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Zihinsel Yetersizliği Olan Bireylere Çevrimiçi Güvenlik Becerilerinin Öğretiminde Sosyal Öykü Yönteminin Etkililiği

Year 2022, Issue: 53, 369 - 389, 30.06.2022
https://doi.org/10.53444/deubefd.1059725

Abstract

Bu araştırmada, sosyal öykülerin zihinsel yetersizliği olan bireylere çevrimiçi güvenlik becerilerini edinmeleri, edindikleri çevrimiçi güvenlik becerilerini uygulama sona erdikten bir, üç ve dört hafta sonra korumaları ve farklı kişi, ortam ve araç-gereçlere genellemeleri üzerindeki etkisinin incelenmesi amaçlanmıştır. Araştırmada zihinsel yetersizliği olan bireylerin sınıf öğretmenlerinden ve ebeveynlerinden öznel değerlendirme yoluyla sosyal geçerlik verisi toplanmıştır. Araştırma yaşları 10-15 arasında değişen olan zihinsel yetersizliğe sahip üç erkek, bir kız katılımcıyla yürütülmüştür. Araştırma tek denekli araştırma yöntemlerinden katılımcılar arası yoklama evreli çoklu yoklama modeli ile gerçekleştirilmiştir. Araştırmanın bulguları, çevrimiçi güvenlik becerilerinin öğretiminde sosyal öykülerin etkili olduğunu, öğretimin sona ermesinin ardından zihinsel yetersizliği olan bireylerin edindikleri becerileri bir, üç ve dört hafta sonra koruduklarını ortaya koymaktadır. Bununla birlikte zihinsel yetersizliği olan bireylerin edindikleri çevrimiçi güvenlik becerilerini farklı ortam, kişi ve araç-gereçlere genelleyebildikleri belirlenmiştir. Sosyal geçerlilik verileri, çalışmaya katılan zihinsel yetersizliği olan bireylerin sınıf öğretmenlerinin ve ebeveynlerinin çalışmaya ilişkin olumlu görüşler bildirdiklerini göstermektedir.

