Doğrudan- Gömülü Öğretimle Otizm Spektrum Bozukluğu Olan Öğrenciye Sosyal Beceri Öğretiminin Karşılaştırılması

Year 2026, Volume: 27 Issue: 1, 186 - 213, 31.01.2026

Mihriban Sönmez , İlknur Çifci Tekinarslan

https://doi.org/10.29299/kefad.1635688

Abstract

Otizm spektrum bozukluğu (OSB) olan çocukların sosyal becerileri edinim ve kullanımında yetersizliklerinin olduğu bilinmektedir. Sosyal beceriler OSB olan çocuklara çeşitli yöntemlerle öğretilmeye çalışılmaktadır. Bu araştırmada, sosyal beceri öğretiminde doğrudan öğretim (DÖ) ve gömülü öğretim (GÖ) yönteminin etkililik ve verimlilikleri karşılaştırılmıştır. Çalışmaya OSB olan yedi yaşında iki erkek öğrenci katılmış ve tek denekli araştırma yöntemlerinden biri olan uyarlamalı dönüşümlü uygulamalar modeli kullanılmıştır. Araştırmanın bağımlı değişkenleri kendini tanıtma ve izin isteme becerileri, bağımsız değişkenleri doğrudan ve gömülü öğretimdir. Bağımsız değişkenlerin etkililik verileri grafiksel analiz ve etki büyüklüğü hesaplaması şeklinde sunulmuş, verimlilik ve sosyal geçerlilik verileri ise betimsel olarak analiz edilmiştir. Araştırma sonucunda her iki bağımsız değişkenin etkili olduğu, deneklerin edindikleri sosyal becerileri farklı ortam ve kişilere genelleyebildikleri, çalışma sona erdikten bir, üç, beş hafta sonra sürdürebildikleri bulgularına ulaşılmıştır. Doğrudan öğretimin her iki denekte de daha verimli olduğu görülmüştür. Ayrıca denekler her iki uygulamadan da hoşlandıklarını, deneklerin öğretmenleri ise öğrencilerinin sosyal becerilerinde artışlar gözlemlediklerini belirtmişlerdir.

Keywords

Otizm , Doğal Öğretim , Yapılandırılmış Öğretim , Sosyal Beceri

Direct and Embedded Instruction for Students with ASD: Comparison of Social Skills Instruction

Abstract

It is known that children with autism spectrum disorder (ASD) have inadequacies in acquiring and using social skills. Social skills are tried to be taught to children with ASD through various methods. In this study, the effectiveness and efficiency of direct instruction (DT) and embedded instruction (EI) methods in teaching social skills were compared. Two seven-year-old male students diagnosed with ASD participated in the study and one of the single-subject research methods, the adaptive alternating treatments model, was used. The dependent variables of the study were self-introduction and permission seeking skills, and the independent variables were direct and embedded instruction. While the effectiveness data of the independent variables were presented as graphical analysis and effect size calculation, efficiency and social validity data were analyzed descriptively. As a result of the study, it was found that the independent variables were effective, the subjects were able to generalize the social skills they acquired to different settings and people, and they were able to maintain these skills after one, three, and five weeks. Direct instruction was found to be more efficient in both subjects. In addition, the subjects stated that they enjoyed both interventions, and the teachers of the subjects stated that they observed increases in the social skills of their students.

