards: Using special interests to motivate children and youth with Asperger syndrome and autism. Kansas: AAPC Publishing.
15. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional children, 71(2), 165-179.
16. Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching children with autism to mind-read: A practical guide for teachers and parents. Chichester: J. Wiley & Sons.
17. Keeling, K., Myles, B.S., Gagnon, E. & Simpson, R.L. (2003). Using the power card strategy to teach sportsmanship skills to a child with autism. Focus on Autism and Other Developmental Disabilities, 18(2), 105-111.
18. 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.
19. Leaf, J.B., Ferguson, J.L., Cihon, C.H., Milne, C.M., Leaf, R., & McEachin, J. (2020). A critical review of social narratives. Journal of Developmental and Physical Disabilities, 32, 241-256.
20. Matson, J.L., Matson M.L., & Rivet, T.T. (2007). Social-Skills Treatments for children with autism spectrum disorders an overview. Behavior Modification, 31(5), 682-707.
21. National Autism Center. (2015). National standards report 2. Randolph, Massachusetts: National Autism Center
22. Odluyurt, S.& Orum-Çattık, E. (2019). Otizm spektrum bozukluğunda akran aracılı uygulamalar: alanyazın taraması. Inonu University Journal of the Faculty of Education, 20(3), 1041-1062.
23. Olçay-Gül, S., & Tekin-İftar, E. (2016). Family generated and delivered social story intervention: acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51(1), 67-78.
24. Öpengin, E. (2018). ZekaTestleri. U. Sak (Ed.), Üstün yeteneklilerin tanılanması içinde (s. 33-53). Ankara: Vize Yayıncılık.
25. Sani-Bozkurt, S. & Vuran, S. (2014). An analysis of the use of social stories in teaching social skills to children with autism spectrum disorders. Educational Sciences: Theory & Practice, 14(5), 1875-1892.
26. Sargent, L. R. (1991). Social skills for school and community. Systematic instruction for children and youth with cognitive delay. Washington, D.C: The Division on Mental Retardation of the Council for Exceptional Children.
27. Sasson, N.J., & Touchstone, E.W. (2014). Visual attention to competing social and object images by preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(3), 584–592.
28. Spencer, V. G., Simpson, C. G., & Day, M., Buster, E. (2008). Using the power card strategy to teach social skills to a child with autism. TEACHING Exceptional Children Plus, 5(1), 2-10.
29. Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
30. Taylor, B.A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal of Applied Behavior Analysis, 41(3), 377–391.
31. Toth, K., Dawson, G., Meltzoff, A.N., Greenson, J., & Fein, D. (2007). Early social, imitation, play, and language abilities of young non-autistic siblings of children with autism. Journal of Autism and Developmental Disorders, 37(1), 145–157.
32. Weiss, M.J., & Harris, S.L. (2001). Teaching social skills to people with autism. Behavior Modification, 25 (5), 785-80.
33. Wright, L.A., & McCathren, RB. (2012). Utilizing social stories to increase prosocial behavior and reduce problem behavior in young children with autism. Hindawi Publishing Corporation Child Development Research, 2012, 1-13.