Otizm spektrum bozukluğu olan bireylerde Covid-19 pandemisinde uyulması gereken kuralların video modelle öğretilmesi

Abstract

Otizm Spektrum Bozukluğu (OSB), bireyin sosyalleşme becerilerini engelleyen, tekrarlayan davranışlar ile karakterize olan sözlü iletişimi etkileyen yaygın nöro- gelişimsel bozukluk olarak tanımlanmaktadır. Otizm belirtileri iki ile üç yaş arasında ortaya çıkar ve hayat boyu devam eder. Erkek cinsiyette daha fazla görülmekle birlikte görülme sıklığı giderek artmaktadır Videolar, kullanım kolaylığı, erişilebilirlik ve maliyet etkinliği nedeniyle eğitim ortamlarında sıklıkla tercih edilmektedir. Tüm dünyayı etkisi altına alan COVID-19 pandemisi hayatımıza yeni normalleri getirdi. Bunun en başında el hijyeni, sosyal mesafe ve maske kullanımı gelmektedir. Hastalığın bulaşma şekli ve belirtileri konusunda ilk Çin’in Wuhan kentinde çıktığı zaman tam olarak bilinmemesine rağmen şu an net olan bilgiler ışığında gözle görülmeyen ve insan hayatını ciddi anlamda tehdit eden COVID-19‘a karşı korumalıyız. Uzaktan eğitime geçilen süreçte video model yoluyla OSB’li bireylere destek vermek avantajlı durum oluşturmaktadır. Görsel ve işitsel eğitimin yapılan çalışmalarda fayda sağladığı bilinmektedir. Video model, sosyal becerilerin öğretiminde kullanılan etkili uygulamalardan biridir. Video modelle öğretim videoyla model olma, videoyla geri bildirim, video ile ipucu ve bilgisayar destekli video öğretimi olmak üzere dört şekilde gerçekleştirilebilir. Aynı zamanda topluma ve çevreye görevler düşmektedir. Bu konuda farkındalığın sağlanıp OSB li bireyin mesafesini koruyamadığı durumlarda yakın temasa geçecek kişilerin bu konuda bilgili olup mesafeyi koruma görevini üstlenerek riski azaltmalıdır.

Keywords

• COVİD-19
• otizm spektrum bozukluğu
• video model

Teaching the rules to be followed in COVID-19 pandemic in individual with autism spectrum disorder by video model

Abstract

Autism Spectrum Disorder (ASD) is defined as a common neurodevelopmental disorder that prevents the individual's socialization skills and affects verbal communication characterized by repetitive behaviors. Autism symptoms appear between the ages of two and three and persist throughout life. Although it is more common in the male gender, its frequency is increasing. Videos are frequently preferred in educational environments due to their ease of use, accessibility and cost-effectiveness. COVID-19 pandemic, which influenced the whole world, brought new normals to our lives. The first thing to do is hand hygiene, social distance and the use of masks. Although it is not known exactly when the first china appeared in Wuhan city about the way of transmission and symptoms of the disease, we should protect against COVID-19, which is invisible and seriously threatening human life in the light of the information that is clear now. In the process of transition to distance education, it is advantageous to support individuals with ASD through a video model. It is known that audiovisual education provides benefits in the studies. Video model is one of the effective applications used in teaching social skills. Video model teaching can be done in four ways: modeling with video, video feedback, video hint and computer-aided video teaching. At the same time, duties fall to society and the environment. In cases where awareness about this issue is provided and the person with ASD cannot maintain distance, people who will be in close contact should be knowledgeable about this issue and should reduce the risk by assuming the duty of maintaining the distance.

Keywords

• COVID-19
• video model
• autism spectrum disorder

References

1. Association, A. P. (2013). American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, (p. 81). Arlington: American Psychiatric Association.
2. Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing Social Engagement in Young Children With Autism Spectrum Disorders Using Video Self-Modeling. School Psychology Review, 36(1), 80-90.
3. Buggey, T. (2005). Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting. Focus on Autism and Other Developmental Disabilities, 20(1), 52-63.
4. Burckley, E., Tincani, M., & Guld Fisher, A. (2015). An iPad™-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability. Developmental Neurorehabilitation, 18(2), 131-136.
5. Chu, D. K., Akl, E. A., Duda, S., Solo, K., Yaacoub, S., & Schünemann, H. J. (2020). Physical distancing, face masks, and eye protection to prevent person-to-person transmission of SARS-CoV-2 and COVID-19: a systematic review and meta-analysis. Lancet.
6. Coyle, C., & Cole, P. (2004). A videotaped self‐modelling and self‐monitoring treatment program to decrease off‐task behaviour in children with autism. Journal of Intellectual & Developmental Disability, 29(1), 3-16.
7. Durkin, M. S., Maenner, M. J., Newschaffer, C. J., Lee, L.-C., Cunniff, C. M., Daniels, J. L., . . . Schieve, L. A. (2008). Advanced Parental Age and the Risk of Autism Spectrum Disorder. American Journal of Epidemiology, 168(11), 1268-1276. doi:10.1093/aje/kwn250
8. Finke, E. H., Hickerson, B., & McLaughlin, E. (2015). Parental Intention to Support Video Game Play by Children With Autism Spectrum Disorder: An Application of the Theory of Planned Behavior. Language, Speech, and Hearing Services in Schools, 46(2), 154-165. doi:doi:10.1044/2015_LSHSS-13-0080