Keywords

Autism , Natural Teaching , Structured Instruction , Social Skills

References

• Agran, M., Salzberg, C. L., & Stowitschek, J. J. (1987). An analysis of the effects of a social skills training program using self-instructions on the acquisition and generalization of two social behaviors in a work setting. Journal of the Association for Persons with Severe Handicaps, 12(2), 131-139. https://doi.org/10.1177/154079698701200207
• Aldemir Fırat, Ö., ve Ergenekon, Y. (2018b). Uygulamacılar için özel eğitimde farklı bir bakış açısı: gömülü öğretim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi. 19(2), 379-401. https://doi.org/10.21565/ozelegitimdergisi.328444
• Aldemir Fırat, Ö. A., ve Ergenekon, Y. (2021). Okul öncesi öğretmenlerince sunulan gömülü öğretimin kaynaştırma öğrencilerinin hedef davranışlarını edinmelerindeki etkililiği. Eğitim ve Bilim. 46(207), 1-21. http://dx.doi.org/10.15390/EB.2021.9280
• Alptekin, S. (2010). Akranların sosyal becerilere model olduğu doğrudan öğretimin zihinsel engelli öğrencinin sosyal becerileri kazanması, sürdürmesi, genellemesi ve sosyal kabulüne etkisi. [Doktora Tezi, Gazi Üniversitesi]. Ulusal Tez Merkezi.
• American Psychiatric Association. (APA). (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing
• Avcıoğlu, H. (2013). Zihinsel yetersizliği olan öğrencilere selam verme becerisinin öğretiminde videoyla model olmanın etkililiği. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 455-477. https://www.idealonline.com.tr/IdealOnline/pdfViewer/index.xhtml?uId=1258&ioM=Paper&preview=true&isViewer=true#pagemode=bookmarks
• Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162. https://doi.org/10.1177/07419325070280030401
• Berkeban, C. H. (2013). Gelişimsel yetersizliği olan çocuklara toplumsal uyarı işaretlerinin öğretiminde gömülü öğretimle sunulan eşzamanlı ipucuyla öğretimin etkililiği. [Yüksek Lisans Tezi, Anadolu Üniversitesi] Ulusal Tez Merkezi.
• Blank, D., Fogarty, B., Wierzba, K., & Yore, N. (2000). Improving Social Skills through Cooperative Learning and Other Instructional Strategies. [Master's Action Research Project, Saint Xavier University and SkyLight Field-Based Masters Program, Chicago, Illinois]. Electronic Theses & Dissertations. https://files.eric.ed.gov/fulltext/ED443552.pdf
• Boekhoff, C. (2022). Aligning Instructional Practices and Direct Instruction to Improve the Social-Emotional Competencies of Students. [An Action Research Project Master of Education, Northwestern College]. Electronic Theses & Dissertations. https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1382&context=education_masters https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1382&context=education_masters
• Bozkuş Genç, G. (2017). Otizm spektrum bozukluğu olan çocuklara soru sorarak iletişim başlatmanın kazandırılmasında temel tepki öğretiminin etkileri. [Doktora tezi, Anadolu Üniversitesi] Ulusal Tez Merkezi.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2012). Bilimsel araştırma yöntemleri (11. Bs.). Pegem Akademi.
• Cadette, J. N., Wilson, C. L., Brady, M. P., Dukes, C., & Bennett, K. D. (2016). The effectiveness of direct instruction in teaching students with autism spectrum disorder to answer “Wh-” questions. Journal of Autism and Developmental Disorders, 46(9), 2968-2978. https://doi.org/10.1007/s10803-016-2825-2
• Centers for Disease Control and Prevention (April 4, 2023) Data & Statistics on Autism Spectrum Disorder. https://www.cdc.gov/ncbddd/autism/data.html#print
• Chamberlain, B. O. (2002). Isolation or involvement? The social networks of children with autism included in regular classes. [Doctoral dissertation, Unıversıty Of Calıfornıa]. https://www.proquest.com/docview/275711120?pq-origsite=gscholar&fromopenview=true
• Chiara, L., Schuster, J. W., Bell, J. K., & Wolery, M. (1995). Small-group massed-trial and individually-distributed-trial instruction with preschoolers. Journal of Early Intervention, 19(3), 203-217.https://doi.org/10.1177/105381519501900305
• Dağseven-Emecen, D. (2011). Zihin engellilere sosyal becerilerin kazandırılmasında doğrudan öğretim ve bilişsel süreç yaklaşımlarının karşılaştırılması. Kuram ve Uygulamada Eğitim Bilimleri, 11(3), 1403-1420.