References

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  • Agran, M., Krupp, M., Spooner, F., ve Zakas, T. L. (2012). Asking students about the importance of safety skills instruction: A preliminary analysis of what they think is important. Research and Practice for Persons with Severe Disabilities, 37(1), 45-52.
  • Barry, L. M., ve Burlew, S. B. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19(1), 45-51.
  • Bergstrom, R., Najdowski, A. J. ve Tarbox, J. (2014). A systematic replication of teaching children with autism to respond appropriately to lures from stranger. Journal of Applied Behavior Analysis, 47, 1-5.
  • Bıçakcı, M., ve Gül, S. O. (2019). Akranlarca sunulan sosyal öykülerin gelişimsel yetersizliği olan ilkokul öğrencilerinin karşıdan karşıya geçme becerilerine etkisi. Eğitim ve Bilim, 44(199), 254-278.
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  • Karayazi, S., Kohler Evans, P., ve Filer, J. (2014). The effects of a social story™ intervention on the pro-social behaviors of a young adult with autism spectrum disorder. International Journal of Special Education, 29(3), 126-133.
  • Kennedy, H., Evans, S., ve Thomas, S. (2011). Can the web be made accessible for people with intellectual disabilities?. The Information Society, 27(1), 29-39.
  • Kıyak, Ü. E., Tuna, D. M., ve Tekin-İftar, E. (2019). Zihin yetersizliği olan bireylere güvenlik becerilerinin öğretimi: Kapsamlı betimsel analiz. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(1), 143-176.
  • Kloosterman, P. H., Kelley, E. A., Craig, W. M., Parker, J. D., & Javier, C. (2013). Types and experiences of bullying in adolescents with an autism spectrum disorder. Research in Autism Spectrum Disorders, 7(7), 824-832.
  • Kuo, Y. C., Walker, A. E., Schroder, K. E., ve Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50.
  • Kutlu, M. (2016) Otizmli bireylere yabancı kişilerden korunma becerilerinin öğretiminde sosyal öykülerin yalnız sunumuyla video modelle birlikte sunulmasının karşılaştırılması. (Yayınlanmamış Doktora Tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü: Eskişehir.
  • Kowalski, R. M., ve Fedina, C. (2011). Cyber bullying in ADHD and Asperger Syndrome populations. Research in Autism Spectrum Disorders, 5(3), 1201-1208.
  • Larsson-Lund, M., ve Nyman, A. (2019). Occupational challenges in a digital society: A discussion inspiring occupational therapy to cross thresholds and embrace possibilities. Scandinavian Journal of Occupational Therapy, 27(8), 550-553.
  • Lee, S. J., ve Chae, Y. G. (2012). Balancing participation and risks in children's internet use: The role of internet literacy and parental mediation. Cyberpsychology, Behavior, and Social Networking, 15(5), 257-262.
  • Livingstone, S., ve Haddon, L. (2013). Children’s use of online technologies in Europe: a review of the European evidence base. http://eprints.lse.ac.uk/50228/ (Erişim Tarihi: 15.09.2021).
  • Livingstone, S., Mascheroni, G., ve Staksrud, E. (2018). European research on children’s internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103-1122.
  • Macmillan, K., Berg, T., Just, M., ve Stewart, M. (2020). Are autistic children more vulnerable online? Relating autism to online safety, child wellbeing and parental risk management. In Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society (pp. 1-11).
  • Mechling, L. C., ve Seid, N. H. (2011). Use of a hand-held personal digital assistant (PDA) to self-prompt pedestrian travel by young adults with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 46 (20), 220-237.
  • National Autism Center (2009). National Autism Center’s National Standards Report. Randolph, Massachusetts. http://www.nationalautismcenter.org/nationalstandards-project/ (Erişim Tarihi: 08.09.2021).
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  • Olçay-Gül, S., ve Tekin-Iftar, 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. Pew Research Center, (2021). Internet/Broadband Fact Sheet. “https://www.pewresearch.org/internet/fact-sheet/internet-broadband/”/ (Erişim Tarihi: 16.01.2022).
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  • Sallafranque-St-Louis, F., ve Normand, C. L. (2017). From solitude to solicitation: How people with intellectual disability or autism spectrum disorder use the internet. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(1).
  • Sansosti, F. J., ve Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57.
  • Scattone, D., Tingstrom, D. H., ve Wilczynski, S. M. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using Social Stories™. Focus on Autism and Other Developmental Disabilities, 21(4), 211-222.
  • Scattone, D., Wilczynski, S. M., Edwards, R. P., ve Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using social stories. Journal of Autism and Developmental Disorders, 32(6), 535-543.
  • Süzer, T. (2015). Otizm spektrum bozukluğu olan bireylere cinsel istismardan korunma becerilerinin öğretiminde sosyal öykü yönteminin etkililiği. (Yayımlanmamış Yüksek Lisans Tezi). Eskişehir Anadolu Üniversitesi Sosyal Bilimler Enstitüsü: Eskişehir.
  • Tarnai, B., ve Wolfe, P. S. (2008). Social stories for sexuality education for persons with autism/pervasive developmental disorder. Sexuality and Disability, 26(1), 29-36.
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2012). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Vize Basın Yayın.
  • Thompson, R. M., ve Johnston, S. (2013). Use of social stories to improve self-regulation in children with autism spectrum disorders. Physical & Occupational Therapy in Pediatrics, 33(3), 271-284.
  • Toplis, R., ve Hadwin, J. A. (2006). Using social stories to change problematic lunchtime behaviour in school. Educational Psychology in Practice, 22(1), 53-67.
  • Turhan, C. (2015). Otizm spektrum bozukluğu gösteren çocuklara sosyal beceri öğretiminde sosyal öykü ve video model uygulamalarının etkililik ve verimlilikleri (Yayımlanmamış Doktora Tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
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Year 2022, Issue: 53, 369 - 389, 30.06.2022
https://doi.org/10.53444/deubefd.1059725

