Otizm spektrum bozuklukları olan küçük çocuklar için kapsayıcı bir program planlama

Year 2009, Volume: 1 Issue: 2, 164 - 180, 01.06.2009

Brenda Smith Myles Barry G. Grossman Ruth Aspy Shawn A. Henry

https://doi.org/10.20489/intjecse.107984

Abstract

Bu makale otizm spekturum bozuklukları (OSB) olan öğrenciler için programlar planlama ve uygulamada iki uyumlu modeli ana hatlarıyla belirtmektedir. Ziggurat Modeli çocuğun özellikle OSD ile alakalı güçlü yanlarını ve endişeleri değerlendirme süreci ile başlar ve bireysel profile uyan beş aşamaya göre müdahaleler belirler: a) duyusal ve biyolojik, b) pekiştireç, c) yapı ve görsel/dokunulabilir destekler, d) görev talepleri ve e) öğretilecek beceriler. Ziggurat Modelindeki içerik daha sonra, çocuğun gününü n operasyonel hale getirilmesine ve öğrenci hedeflerine, eyalet standartlarına ve ilgili kriterlere eşleştirmesine izin veren Kapsayıcı Otizm Planlama Sistemi (KOPS) ile yer değiştirmektedir. Bu makale bu süreci gözden geçirmekte ve bir örnek olarak kısa bir vaka çalışması sunmaktadır.

Keywords

Otizm spekturum bozuklukları, Ziggurat Modeli, Kapsayıcı otizm planlama sistemi (KOPS)

Planning a Comprehensive Program for Young Children with Autism Spectrum Disorders

Abstract

This article outlines two compatible models for planning and implementing programs for students with autism spectrum disorders (ASD). The Ziggurat Model begins the process with an assessment of individual strengths and concerns related specifically to ASD and identifies interventions across five tiers that are matched to the individual's profile: (a) sensory and biological, (b) reinforcement, (c) structure and visual/tactile supports, (d) task demands, and (e) skills to teach. Content from the Ziggurat Model is then placed with the Comprehensive Autism Planning System (CAPS) to allow the child's day to be operationalized and matched to student goals, state standards, and related benchmarks. This article overviews this process and offers a brief case study as an example.

Keywords

Autism spectrum disorders, the Ziggurat Model, the Comprehensive Autism Planning System (CAPS)