• Diken, İ., Ardıç, A., Diken, Ö. ve Gilliam, JE (2012). Gilliam Otizm Derecelendirme Ölçeği-2'nin Türkçe Versiyonunun Geçerlilik ve Güvenilirliğinin Araştırılması: Türk Standardizasyon Çalışması. Eğitim ve Bilim, 37 (166). https://educationandscience.ted.org.tr/article/view/1097
• Edwards, T. (2019). The Effect of Daily Social Skills Instruction on Students with Emotional Behavioral Disabilities. [An Action Research Project Master of Education, Goucher College].
• Eldeniz-Çetin, M. (2017). Özel gereksinimli bireylerin tercihlerinin değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(02), 309-328. https://doi.org/10.21565/ozelegitimdergisi.293726
• Eren, B., Deniz, J., ve Duzkantar, A. (2013). The effectiveness of embedded teaching through the most-to-least prompting procedure in concept teaching to children with autism within orff-based music activities. Educational Sciences: Theory and Practice, 13(3), 1877-1885. https://eric.ed.gov/?id=EJ1017660
• Erbaş, D. (2018). Güvenirlik. İçinde E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar (ss.109-126). Anı Yayıncılık.
• Flores, M. M., & Ganz, J. B. (2007). Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays. Focus on Autism and Other Developmental Disabilities, 22(4), 244-251. https://doi.org/10.1177/10883576070220040601
• Flores, M. M., Schweck, K. B., & Hinton, V. (2016). Teaching Language Skills to Preschool Students with Developmental Delays and Autism Spectrum Disorder Using Language for Learning. Rural Special Education Quarterly, 35(1), 3-12. https://doi.org/10.1177/875687051603500102
• Fox, L., & Hanline, M. F. (1993). A preliminary evaluation of learning within developmentally appropriate early childhood settings. Topics in Early Childhood Special Education, 13(3), 308-327. https://doi.org/10.1177/027112149301300308
• Ganz, J. B., & Flores, M. M. (2010). Supporting the Play of Preschoolers With Autism Spectrum Disorders: Implementation of Visual Scripts. Young Exceptional Children, 13(2), 58-70. https://doi.org/10.1177/1096250609351795
• Geiger, K. B., Carr, J. E., LeBlanc, L. A., Hanney, N. M., Polick, A. S., & Heinicke, M. R. (2012). Teaching receptive discriminations to children with autism: A comparison of traditional and embedded discrete trial teaching. Behavior analysis in practice, 5(2), 49-59. https://doi.org/10.1007/BF03391823
• Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional children, 67(3), 331-344. https://doi.org/10.1177/001440290106700303
• Grisham-Brown, J., Ridgley, R., Pretti-Frontczak, K., Litt, C., & Nielson, A. (2006). Promoting positive learning outcomes for young children in inclusive classrooms: A preliminary study of children's progress toward pre-writing standards. Journal of Early and Intensive Behavior Intervention, 3(1), 171–183. https://doi.org/10.1037/h0100329
• Grisham-Brown, J., Pretti-Frontczak, K., Hawkins, S. R., & Winchell, B. N. (2009). Addressing Early Learning Standards for All Children Within Blended Preschool Classrooms. Topics in Early Childhood Special Education, 29(3), 131-142. https://doi.org/10.1177/0271121409333796
• Gürgör Kılıç, F. G. (2020). Otizm spektrum bozukluğu olan çocuklara meslek isimlerinin öğretiminde yapılandırılmış ve gömülü öğretimle sunulan ayrık denemelerle öğretim uygulamalarının etkililikleri ve verimlilikleri. [Doktora tezi, Anadolu Üniversitesi] Ulusal Tez Merkezi.
• Harper, C. B., Symon, J. B., & 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(5), 815-826. https://doi.org/10.1007/s10803-007-0449-2
• Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20(4), 208-223. https://doi.org/10.1177/027112140002000402
• Hughes, C., Golas, M., Cosgriff, J., Brigham, N., Edwards, C., & Cashen, K. (2011). Effects of a Social Skills Intervention among High School Students with Intellectual Disabilities and Autism and Their General Education Peers. Research and Practice for Persons with Severe Disabilities, 36(1-2), 46-61. https://doi.org/10.2511/rpsd.36.1-2.46
