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Yetersizliği olan Çocuklarda Sosyal-Etkileşimsel Güçlü Yanlar Konusunda Çeşitli Bakış Açıları: Sosyoekolojik Bir Çalışma

Year 2013, Volume: 5 Issue: 1, 15 - 29, 01.03.2013
https://doi.org/10.20489/intjecse.107924

Abstract

Yüksek İşlevli Otizm Spektrum Bozukluğu (HFASD) veya Asperger Sendromu tanısı alan çocuklar genellikle sosyal-etkileşimsel becerilerde yetersizlik özelliği ile karakterize edilirler. Ancak, bu bireyler eğitim araştırmalarında bildirilmeyebilen ve okul ortamlarında kullanılmayabilen çeşitli sosyal-etkileşimsel güçlü yanlar sergilemektedirler. Bu araştırma HFSAD veya Asperger Sendromu tanısı almış çocukların sosyal olarak güçlü oldukları yanlar konusunda ebeveynlerin görüş ve deneyimlerini incelemektedir. Bulgularımız, çocukların çeşitli araçlar yoluyla birçok sosyoekolojik etkinlik bağlamında geliştirdikleri ve uyguladıkları üç sosyal etkileşimsel güçlü yanı ortaya çıkarmıştır: Empati, eşitlik anlayışı ve hikaye anlatma. Bu çalışma bu popülasyonda sosyal becerilerin sosyoekolojik açıdan kavramsallaştırmasını geliştirmek için bilgiler sağlar. Çalışmanın bulguları Otizm Spektrum Bozukluğu olan çocukların sosyal açıdan güçlü yanları konusundaki sınırlı fakat büyüyen alanyazına katkı sağlamakta ve akademik ve sosyal programların tasarımı için öneriler sunmaktadır.

References

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  • Baron-Cohen, S. (1995).Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT.
  • Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33, 489-507.
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  • Capps, L., Kehres, J. & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism 2, 325–44.
  • Cole, M. (1996). Cultural Psychology. Cambridge, MA: Harvard University Press.
  • Elsabbagh, M., Divan, G., Koh, Y. J., Kim, Y. S., Kauchali, S., Marcín, C., ... & Fombonne, E. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5, 160-179.
  • Erickson, F. (1986). Qualitative methods in research on teaching. In Wittrock, M. (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.
  • Gandini, L. & Kaminsky, J. (2004). Reflections on the relationship between documentation and assessment in the American context: an interview with Brenda Fyfe. Innovations in Early Education, 11, 5-17.
  • Gernsbacher, M.A., Stevenson, J.L., Suraiya, K., Goldsmith, H.H. (2008). Why does joint attention look atypical in autism? Child Development Perspectives, 2, 38
  • Gomez, M.L. (2010). Talking about ourselves, talking about our mothers: Latina prospective teachers narrate their life experiences. Urban Review, 32, 81-101. Gosling, S. (2009). Mixed Signals. Psychology Today. Retrieved from http://www.psychologytoday.com/articles/200908/mixed-signals.
  • Graue, E.M. & Walsh, D.J. (1998). Studying children in context. Thousand Oaks, CA: Sage Publications.
  • Heinrichs, R. (2003). Perfect targets: Asperger syndrome and bullying. Shawnee Mission, Kansas: Autism Asperger Publishing Co.
  • Kogan, M. D., Blumberg, S. J., Schieve, L. A., Boyle, C. A., Perrin, J. M., Ghandour, R. M., ... & van Dyck, P. C. (2009). Prevalence of parent-reported diagnosis of autism spectrum disorder among children in the US, 2007. Pediatrics, 124, 1395140
  • Lincoln, Y.S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • McDermott, R., & Varenne, H. (1995) Culture as disability. Anthropology & Education Quarterly, 26, 324-348.
  • National Center for Education Statistics. (2013). The condition of education. Washington, DC: Author. Retrieved from http://nces.ed.gov/programs/coe/tables/table-cwd-1.asp
  • Ochs, E., & Solomon, O. (2004). Discourse and autism. Discourse Studies 6, 139-146. Ramsey, P.G. (1991). Making friends in school. New York: Teachers College Press.
  • Roeyers, H., Buysse, A., Ponnet, K. & Pichal, B. (2001). Advancing advanced mindreading tests: Empathic accuracy in adults with a pervasive developmental disorder. Journal of Child Psychology and Psychiatry, 42, 271-278.
  • Smith, A. (2006). Cognitive empathy and emotional empathy in human behavior and evolution. The Psychological Record, 56, 3-21.
  • Smith, A. (2009). The empathy imbalance hypothesis of autism: A theoretical approach to cognitive and emotional empathy in autistic development. The Psychological Record, 59, 489-510.
  • Solomon, O. (2004). Narrative introductions: discourse competence of children with autistic spectrum disorders. Discourse Studies, 6, 253-276.
  • Sontag, J.C. (1996). Toward a comprehensive theoretical framework for disability research: Bronfenbrenner revisited. The Journal of Special Education, 30, 3193
  • Stake, R. E. (2005). Qualitative case studies. In Denzin, N. K., & Lincoln, Y. S. (Ed.), Handbook of qualitative research (pp. 443-466). Thousand Oaks, CA: Sage.