Abstract

References

  • Acar, Ç. (2015). Otizmli çocuklara sosyal becerilerin öğretiminde anneler tarafından hazırlanarak sunulan sosyal öykü ve video modelle öğretim uygulamalarının karşılaştırılması (Yayımlanmamış Doktora Tezi). Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu.
  • Adams, L., Gouvousis, A., VanLue, M., ve Waldron, C. (2004). Social story intervention: Improving communication skills in a child with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 19(2), 87-94.
  • Agran, M., Krupp, M., Spooner, F., ve Zakas, T. L. (2012). Asking students about the importance of safety skills instruction: A preliminary analysis of what they think is important. Research and Practice for Persons with Severe Disabilities, 37(1), 45-52.
  • Barry, L. M., ve Burlew, S. B. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19(1), 45-51.
  • Bergstrom, R., Najdowski, A. J. ve Tarbox, J. (2014). A systematic replication of teaching children with autism to respond appropriately to lures from stranger. Journal of Applied Behavior Analysis, 47, 1-5.
  • Bıçakcı, M., ve Gül, S. O. (2019). Akranlarca sunulan sosyal öykülerin gelişimsel yetersizliği olan ilkokul öğrencilerinin karşıdan karşıya geçme becerilerine etkisi. Eğitim ve Bilim, 44(199), 254-278.
  • Cappadocia, M. C., Weiss, J. A., ve Pepler, D. (2012). Bullying experiences among children and youth with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(2), 266-277.
  • Chan, J. M., ve O'Reilly, M. F. (2008). A Social Stories™ intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41(3), 405-409.
  • Chiner, E., Gmez-Puerta, M., ve Cardona-Molt, M. (2017). Internet and people with intellectual disability: an approach to caregivers’ concerns, prevention strategies and training needs. Journal of New Approaches in Educational Research (NAER Journal), 6(2), 153-158.
  • Crozier, S., ve Tincani, M. (2005). Using a modified social story to decrease the disruptive behavior of a child with autism. Focus on Autism and Other Developmental Disabilities, 20, 150–157.
  • Crozier, S., ve Tincani, M. (2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(9), 1803-1814.
  • Değirmenci, H. D (2018). Koçluk içeren ve içermeyen web-tabanlı mesleki gelişim uygulamalarının otizmli öğrencilerle çalışan öğretmenlerin öğretim becerilerini ve öğrencilerinin güvenlik becerilerini edinmeleri açısından karşılaştırılması. (Yayımlanmamış Yüksek Lisans Tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü: Eskişehir.
  • Dell’Osso, L., Bertelloni, C. A., Di Paolo, M., Avella, M. T., Carpita, B., Gori, F., ... & Carmassi, C. (2019). Problematic internet use in university students attending three superior graduate schools in Italy: is autism spectrum related to suicide risk?. International Journal Of Environmental Research and Public Health, 16(7), 1098.
  • Godish, D. (2010). Evaluation of video modeling for teaching abduction prevention skills to children diagnosed with autism and aspergers disorder. Yayımlanmamış Yüksek Lisans Tezi. Florida: University of South Florida.
  • Gökkaya-Horzum, İ. (2021). Zihinsel yetersizliği olan bireylere emniyet kemeri takarak güvenli seyahat etme becerisinin öğretiminde sosyal öykülerin etkiliği (Yayınlanmamış Yüksek Lisans Tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Gray, C. A., ve Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1-10.
  • Haddon, L., ve Stald, G. (2009). A comparative analysis of European press coverage of children and the internet. Journal of Children and Media, 3(4), 379-393.
  • Hagiwara, T., ve Myles, B. S. (1999). A multimedia social story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14(2), 82-95.
  • Honsberger, T. (2015). Teaching individuals with autism spectrum disorder safe pedestrian skills using video modeling with in situ video prompting (Doktora Tezi). ProQuest Dissertations and Theses veri tabanından erişildi (UMI No. 10095878).
  • Ivey, M. L., Heflin, L. J., ve Alberto, P. (2004). The Use of Social Stories to Promote Independent Behaviors in Novel Events for Children with PDD-NOS. Focus on Autism and Other Developmental Disabilities, 19(3), 164–176.
  • Just, M., v Berg, T. (2017). Keeping children safe Online: Understanding the concerns of carers of children with autism. In IFIP conference on human-computer interaction (pp. 34-53). Springer, Cham.
  • Karayazi, S., Kohler Evans, P., ve Filer, J. (2014). The effects of a social story™ intervention on the pro-social behaviors of a young adult with autism spectrum disorder. International Journal of Special Education, 29(3), 126-133.
  • Kennedy, H., Evans, S., ve Thomas, S. (2011). Can the web be made accessible for people with intellectual disabilities?. The Information Society, 27(1), 29-39.
  • Kıyak, Ü. E., Tuna, D. M., ve Tekin-İftar, E. (2019). Zihin yetersizliği olan bireylere güvenlik becerilerinin öğretimi: Kapsamlı betimsel analiz. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(1), 143-176.
  • Kloosterman, P. H., Kelley, E. A., Craig, W. M., Parker, J. D., & Javier, C. (2013). Types and experiences of bullying in adolescents with an autism spectrum disorder. Research in Autism Spectrum Disorders, 7(7), 824-832.