• Hume, K., Steinbrenner, J.R., Odom, S.L. et al. Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review. J Autism Dev Disord 51, 4013–4032 (2021). https://doi.org/10.1007/s10803-020-04844-2
• Jameson, J. M., Walker, R., Utley, K., & Maughan, R. (2012). A Comparison of Embedded Total Task Instruction in Teaching Behavioral Chains to Massed One-on-One Instruction for Students With Intellectual Disabilities: Accessing General Education Settings and Core Academic Content. Behavior Modification, 36(3), 320-340. https://doi.org/10.1177/0145445512440574
• Kamps, D., Heitzman-Powell, L., Rosenberg, N., Mason, R., Schwartz, I., & Romine, R. S. (2016). Effects of reading mastery as a small group intervention for young children with ASD. Journal of Developmental and Physical Disabilities, 28, 703-722. https://doi.org/10.1007/s10882-016-9503-3
• Kroeger, K. A., Schultz, J. R., & Newsom, C. (2007). A comparison of two group-delivered social skills programs for young children with autism. Journal of autism and developmental disorders, 37, 808-817. https://doi.org/10.1007/s10803-006-0207-x
• Kurt, O., (2018). Uyarlamalı dönüşümlü uygulamalar modeli. İçinde E. T. İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar (2. Baskı). (ss. 300-348). Anı Yayıncılık.
• La Greca, A. M., Stone, W. L., & Bell, C. R. (1983). Facilitating the vocational-interpersonal skills of mentally retarded individuals. American Journal of Mental Deficiency, 88(3), 270-278. https://europepmc.org/article/med/6650578
• Leaf, R. Leaf, J.B.; Leaf, J.A.; Alcalay, A.; Kassardjian, A.; Tsuji, K.; Dale, S.; Ravid, D.; Taubman, M.; McEachin, J.; Leaf, R. (2016). Comparison of most-to-least prompting to flexible prompt fading for children with autism spectrum disorder. Exceptionality, 24(2), 109-122. https://doi.org/10.1080/09362835.2015.1064419
• Longino, E., Richling, S. M., McDougale, C. B., & Palmier, J. M. (2021). The effects of mastery criteria on maintenance: A replication with most-to-least prompting. Behavior Analysis in Practice, 15, 397–405. https://doi.org/10.1007/s40617-021-00562-y
• Macy, M. G., & Bricker, D. D. (2007). Embedding individualized social goals into routine activities in inclusive early childhood classrooms. Early Child Development and Care, 177(2), 107-120. https://doi.org/10.1080/03004430500337265
• Malmskog, S., & McDonnell, A. P. (1999). Teacher-mediated facilitation of engagement by children with developmental delays in inclusive preschools. Topics in Early Childhood Special Education, 19(4), 203-216. https://doi.org/10.1177/027112149901900401
• Matson, J. L., & Wilkins, J. (2007). A critical review of assessment targets and methods for social skills excesses and deficits for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 1(1), 28-37. https://doi.org/10.1016/j.rasd.2006.07.003
• McBride, B. J., & Schwartz, I. S. (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in early childhood special education, 23(1), 5-17. https://doi.org/10.1177/027112140302300102
• McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of autism and developmental disorders, 32(5), 351-372. https://doi.org/10.1023/A:1020537805154
• McDonnell J., Johnson J. W., McQuivey C. (2008). Embedded instruction for students with developmental disabilities in general education classes (Vol. 6). Arlington, VA: Council for Exceptional Children.
• McMahon, C. M., Wacker, D. P., Sasso, G. M., & Melloy, K. J. (1994). Evaluation of the multiple effects of a social skill intervention. Behavioral Disorders, 20(1), 35-50. https://doi.org/10.1177/019874299402000105
• Morgan, D. P., & Jenson, W. R. (1988). Teaching behaviorally disordered students: Preferred practices. Merrill Publishing Co.
• Odluyurt, S. (2011). The Effects of Constant Time Delay Embedded into Teaching Activities for Teaching the Names of Clothes for Preschool Children with Developmental Disabilities. Educational Sciences: Theory and Practice, 11(3), 1457-1460. https://files.eric.ed.gov/fulltext/EJ936326.pdf
• Odluyurt, S., ve Batu, E. S. (2010). Gelişimsel yetersizlik gösteren çocuklara kaynaştırmaya hazırlık becerilerinin öğretimi. Educational Sciences: Theory & Practice, 10(3). https://earsiv.anadolu.edu.tr/xmlui/bitstream/handle/11421/15580/15580.pdf?sequence=1
