Koçluk Uygulamalarının Otizm Spektrum Bozukluğu Olan Çocuklar ve Anneleri Üzerindeki Etkileri

Year 2024, Volume: 26 Issue: 3, 433 - 445, 30.09.2024

Aynur Gıcı Vatansever , Emine Ahmetoğlu

https://doi.org/10.17556/erziefd.1452426

Abstract

Bu çalışmada, Otizm Spektrum Bozukluğu (OSB) olan çocukların annelerine sunulan koçluğun, annelerin öğretim uygulamaları basamaklarını sunma becerilerini arttırması ve annelerin öğretim uygulamalarının çocukların ortak dikkate tepki verme becerilerini kazanmaları üzerindeki etkilerini incelemek amaçlanmıştır. Araştırmaya, 4 ile 7 yaş arasındaki OSB tanısı almış üç çocuk ve anneleri dâhil edilmiştir. Araştırmanın sonuçlar göstermektedir ki katılımcıların uygulama evresi sonunda hedef becerileri edinme düzeylerinde artış bulunmaktadır. Birinci, üçüncü ve beşinci haftalardaki izleme oturumları sonuçlarına göre katılımcı çiftlerin hedef becerileri edinim düzeylerini koruduklarına ilişkin verilere ulaşılmıştır. Genelleme oturumları öntest-sontest sonuçlarına göre, tüm anneler uygulama basamaklarının tamamını uygulama sonrasında doğru olarak sunmuş oldukları ve çocukların katılım sırasına göre hedef beceriyi %80, %96 ve %85 düzeylerinde sergiledikleri görülmektedir. Ayrıca, araştırmada sosyal geçerlik verileri araştırma öncesi, sırası ve sonrasında toplanmış olup annelerin çocuklarına sunacakları öğretim uygulamalarına yönelik görüşleri bulgular kısmında belirtilmiştir.

Keywords

koçluk uygulamaları, aile koçluğu, otizm spektrum bozukluğu, ortak dikkate tepki verme, ipucunun giderek arttırılmasıyla öğretim uygulaması

Effects of Coaching Practices on Children with Autism Spectrum Disorder and Their Mothers

Abstract

The researchers aim to investigate the influence of coaching on mothers of children with autism spectrum disorder (ASD) with the purpose of instructing them in the use of the least-to-most prompting process for teaching their children how to engage in joint attention. In addition, they will examine the impact of the least-to-most prompting procedure on the children's outcomes in relation to their capacity to engage in joint attention. The study deployed a multiple baseline design with mother-child dyads. The study comprised three sets of dyads. All children aged four to seven are diagnosed with ASD in addition to intellectual disability. The results indicate that mothers effectively acquired teaching behaviours by applying the least-to-most prompting technique through coaching, achieving a perfect accuracy rate of 100%. In addition, these learned behaviours were regularly sustained for durations of one, three, and five weeks, and were effectively employed in diverse circumstances and with distinct persons. Moreover, the findings indicated that children with ASD effectively acquired the capacity to react to shared attention, maintained this ability over a period of time, and utilised it in different situations and with different individuals. Overall, the mothers conveyed positive perspectives regarding the social validity of the study.

Keywords

coaching, mother training, autism spectrum disorders, responding to joint attention skill, least-to-most prompting

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