References

• American Psychiatric Association. (2000). Diagnostic and statistical manual for mental disorders (4 ed., text revision). Washington, DC: Author. th
• Aspy, R., & Grossman, B. G. (2008). The Ziggurat model: A framework for designing comprehensive interventions for individuals with high-functioning autism and Asperger Syndrome (2nd ed.). Shawnee Mission, KS: Autism Asperger Publishing Company.
• Betz, A., Higbee, T. S., & Reagon, K. A. (2008). Using joint activity schedules to promote peer engagement in preschoolers with autism. Journal of Applied Behavior analysis, 41, 237-241.
• Boulware, G. L., Schwartz, I. S., Sandall, S. R., & McBride, B. J. (2006). Project DATA for toddlers: An inclusive approach to very young children on the autism spectrum. Topics in Early Childhood Special Education, 26, 94-105.
• Case-Smith, J., & Arbesman, M. (2009). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. American Journal of Occupational Therapy, 62, 416-429.
• Charlop-Christy, M. H., Kurtz, P. F., & Casey, F. (1990). Using aberrant behaviors as reinforcers for autistic children. Journal of Applied Behavior Analysis, 23, 163-181.
• Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2009). Randomized, controlled trial of the Early Start Denver Model, a developmental behavioral intervention for toddlers with autism: effects on IQ, adaptive, behavior, and autism diagnosis. Pediatrics, 125, 1-7.
• Dawson, G., & Osterling, J. (1997). Early intervention in autism: The effectiveness of early intervention. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 307–326). Baltimore, MD: Brookes.
• Di Martino, A., Melis, G., Cianchetti, C., & Zuddas, A. (2004). Methylphenidate for pervasive developmental disorders: Safety and efficacy of acute single dose test and ongoing therapy: An open-pilot study. Journal of Child and Adolescent Psychopharmacology, 14(2), 207-218.
• Eikeseth, S., Smith, T., Jahr, K., & Eldevik, S. (2007). Outcome for children with autism who began intensive behavioral treatment between ages 4 and 7: A comparison controlled study. Behavior Modification, 31, 264-278.
• Erickson, C. A., Stigler, K. A., Posey, D. J., & McDougle, C. J. (2005). Risperidone in pervasive developmental disorders. Expert Review of Neurotherapeutics, 5, 713- 719.
• Frederickson, N., Warren, L., & Turner, J. (2005). ―Circle of friends‖—an exploration of impact over time. Educational Psychology in Practice, 21(3), 197-217.
• Ganz, J. B., Kaylor, M., Bourgeois, B., & Hadden, K. (2008). The impact of social scripts and visual cues on verbal communication in three children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 23, 79-94.
• Harper, C. B., Symon, J. B. G., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815-826.
• Harris, S. L., & Handleman, J. S. (2000). Age and IQ at intake as predictors of placement for young children with autism: A four to six-year follow-up. Journal of Autism and Developmental Disorders, 21, 281–290.
• Henry, S. A., & Myles, B. S. (2007). The Comprehensive Autism Planning Systems (CAPS) for individuals with Asperger Syndrome, autism and related disabilities: Integrating best practices throughout the student’s day. Shawnee Mission, KS: Autism Asperger Publishing Company.
• Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32(5), 423-446.
• Kamps, D. M., Dugan, E., Potucek, J., & Collins, A. (1999). Effects of cross-age peer tutoring networks among students with autism and general education students. Journal of Behavioral Education, 9, 97-115.
• Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30, 183-193.
• Lopata, C., Thomeer, M. L., Volker, M. A., Nida, R. E., & Lee, G. K. (2008). Effectiveness of a manualized summer social treatment program for high-functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38, 890-904.
• Lord, C. (1995). Follow-up of two-year-olds referred for possible autism. Journal of Child Psychology and Psychiatry and Allied Disciplines, 36, 1365–1382.
• Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consultation and Clinical Psychology, 55, 3-9.
• McEachin, J. J., Smith, T., & Lovaas, O. I. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97, 359–372.
• Namerow, L. B., Thomas, P., Bostic, J., Prince, J., & Monuteaux, M. (2003). Use of citalopram in pervasive developmental disorders. Developmental and Behavioral Pediatrics, 24, 104-108.
• National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.
• Rogers, S. J. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of Clinical Child Psychology, 27, 168–179.
• Songlee, D., Miller, S.P., Tincani, M., & Sileo, N. M., & Perkins, P. G. (2008). Effects of test-taking strategy instruction on high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 23, 217-228.
• Stackhouse, T. M., Graham, N. S., & Laschober, J. S. (2002). Occupational therapy intervention and autism. In R. L. Gabriels & D. E. Hill (Eds.), Autism –From research to individualized practice (pp. 155-177). Philadelphia: Jessica Kingsley Publishers.
• Winter-Messiers, M. A. (2007). From tarantulas to toilet brushes: Understanding the special interest areas of children and youth with Asperger Syndrome. Remedial and Special Education, 28, 140-152.
• Winter-Messiers, M. A., Herr, C. M., Wood, C. E., Brooks, A. P., Gates, M.A.M., Houston, & T. L., Tingsrad, K. I. (2007). How far can Brian ride the Daylight 4449 Express? A strength- based model of Asperger Syndrome based on special interest areas. Focus on Autism and Other Developmental Disabilities, 22, 67-79
• Zanolli, K., Daggett, J., & Adams, T. (1996). Teaching preschool age autistic children to make spontaneous initiations to peers using priming. Journal of Autism and Developmental Disorders, 26, 407-422.