Otizm Spektrum Bozukluğu Olan ve Olmayan Çocukların Sosyal Becerilerini Desteklemek İçin Okul Öncesi Öğretmenlerle Koçluk Kullanmak

Öz

Bu çalışmanın amacı öğretmenleri doğal öğretim stratejilerini kullanmaları için eğitmek ve onlara koçluk sağlamak ve doğal stratejilerin otizmi olan ve olmayan küçük çocukların sosyal davranışları üzerine etkisini incelemektedir. Üç okulöncesi öğretmeni doğal öğretim stratejilerini kullanarak otizmi olan ve olmayan çocuklar arasında sosyal etkileşimi nasıl kolaylaştıracaklarını öğrenmek için eğitim ve koçluk oturumlarına katılmışlardır. Eğitim ve koçluğun amacı öğretmenlerin sınıflarında kullandıkları stratejilerin çeşitliliğini artırmaktı. Veriler tek denekli metodoloji kullanılarak seçim/merkezde toplanma zamanında sergilenen öğretmen ve çocuk davranışları üzerinden haftada üç kez olacak şekilde toplanmıştır. Sonuçlar öğretmen ve çocuk davranışlarından değişkenlikler olduğunu ortaya koymuştur. Üç öğretmenden ikisi müdahale sonrasında sosyal ve fiziksel stratejileri kullanmalarını dengelemede daha başarılı olmuşlardır. Genel olarak, müdahale sonrası, çocuklar sosyal oyuna daha fazla katılmışlar ve bireysel oyunda daha az zaman geçirmişlerdir. Uygulama ve araştırma için öneriler tartışılmaktadır.

Anahtar Kelimeler

• Otizm Spektrum Bozukluğu, koçluk, okulöncesi öğretmenleri, doğal öğretim, sosyal davranışlar.

Using coaching with preschool teachers to support the social skills of children with and without Autism Spectrum Disorders

Abstract

The purpose of this study was to train and coach teachers to use naturalistic teaching strategies and examine the effects of naturalistic strategies on the social behaviors of young children with and without autism. Three preschool teachers participated in training and coaching sessions to learn how to facilitate social interactions between children with and without autism using naturalistic teaching strategies. The goal of the training and coaching was to increase the variety of strategies that the teachers used in their classrooms. Using single case methodology, data were gathered three times each week on teacher and child's behavior during choice/center time. Results indicated variability in teacher and child behavior. Two of the three teachers were more successful in balancing their use of social and physical strategies following intervention. Overall, following intervention, children engaged more in social play and they spent less time in individual play. Implications for practice and research are discussed.

Keywords

• Autism Spectrum Disorders
• coaching
• preschool teachers
• naturalistic teaching
• social behaviors.

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