  • Kuo, Y. C., Walker, A. E., Schroder, K. E., ve Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50.
  • Kutlu, M. (2016) Otizmli bireylere yabancı kişilerden korunma becerilerinin öğretiminde sosyal öykülerin yalnız sunumuyla video modelle birlikte sunulmasının karşılaştırılması. (Yayınlanmamış Doktora Tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü: Eskişehir.
  • Kowalski, R. M., ve Fedina, C. (2011). Cyber bullying in ADHD and Asperger Syndrome populations. Research in Autism Spectrum Disorders, 5(3), 1201-1208.
  • Larsson-Lund, M., ve Nyman, A. (2019). Occupational challenges in a digital society: A discussion inspiring occupational therapy to cross thresholds and embrace possibilities. Scandinavian Journal of Occupational Therapy, 27(8), 550-553.
  • Lee, S. J., ve Chae, Y. G. (2012). Balancing participation and risks in children's internet use: The role of internet literacy and parental mediation. Cyberpsychology, Behavior, and Social Networking, 15(5), 257-262.
  • Livingstone, S., ve Haddon, L. (2013). Children’s use of online technologies in Europe: a review of the European evidence base. http://eprints.lse.ac.uk/50228/ (Erişim Tarihi: 15.09.2021).
  • Livingstone, S., Mascheroni, G., ve Staksrud, E. (2018). European research on children’s internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103-1122.
  • Macmillan, K., Berg, T., Just, M., ve Stewart, M. (2020). Are autistic children more vulnerable online? Relating autism to online safety, child wellbeing and parental risk management. In Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society (pp. 1-11).
  • Mechling, L. C., ve Seid, N. H. (2011). Use of a hand-held personal digital assistant (PDA) to self-prompt pedestrian travel by young adults with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 46 (20), 220-237.
  • National Autism Center (2009). National Autism Center’s National Standards Report. Randolph, Massachusetts. http://www.nationalautismcenter.org/nationalstandards-project/ (Erişim Tarihi: 08.09.2021).
  • National Clearinghouse on Autism Evidence and Practice (NCAEP). (2020). National Clearinghouse on Autism Evidence and Practice Review Team. https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report% 202020.pdf (Erişim Tarihi: 08.09.2021).
  • Olçay-Gül, S., ve Tekin-Iftar, 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. Pew Research Center, (2021). Internet/Broadband Fact Sheet. “https://www.pewresearch.org/internet/fact-sheet/internet-broadband/”/ (Erişim Tarihi: 16.01.2022).
  • Ringland, K. E., Wolf, C. T., Dombrowski, L., ve Hayes, G. R. (2015). Making" Safe" Community-Centered Practices in a Virtual World Dedicated to Children with Autism. In Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing (pp. 1788-1800).
  • Sallafranque-St-Louis, F., ve Normand, C. L. (2017). From solitude to solicitation: How people with intellectual disability or autism spectrum disorder use the internet. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(1).
  • Sansosti, F. J., ve Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57.
  • Scattone, D., Tingstrom, D. H., ve Wilczynski, S. M. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using Social Stories™. Focus on Autism and Other Developmental Disabilities, 21(4), 211-222.
  • Scattone, D., Wilczynski, S. M., Edwards, R. P., ve Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using social stories. Journal of Autism and Developmental Disorders, 32(6), 535-543.
  • Süzer, T. (2015). Otizm spektrum bozukluğu olan bireylere cinsel istismardan korunma becerilerinin öğretiminde sosyal öykü yönteminin etkililiği. (Yayımlanmamış Yüksek Lisans Tezi). Eskişehir Anadolu Üniversitesi Sosyal Bilimler Enstitüsü: Eskişehir.
  • Tarnai, B., ve Wolfe, P. S. (2008). Social stories for sexuality education for persons with autism/pervasive developmental disorder. Sexuality and Disability, 26(1), 29-36.
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2012). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Vize Basın Yayın.
  • Thompson, R. M., ve Johnston, S. (2013). Use of social stories to improve self-regulation in children with autism spectrum disorders. Physical & Occupational Therapy in Pediatrics, 33(3), 271-284.
  • Toplis, R., ve Hadwin, J. A. (2006). Using social stories to change problematic lunchtime behaviour in school. Educational Psychology in Practice, 22(1), 53-67.
  • Turhan, C. (2015). Otizm spektrum bozukluğu gösteren çocuklara sosyal beceri öğretiminde sosyal öykü ve video model uygulamalarının etkililik ve verimlilikleri (Yayımlanmamış Doktora Tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
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There are 53 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Nihal Hivda Kaya This is me 0000-0002-3845-6033

Füsun Ünal 0000-0002-2938-6512

Publication Date June 30, 2022
Published in Issue Year 2022 Issue: 53

Cite

APA Kaya, N. H., & Ünal, F. (2022). Zihinsel Yetersizliği Olan Bireylere Çevrimiçi Güvenlik Becerilerinin Öğretiminde Sosyal Öykü Yönteminin Etkililiği. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(53), 369-389. https://doi.org/10.53444/deubefd.1059725