• Olçay-Gül, S. (2016). The combined use of video modeling and social stories in teaching social skills for individuals with intellectual disability. Educational Sciences: Theory & Practice, 16, 83–107. https://doi.org/10.12738/estp.2016.1.0046
• Olçay-Gül, S. (2018). Sosyal beceri ve sosyal yeterlik. İçinde İ. Çifci-Tekinarslan ve N. Öncül (Ed.), Özel eğitimde sosyal uyum becerilerinin öğretimi 2 içinde (ss. 1-37). Vize Akademik.
• Özaydın, L., İfter, T. E., ve Kaner, S. (2008). Arkadaşlık becerilerini geliştirme programının özel gereksinimi olan okul öncesi çocuklarının sosyal etkileşimlerine etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(01), 15-34. https://doi.org/10.1501/Ozlegt_0000000112
• Özkan, Ş. Y., Ergenekon, Y., Çolak, A., Kaya, Ö., ve Cavkaytar, S. (2015). Otizm spektrum bozukluğu. İçinde A. Cavkaytar (Ed.). Aile ve Sosyal Politikalar Bakanlığı.
• Özokcu, O., Akçamete, G., ve Özyürek, M. (2017). Examining the Effectiveness of Direct Instruction on the Acquisition of Social Skills of Mentally Retarded Students in Regular Classroom Settings. Journal of Education and Training Studies, 5(4), 214-226. https://eric.ed.gov/?id=EJ1139176
• Özokçu, O. Y. (2008). Birlikte eğitim ortamlarındaki zihin engelli öğrencilere sosyal becerilerin kazandırılmasında doğrudan öğretim yönteminin etkililiğinin incelenmesi. [Doktora Tezi, Ankara Üniversitesi]. Ulusal Tez Merkezi.
• Prater, M. A., Bruhl, S., & Serna, L. A. (1998). Acquiring social skills through cooperative learning and teacher-directed instruction. Remedial and Special Education, 19(3), 160-172. https://doi.org/10.1177/074193259801900304
• Rakap, S. (2017a). Tek denekli araştırma yöntemleri. İçinde D. Erbaş, & Ş. Yücesoy-Özkan (Eds.), Uygulamalı davranış analizi (ss. 156-212). Pegem Akademi.
• Rakap, S. (2017c). Impact of coaching on preservice teachers’ use of embedded instruction in inclusive preschool classrooms. Journal of Teacher Education, 68(2), 125-139. https://doi.org/10.1177/0022487116685753 Rakap, S., ve Balikci, S. (2017). Using embedded instruction to teach functional skills to a preschool child with autism. International Journal of Developmental Disabilities, 63(1), 17-26. https://doi.org/10.1080/20473869.2015.1109801
• Rakap, S., Yücesoy-Özkan, Ş., & Kalkan, S. (2020). Effect size calculations in single-case experimental research design: An investigation of nonoverlap methods: Turkish journal of psychology. Türk Psikoloji Dergisi, 35(85), 61-64. doi: https://doi.org/10.31828/tpd1300443320181023m000015
• Rutherford Jr, R. B., Mathur, S. R., & Quinn, M. M. (1998). Promoting social communication skills through cooperative learning and direct instruction. Education and Treatment of Children, 354-369. https://www.jstor.org/stable/42940512
• Salari, N., Rasoulpoor, S., Rasoulpoor, S., Shohaimi, S., Jafarpour, S., Abdoli, N., ... & Mohammadi, M. (2022). The global prevalence of autism spectrum disorder: a comprehensive systematic review and meta-analysis. Italian journal of pediatrics, 48(1), 112. https://doi.org/10.1186/s13052-022-01310-w Sargent, L. R. (1983). Project SISS: Social Skills Program. Draft.
• Sargent, L. R. (1998). Social skills for school and community: systematic ınstruction for children and youth with cognitive delays. cec publications, council for exceptional children, CEC Publications.
• Sazak-Pınar, E., ve Çifçi-Tekinarslan, İ. (2003). Zihin engelli birey için hazırlanan akran aracılı sosyal beceri öğretim programının etkiliğinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(02), 13-30. https://doi.org/10.1501/Ozlegt_0000000204
• Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of autism and developmental disorders, 45(8), 2411-2428. https://doi.org/10.1007/s10803-015-2407-8
• Sewell, T. J., Collins, B. C., Hemmeter, M. L., & Schuster, J. W. (1998). Using simultaneous prompting within an activity-based format to teach dressing skills to preschoolers with developmental delays. Journal of Early Intervention, 21(2), 132-145. https://doi.org/10.1177/105381519802100206