9. Fombonne, E. (2005). Epidemiology of autistic disorder and other pervasive developmental disorders. J Clin Psychiatry, 66 Suppl 10, 3-8.
10. Guillon, Q., Hadjikhani, N., Baduel, S., & Rogé, B. (2014). Visual social attention in autism spectrum disorder: Insights from eye tracking studies. Neuroscience & Biobehavioral Reviews, 42, 279-297. doi:https://doi.org/10.1016/j.neubiorev.2014.03.013
11. Halfon, N., & Kuo, A. A. (2013). What DSM-5 could mean to children with autism and their families. JAMA Pediatr, 167(7), 608-613. doi:10.1001/jamapediatrics.2013.2188
12. He, X., Lau, E. H. Y., Wu, P., Deng, X., Wang, J., Hao, X., . Leung, G. M. (2020). Temporal dynamics in viral shedding and transmissibility of COVID-19. Nat Med, 26(5), 672-675. doi:10.1038/s41591-020-0869-5
13. Hughes, E. M., & Yakubova, G. (2019). Addressing the Mathematics Gap for Students with ASD: an Evidence-Based Systematic Review of Video-Based Mathematics Interventions. Review Journal of Autism and Developmental Disorders, 6(2), 147-158. doi:10.1007/s40489-019-00160-3
14. Jefferson, T., Del Mar, C., Dooley, L., Ferroni, E., Al-Ansary, L. A., Bawazeer, G. A., . Rivetti, A. (2009). Physical interventions to interrupt or reduce the spread of respiratory viruses: systematic review. Bmj, 339, b3675. doi:10.1136/bmj.b3675
15. Joseph, R. M., Keehn, B., Connolly, C., Wolfe, J. M., & Horowitz, T. S. (2009). Why is visual search superior in autism spectrum disorder? Developmental Science, 12(6), 1083-1096. doi:10.1111/j.1467-7687.2009.00855.x
16. Jowett, E. L., Moore, D. W., & Anderson, A. (2012). Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation, 15(4), 304-312. doi:10.3109/17518423.2012.682168
17. Kinney, E. M., Vedora, J., & Stromer, R. (2003). Computer-Presented Video Models to Teach Generative Spelling to a Child with an Autism Spectrum Disorder. Journal of Positive Behavior Interventions, 5(1), 22-29. doi:10.1177/10983007030050010301
18. Lepelletier, D., Grandbastien, B., Romano-Bertrand, S., Aho, S., Chidiac, C., Géhanno, J. F., & Chauvin, F. (2020). What face mask for what use in the context of COVID-19 pandemic? The French guidelines. J Hosp Infect, 105(3), 414-418. doi:10.1016/j.jhin.2020.04.036
19. Lotfi, M., Hamblin, M. R., & Rezaei, N. (2020). COVID-19: Transmission, prevention, and potential therapeutic opportunities. Clin Chim Acta, 508, 254-266. doi:10.1016/j.cca.2020.05.044
20. Malinverni, L., Mora-Guiard, J., Padillo, V., Valero, L., Hervás, A., & Pares, N. (2017). An inclusive design approach for developing video games for children with Autism Spectrum Disorder. Computers in Human Behavior, 71, 535-549. doi:https://doi.org/10.1016/j.chb.2016.01.018
21. Mason, R. A., Ganz, J. B., Parker, R. I., Burke, M. D., & Camargo, S. P. (2012). Moderating factors of video-modeling with other as model: A meta-analysis of single-case studies. Research in Developmental Disabilities, 33(4), 1076-1086. doi:https://doi.org/10.1016/j.ridd.2012.01.016
22. Mazurek, M. O., & Engelhardt, C. R. (2013). Video Game Use in Boys With Autism Spectrum Disorder, ADHD, or Typical Development. Pediatrics, 132(2), 260-266. doi:10.1542/peds.2012-3956
23. Mazurek, M. O., Engelhardt, C. R., & Clark, K. E. (2015). Video games from the perspective of adults with autism spectrum disorder. Computers in Human Behavior, 51, 122-130. doi:https://doi.org/10.1016/j.chb.2015.04.062
24. McPartland, J. C., Webb, S. J., Keehn, B., & Dawson, G. (2011). Patterns of Visual Attention to Faces and Objects in Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 41(2), 148-157. doi:10.1007/s10803-010-1033-8
