Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi

Aynur Tepe; Gizem Öztürk

TR EN

Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi

Abstract

Bu araştırmanın amacı, Otizm Spektrum Bozukluğu (OSB) tanılı çocuklara yönelik sosyal beceri müdahale programlarını yaş grubu, müdahale süresi, yoğunluğu, genellenebilirlik ve diğer terapi yaklaşımlarıyla entegrasyon açısından değerlendirmektir. PRISMA (Sistematik İncelemeler ve Meta-Analizler için Tercih Edilen Raporlama Öğeleri) protokolüne uygun olarak yürütülen çalışmada, 2010–2025 yılları arasında yayımlanan 26 akademik makale analiz edilmiştir. Müdahaleler gelişimsel dönemlere göre kategorize edilmiş ve en fazla uygulamanın ergenlik dönemine (%34) yönelik olduğu bulunmuştur. Genç yetişkinlik ve erken çocukluk dönemlerine yönelik müdahalelerin ise oldukça sınırlı olduğu gözlenmiştir. Müdahale sürelerine göre yapılan değerlendirmede, 7-12 haftalık “orta süreli” programların en yaygın biçimde kullanıldığı ve anlamlı sosyal beceri gelişimi sağladığı görülmüştür. Kısa süreli müdahalelerde ise genelleme ve sürdürülebilirlik sınırlı kalmıştır. Analizler, PEERS (İlişkisel Becerilerin Eğitimi ve Zenginleştirilmesi Programı) gibi yapılandırılmış programların yüksek düzeyde genellenebilirlik ve kalıcılık sağladığını; tiyatro, müzik, doğa ve kum terapisi gibi entegre yaklaşımların ise çocukların sosyal öğrenmesini çok boyutlu biçimde desteklediğini göstermektedir. Bununla birlikte, entegre modellerin karşılaştırmalı etkililik düzeyleri üzerine daha fazla kontrollü çalışmaya ihtiyaç duyulmaktadır. Sosyal beceri müdahalelerinin etkili olabilmesi için sürenin, içeriğin ve bağlamın birlikte yapılandırılması gerekmektedir.

Keywords

Otizm Spektrum Bozukluğu, Sosyal Beceriler, Müdahale Programları

Supporting Institution

Bu çalışma herhangi bir kurum, kuruluş ya da fon tarafından desteklenmemiştir.

Ethical Statement

Bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Bu araştırma tezsiz yüksek lisans proje çalışmasından üretilmiştir.

Examination of Intervention Programs for the Development of Social Skills in Individuals with Autism Spectrum Disorder

Abstract

This research aims to evaluate social skills intervention programs for children diagnosed with Autism Spectrum Disorder (ASD) in terms of age group, intervention duration, intensity, generalisability, and integration with other therapy approaches. In the study conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol, 26 academic articles published between 2010 and 2025 were analysed. Interventions were categorised according to developmental periods, and it was found that the majority of the applications were aimed at the adolescent period (34%). It has been observed that interventions aimed at young adulthood and early childhood periods are pretty limited. In the evaluation based on intervention durations, it was observed that 7-12 week "medium-term" programs were the most commonly used and provided significant social skill development. In short-term interventions, however, generalisation and sustainability have been limited. Analyses show that structured programs like PEERS (Program for the Education and Enrichment of Relational Skills) provide a high level of generalisability and persistence; integrated approaches such as theatre, music, nature, and sand therapy support children's social learning in a multidimensional manner. However, more controlled studies are needed on the comparative effectiveness levels of integrated models. For social skills interventions to be effective, the duration, content, and context need to be structured together.

Keywords

Autism Spectrum Disorder, Social Skills, Intervention Programs

Supporting Institution

This study has not been supported by any institution, organization or fund.

Ethical Statement

In this study, all the rules specified under the "Regulation on Scientific Research and Publication Ethics of Higher Education Institutions" have been adhered to. None of the actions specified under the second section of the directive, titled "Actions Contrary to Scientific Research and Publication Ethics," have been carried out. This research has been produced from a non-thesis master's project.

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Details

Primary Language

Turkish

Subjects

Education for Autistic Children

Journal Section

Review

Authors

Aynur Tepe ^*
0000-0002-5502-3766
Türkiye

Gizem Öztürk
0009-0003-6307-5907
Türkiye

Publication Date

August 8, 2026

Submission Date

February 18, 2026

Acceptance Date

May 20, 2026

Published in Issue

Year 2026 Number: 18

IZ

https://izlik.org/JA53ZP56JY

APA

Tepe, A., & Öztürk, G. (2026). Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 18. https://izlik.org/JA53ZP56JY

AMA

1.Tepe A, Öztürk G. Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi. MAKÜ-EBED. 2026;(18). https://izlik.org/JA53ZP56JY

Chicago

Tepe, Aynur, and Gizem Öztürk. 2026. “Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi”. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, nos. 18. https://izlik.org/JA53ZP56JY.

EndNote

Tepe A, Öztürk G (August 1, 2026) Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi 18

IEEE

[1]A. Tepe and G. Öztürk, “Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi”, MAKÜ-EBED, no. 18, Aug. 2026, [Online]. Available: https://izlik.org/JA53ZP56JY

ISNAD

Tepe, Aynur - Öztürk, Gizem. “Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi”. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi. 18 (August 1, 2026). https://izlik.org/JA53ZP56JY.