• Simpson, K., & Keen, D. (2010). Teaching young children with autism graphic symbols embedded within an interactive song. Journal of Developmental and Physical Disabilities, 22(2), 165-177. https://doi.org/10.1007/s10882-009-9173-5
• Snyder, P., Hemmeter, M. L., McLean, M., Sandall, S., & McLaughlin, T. (2013). Embedded instruction to support early learning in response-to-intervention frameworks. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-to-intervention in early childhood (pp. 283-298). MD: Brookes. https://brookespublishing.com/wp-content/uploads/2021/06/buysse-RTI-foundations.pdf
• Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-Based Practices for Children, Youth, and Young Adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://files.eric.ed.gov/fulltext/ED609029.pdf
• Şahin, Ş. (2015). Otizmli çocuklara toplumsal uyarı işaretlerinin öğretiminde geleneksel ve gömülü öğretimle sunulan sabit bekleme süreli öğretimin etkililik ve verimliliklerinin karşılaştırılması. [Yüksek Lisans, Anadolu Üniversitesi] Ulusal Tez Merkezi.
• Talantseva, O. I., Romanova, R. S., Shurdova, E. M., Dolgorukova, T. A., Sologub, P. S., Titova, O. S., ... & Grigorenko, E. L. (2023). The global prevalence of autism spectrum disorder: A three-level meta-analysis. Frontiers in psychiatry, 14, 1071181. https://doi.org/10.3389/fpsyt.2023.1071181
• Tantam, D. (2003). The challenge of adolescents and adults with Asperger syndromes. Child and adolescent psychiatric clinics of North America.12(1), 143-163. https://doi.org/10.1016/S1056-4993(02)00053-6
• Tekin-İftar, E. ve Değirmenci, H. D. (2019). Otizm spektrum bozukluğu olan çocuklara sosyal becerilerin öğretimi. İçinde E. T. İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocukların Öğretimi. (ss. 264-272). Ankara. Vize Yayıncılık. Tekin-İftar, E. (2018). Eğitim ve davranış bilimlerinde tek-denekli araştırmalar (2. Baskı). Anı Yayıncılık.
• Thiemann, K. S., & Goldstein, H. (2004). Effects of peer training and written text cueing on social communication of school-age children with pervasive developmental disorder. Journal of Speech, Language, and Hearing Research. 47(1) 126-144. https://doi.org/10.1044/1092-4388(2004/012)
• Thompson, J. L., Wood, C. L., Test, D. W., & Cease-Cook, J. (2012). Effects of Direct Instruction on Telling Time by Students with Autism. Journal of Direct Instruction, 12, 1-12. https://eric.ed.gov/?id=EJ1054076
• Türer, H. (2010). Zihinsel engelli öğrencilere teşekkür etme ve özür dileme becerilerinin öğretiminde doğrudan öğretim yönteminin etkililiği. [Doktora Tezi, Selçuk Üniversitesi] Ulusal Tez Merkezi.
• Ünal, F. (2018). Koçluk desteğiyle sunulan web tabanlı mesleki gelişim portalının okul öncesi öğretmenlerinin gömülü öğretim becerileri ile gelişimsel yetersizliği olan çocukların hedef davranışları üzerindeki etkililiği. [Doktora Tezi, Anadolu Üniversitesi] Ulusal Tez Merkezi.
• Venn, M. L., Wolery, M., Werts, M. G., Morris, A., DeCesare, L. D., & Cuffs, M. S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers. Early Childhood Research Quarterly, 8(3), 277-294. https://doi.org/10.1016/S0885-2006(05)80068-7
• Vivanti, G., & Zhong, H. N. (2020). Naturalistic developmental behavioral interventions for children with autism. In Clinical Guide to Early Interventions for Children with Autism (pp. 93-130). Springer, Cham.
• Wheeler, J. J., Bates, P., Marshall, K. J., & Miller, S. R. (1988). Teaching appropriate social behaviors to a young man with moderate mental retardation in a supported competitive employment setting. Education and Training in Mental Retardation, 105-116. https://www.jstor.org/stable/23878434
• Wolery, M., Gast, D. L., & Ledford, J. R. (2014). Comparison designs. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 297–345). Routledge.
• Wolfe, K., Blankenship, A., & Rispoli, M. (2018). Generalization of skills acquired in language for learning by young children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 30, 1-16. https://doi.org/10.1007/s10882-017-9572-y
• Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of autism and developmental disorders, 45, 1951-1966. https://doi.org/10.1007/s10803-014-2351-z