25. Park, J. H., Cheong, H. K., Son, D. Y., Kim, S. U., & Ha, C. M. (2010). Perceptions and behaviors related to hand hygiene for the prevention of H1N1 influenza transmission among Korean university students during the peak pandemic period. BMC Infect Dis, 10, 222. doi:10.1186/1471-2334-10-222
26. Plavnick, J. B., Sam, A. M., Hume, K., & Odom, S. L. (2013). Effects of Video-Based Group Instruction for Adolescents with Autism Spectrum Disorder. Exceptional Children, 80(1), 67-83. doi:10.1177/001440291308000103
27. Qi, C. H., & Lin, Y.-L. (2012). Quantitative Analysis of the Effects of Video Modeling on Social and Communication Skills for Children with Autism Spectrum Disorders. Procedia - Social and Behavioral Sciences, 46, 4518-4523. doi:https://doi.org/10.1016/j.sbspro.2012.06.288
28. Raghavan, R., Riley, A. W., Volk, H., Caruso, D., Hironaka, L., Sices, L., . . . Wang, X. (2018). Maternal Multivitamin Intake, Plasma Folate and Vitamin B12 Levels and Autism Spectrum Disorder Risk in Offspring. Paediatric and Perinatal Epidemiology, 32(1), 100-111. doi:10.1111/ppe.12414
29. Schumann, C. M., Hamstra, J., Goodlin-Jones, B. L., Lotspeich, L. J., Kwon, H., Buonocore, M. H., . . . Amaral, D. G. (2004). The Amygdala Is Enlarged in Children But Not Adolescents with Autism; the Hippocampus Is Enlarged at All Ages. The Journal of Neuroscience, 24(28), 6392-6401. doi:10.1523/jneurosci.1297-04.2004
30. Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2009). Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature. Focus on Autism and Other Developmental Disabilities, 25(1), 23-36. doi:10.1177/1088357609352901
31. Sim, S. W., Moey, K. S., & Tan, N. C. (2014). The use of facemasks to prevent respiratory infection: a literature review in the context of the Health Belief Model. Singapore Med J, 55(3), 160-167. doi:10.11622/smedj.2014037
32. Sparks, B. F., Friedman, S. D., Shaw, D. W., Aylward, E. H., Echelard, D., Artru, A. A., . Dager, S. R. (2002). Brain structural abnormalities in young children with autism spectrum disorder. Neurology, 59(2), 184-192. doi:10.1212/wnl.59.2.184
33. Tang, J. W., Liebner, T. J., Craven, B. A., & Settles, G. S. (2009). A schlieren optical study of the human cough with and without wearing masks for aerosol infection control. J R Soc Interface, 6 Suppl 6(Suppl 6), S727-736. doi:10.1098/rsif.2009.0295.focus
34. Taslibeyaz, E., Dursun, O. B., & Karaman, S. (2017). Interactive video usage on autism spectrum disorder training in medical education. Interactive Learning Environments, 25(8), 1025-1034. doi:10.1080/10494820.2016.1242504
35. Valencia, D. N. (2020). Brief Review on COVID-19: The 2020 Pandemic Caused by SARS-CoV-2. Cureus, 12(3), e7386. doi:10.7759/cureus.7386
36. van Doremalen, N., Bushmaker, T., Morris, D. H., Holbrook, M. G., Gamble, A., Williamson, B. N., . . . Munster, V. J. (2020). Aerosol and Surface Stability of SARS-CoV-2 as Compared with SARS-CoV-1. N Engl J Med, 382(16), 1564-1567. doi:10.1056/NEJMc2004973
37. Wilder-Smith, A., & Freedman, D. O. (2020). Isolation, quarantine, social distancing and community containment: pivotal role for old-style public health measures in the novel coronavirus (2019-nCoV) outbreak. J Travel Med, 27(2). doi:10.1093/jtm/taaa020
38. Williams, D. L., Goldstein, G., Kojkowski, N., & Minshew, N. J. (2008). Do individuals with high functioning autism have the IQ profile associated with nonverbal learning disability? Research in Autism Spectrum Disorders, 2(2), 353-361. doi:https://doi.org/10.1016/j.rasd.2007.08.005