JAMA

1.Tepe A, Öztürk G. Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi. MAKÜ-EBED. 2026. Available at https://izlik.org/JA53ZP56JY.

MLA

Tepe, Aynur, and Gizem Öztürk. “Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi”. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, no. 18, Aug. 2026, https://izlik.org/JA53ZP56JY.

Vancouver

1.Aynur Tepe, Gizem Öztürk. Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi. MAKÜ-EBED [Internet]. 2026 Aug. 1;(18). Available from: https://izlik.org/JA53ZP56JY

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Candidate articles sent to MAKÜ-EBED are scanned with a plagiarism detection program. The Editorial Board has set the upper limit of the similarity rate at 20%. Candidate articles with a similarity rate above this value are directly rejected.

A candidate article may be rejected without evaluation by the decision of the Editorial Board or the Field Editor if the peer review process has not started or if it does not comply with MAKÜ-EBED's article template and writing rules.

Authors are required to complete the "Copyright Transfer Form" in full, scan the signed version, and upload it to the system. With this form, the publication rights of articles sent to MAKÜ-EBED are transferred to Mehmet Akif Ersoy University.

During the evaluation process, the principle of blind peer review (double-blind method) is adopted, and candidate articles are sent to at least two reviewers, and if deemed necessary, to a third reviewer.

Editors, field editors, authors, and reviewers are obliged to comply with the principles of scientific publication ethics. According to the TÜBİTAK Research and Publication Ethics Committee Regulation, behaviors contrary to ethical rules are as follows (TÜBİTAK, 2018):

ARTICLE 9 - (1) The main behaviors contrary to ethics are as follows:

a) Fabrication: Presenting, reporting, or publishing imaginary data.

b) Falsification: Altering research tools, procedures, or records in a way that may lead to different results or changing the results.

c) Plagiarism: Using others' ideas, methods, data, writings, and figures without proper citation to the owners or, when necessary, using them as if they were one's own without obtaining permission from the owners.

ç) Duplicate publication: Publishing the results of a research more than once or attempting to publish without specifying its previous publication status.

d) Slicing: Dividing the results of a research into parts in an inappropriate manner that would disrupt the integrity of the research and making multiple publications or attempting to publish.

e) Failure to acknowledge supporting organizations: Not mentioning the support of the institution or organization that provided support when it is necessary to specify in presentations or publications containing the results of supported research.

f) Unfair authorship: Omitting the name of someone who has contributed at a level deserving authorship in the presentation or publication of the results of research conducted with multiple researchers, adding someone who has not contributed at a level deserving authorship as an author, or arranging the author order in an inappropriate manner.

g) Self-plagiarism: Quoting from one's own published or submitted work without proper citation.

ğ) Misuse of institutional resources: Using resources provided by the institution in a manner contrary to its purpose or procedure.

h) Non-compliance with acceptance and commitment statements: Not complying with the acceptance and commitment statements envisaged in the research, publication, and other activities submitted to the institution, making false, misleading, or incomplete statements.

ı) Negligence or misuse of duty: Not behaving appropriately while performing duties such as reviewer, consultant, expert, editor, panelist, moderator, observer, rapporteur, committee or board membership, and similar tasks involved in the institution's work and evaluation processes, neglecting duty or misusing it.

i) Baseless or unfounded allegations of ethical violations: Making baseless or unfounded allegations of ethical rule violations.

j) (Repealed: 12/05/2018-277BK)

Price Policy

Indexes

Journal Boards

Institute Director

PÜ

Perihan ÜNÜVAR

Early Childhood Education

editor in chief

YY

Yusuf Emre YEŞILYURT

English As A Second Language

Associate Editor in Chief

Derya CAN

Classroom Education

Editorial Board

AB

Amira BENABDELKADER

English As A Second Language, Discourse and Pragmatics, Sociolinguistics, Applied Linguistics and Educational Linguistics, Multi Disabled Education, Education Policy

SY

Sabahattin YEŞILÇINAR

English As A Second Language

Şebnem TEKIN

Mathematics Education

RG

Rafał GOŁĄBEK

Translation and Interpretation Studies

AB

Agata BUDA

British and Irish Language, Literature and Culture

Language Editor

EB

Erva BULUT

English As A Second Language, Applied Linguistics and Educational Linguistics, Teacher Education and Professional Development of Educators

Mehmet Akif Ersoy University Journal of The Institute of Educational Sciences (MAKÜ-EBED) is a national, peer-reviewed scientific journal that aims to contribute to the advancement of educational sciences, field education, and teacher education by disseminating scholarly research and developments from both Türkiye and the international context. The journal is published online under a continuous publication model, and accepted articles are made available online as soon as the publication process is completed. All articles are offered as open access.

Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi

Otizm Spektrum Bozukluğu Olan Bireylerde Sosyal Becerilerin Geliştirilmesine Yönelik Müdahale Programlarının İncelenmesi

Abstract

Keywords

Supporting Institution

Ethical Statement

Examination of Intervention Programs for the Development of Social Skills in Individuals with Autism Spectrum Disorder

Abstract

Keywords

Supporting Institution

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

IZ

Cite

Aim & Scope

Author Guidelines

Ethical Principles and Publication Policy

Price Policy

Indexes

Other Indexes

Journal Boards

Institute Director

editor in chief

Associate Editor in Chief

Editorial Board

Language Editor