Diverse Perspectives on Social-Interactional Strengths in Children with Disabilities: A Socioecological Study

Year 2013, Volume: 5 Issue: 1, 15 - 29, 01.03.2013
https://doi.org/10.20489/intjecse.107924

Abstract

Children identified with High Functioning Autism Spectrum Disorders (HFASD) or Asperger Syndrome are often characterized as lacking social-interactional abilities. However, these individuals demonstrate a variety of social-interactional strengths in their daily life that may not be acknowledged in education research and utilized in school settings. The present study examined parents’ perspectives and experiences regarding social strengths of children diagnosed with HFASD or Asperger Syndrome. Our findings revealed three social interactional strengths that the children developed and practiced in multiple socioecological activity contexts via various mediums: Empathy, sensing fairness, and story telling. This study provides insights to develop socioecological
conceptualizations of social skills in this population. Findings of the study contribute to the limited but growing literature on social strengths of children with Autism Spectrum Disorders and have implications in designing academic and social programs.

References

  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (Revised 4th ed.). Washington, DC: Author.
  • Baron-Cohen, S. (1995).Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT.
  • Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33, 489-507.
  • Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (ed.), Annals of child development. Six theories of child development (pp. 187-249). London, UK: Jessica Kingsley.
  • Capps, L., Kehres, J. & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism 2, 325–44.
  • Cole, M. (1996). Cultural Psychology. Cambridge, MA: Harvard University Press.
  • Elsabbagh, M., Divan, G., Koh, Y. J., Kim, Y. S., Kauchali, S., Marcín, C., ... & Fombonne, E. (2012). Global prevalence of autism and other pervasive developmental disorders. Autism Research, 5, 160-179.
  • Erickson, F. (1986). Qualitative methods in research on teaching. In Wittrock, M. (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.
  • Gandini, L. & Kaminsky, J. (2004). Reflections on the relationship between documentation and assessment in the American context: an interview with Brenda Fyfe. Innovations in Early Education, 11, 5-17.
  • Gernsbacher, M.A., Stevenson, J.L., Suraiya, K., Goldsmith, H.H. (2008). Why does joint attention look atypical in autism? Child Development Perspectives, 2, 38
  • Gomez, M.L. (2010). Talking about ourselves, talking about our mothers: Latina prospective teachers narrate their life experiences. Urban Review, 32, 81-101. Gosling, S. (2009). Mixed Signals. Psychology Today. Retrieved from http://www.psychologytoday.com/articles/200908/mixed-signals.
  • Graue, E.M. & Walsh, D.J. (1998). Studying children in context. Thousand Oaks, CA: Sage Publications.
  • Heinrichs, R. (2003). Perfect targets: Asperger syndrome and bullying. Shawnee Mission, Kansas: Autism Asperger Publishing Co.
  • Kogan, M. D., Blumberg, S. J., Schieve, L. A., Boyle, C. A., Perrin, J. M., Ghandour, R. M., ... & van Dyck, P. C. (2009). Prevalence of parent-reported diagnosis of autism spectrum disorder among children in the US, 2007. Pediatrics, 124, 1395140
  • Lincoln, Y.S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
  • McDermott, R., & Varenne, H. (1995) Culture as disability. Anthropology & Education Quarterly, 26, 324-348.
  • National Center for Education Statistics. (2013). The condition of education. Washington, DC: Author. Retrieved from http://nces.ed.gov/programs/coe/tables/table-cwd-1.asp
  • Ochs, E., & Solomon, O. (2004). Discourse and autism. Discourse Studies 6, 139-146. Ramsey, P.G. (1991). Making friends in school. New York: Teachers College Press.
  • Roeyers, H., Buysse, A., Ponnet, K. & Pichal, B. (2001). Advancing advanced mindreading tests: Empathic accuracy in adults with a pervasive developmental disorder. Journal of Child Psychology and Psychiatry, 42, 271-278.
  • Smith, A. (2006). Cognitive empathy and emotional empathy in human behavior and evolution. The Psychological Record, 56, 3-21.
  • Smith, A. (2009). The empathy imbalance hypothesis of autism: A theoretical approach to cognitive and emotional empathy in autistic development. The Psychological Record, 59, 489-510.
  • Solomon, O. (2004). Narrative introductions: discourse competence of children with autistic spectrum disorders. Discourse Studies, 6, 253-276.
  • Sontag, J.C. (1996). Toward a comprehensive theoretical framework for disability research: Bronfenbrenner revisited. The Journal of Special Education, 30, 3193
  • Stake, R. E. (2005). Qualitative case studies. In Denzin, N. K., & Lincoln, Y. S. (Ed.), Handbook of qualitative research (pp. 443-466). Thousand Oaks, CA: Sage.
There are 24 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Aydın Bal This is me

Timothy E. Radke This is me

Publication Date March 1, 2013
Published in Issue Year 2013 Volume: 5 Issue: 1

Cite

APA Bal, A., & Radke, T. E. (2013). Diverse Perspectives on Social-Interactional Strengths in Children with Disabilities: A Socioecological Study. International Journal of Early Childhood Special Education, 5(1), 15-29. https://doi.org/10.20489/intjecse.107924