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Otizm Spektrum Bozukluğu Olan Çocuklarda Taklit, Oyun, Jestler ile Sözcük Dağarcığının İlişkisi

Year 2018, Volume: 26 Issue: 3, 673 - 684, 15.09.2018
https://doi.org/10.24106/kefdergi.409549

Abstract

Otizm spektrum bozukluğu olan çocuklar, sözel olmayan
iletişim becerilerinde ve dil gelişiminde sınırlılıklar yaşamaktadır. Dil ve
iletişim becerilerinde yaşanan bozukluklar otizm spektrum bozukluğunun tanı
ölçütlerinden biridir. Birçok çalışma, sözel olmayan iletişim becerilerinin,
alıcı ve ifade edici dil gelişimi ile ilişkili olduğunu göstermektedir. Bu
araştırmada taklit oyun ve jestleri ile OSB olan çocukların alıcı ifade edici
sözcük dağarcığı arasındaki ilişkiler incelenmiştir. Araştırmanın çalışma
grubu, 3-6 yaş arası 7 kız, 29 erkek toplam 36 OSB tanılı çocuktan
oluşmaktadır. Araştırmanın sonucunda taklit, jest ve oyun becerilerinin hem
alıcı hem de ifade edici sözcük dağarcığı ile ilişkili olduğu bulunmuştur. Bununla
birlikte sadece jest kullanımının alıcı ve ifade edici sözcük dağarcığını
anlamlı olarak yordadığı bulunmuştur. Araştırmanın bulgularına göre, OSB olan
çocuklarda jest kullanımlarının, çocukların sözcük dağarcığı gelişiminde önemli
bir rolü olabileceği düşünülmektedir.

References

  • Aksu-Koç A., Acarlar F., Küntay, A. ve diğ. (2008). TİGE-Measurement and evaluation of early communicative competence of Turkish children: The adaptation of MacArthur-Bates Communicative Development Inventory (CDI) into Turkish. 12th Congress of the International Clinical Phonetics and Linguistics Association. 25-28 June, 2008. İstanbul, Türkiye
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Baranek, G. T., Reinhartsen, D., & Wannamaker, S. (2001). Play: Engaging children with autism. In R. Heubner (ed.), Sensorimotor interventions in autism (pp., 311-351). Philadelphia: Davis.
  • Bates, E. (1979). Intentions, conventions, and symbols. In E. Bates (Ed.), The emergence of symbols: Cognition and communication in Infancy (pp. 33-68). New York, NY: Academic Press.
  • Brown, J., & Whiten, A. (2000). Imitation, theory of mind and related activities in autism: An observational study of spontaneous behavior in everyday contexts. Autism, 4(2), 185-204.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Erkan-Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (16. baskı). Ankara: Pegem Akademi.
  • Capone, N. C., & McGregor, K. K. (2004). Gesture development: a review for clinical and research practices. Journal of Speech, Language, and Hearing Research, 47(1), 173-186.
  • Carpenter, M. (2006). Instrumental, social, and shared goals and intentions in imitation. In S. J. Rogers & J. H. G. Williams (Eds.), Imitation and the social mind: Autism and the typical development (pp. 48-70). New York, NY: The Guilford Press.
  • Carpenter, M., Tomasello, M., & Striano, T. (2005). Role reversal imitation and language in typically developing infants and children with autism. Infancy, 8(3), 253-278.
  • Charman,T., & Baron-Cohen, S. (1997). Brief report: Prompted pretend play in autism. Journal of Autism and Developmental Disorders, 27(3), 325-332.
  • Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development, 15(4), 481-498.
  • Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language & Communication Disorders, 38(3), 265-285.
  • Charman,T., Swettenham, J., Baron-Cohen, S., Cox, S., Baird, G., & Drew, A. (1997). Infants with autism: an investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33(5), 781-789.
  • Chawarska, K., & Volkmar, F. R. (2005). Autism in infancy and early childhood. In F.R. Volkmar, R. Paul., A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (3th ed., pp. 223- 246). Hoboken, New Jersey: John Wiley & Sons, Inc.
  • Crais, E., Douglas, D. D., & Campell, C. C. (2004). The intersection of the development of gestures and intentionality. Journal of Speech, Language, and Hearing Research, 47(3), 678-694.
  • Dawson, G., Meltzoff, A. N., Osterling, J., & Rinaldi, J. (1998). Neuropsychological correlates of early symptoms of autism. Child Development, 69(5), 1276-1285.
  • Goldin-Meadow, S. (2007). Pointing sets the stage for learning language and creating language. Child Development, 78(3), 741-745.
  • Hobson, R. P., Lee, A., & Hobson, J. A. (2009). Qualities of symbolic play among children with autism: A social-developmental perspective. Journal of Autism and Developmental Disorders, 39(1), 12-22.
  • Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16(5), 367-371.
  • Iverson, J. M., & Thal, D. J. (1998). Communicative transitions: There’s more to the hand than meets the eye. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 59-86). Baltimore, MD: Paul H. Brookes Publishing.
  • İncekaş Gassaloğlu, S., Baykara, B., Avcil, S., & Demiral, Y. (2016). Çocukluk otizmi derecelendirme ölçeği Türkçe formunun geçerlik ve güvenirlik çalışması. Türk Psikiyatri Dergisi, 27(4), 266-274.
  • Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16(2-3), 287-308.
  • Klin, A. (2006). Autism and Asperger syndrome: an overview. Revista Brasileira de Psiquiatra, 28(1), 3-11. Retrieved October 27, 2015, from http://www.scielo.br/scielo.php?script=sci_arttext&pid=S151644462006000500002&lng=en&tlng=en.
  • Landa, R. (2007). Early communication development and intervention for children with autism. Mental Retardation and Developmental Disabilities, 13(1), 16-25.
  • Lewis, V., Boucher, J., Lupton, L., & Watson, S. (2000). Relationships between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language & Communication Disorders, 35(1), 117-127.
  • Luyster, R. J., Kadlec, M. B., Carter, A., & Tager-Flusberg, H. (2008). Language assessment and development in toddlers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(8), 1426-1438.
  • Lyytinen, P., Laakso, M. L., Poikkeus, A. M., & Rita, N. (1999). The development and predictive relations of play and language across the second year. Scandinavian Journal of Psychology, 40(3), 177-186.
  • Mayes, S. D., Calhoun, S. L., Murray, M. J., Pearl, A., Black., A., & Tierney, C. D. (2014). Final DSM-5 under-identifies mild autism spectrum disorder: Agreement between the DSM-5, CARS, CASD, and clinical diagnosis. Research in Autism Spectrum Disorders, 8(2), 68-73.
  • McCune, L. (1995). A normative study of representational play in the transition to language. Developmental Psychology, 31(2), 198-206.
  • Mundy, P., & Markus, J. (1997). On the nature of communication and language impairment in autism. Mental Retardation and Developmental Disabilities Research Reviews, 3(4), 343-349.
  • Nadel, J. (2006). Does imitation matter to children with autism? In S. J. Rogers & J. H. G. Williams (Eds.), Imitation and the social mind: autism and typical development (pp. 118-137). New York, NY: The Guilford Press.
  • Ökcün-Akçamuş, M. Ç. (2016). Otizm spektrum bozukluğu olan çocukların sosyal iletişim becerileri ve dil gelişim özellikleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(2), 163-192.
  • Ökcün-Akçamuş, M. Ç. (2015). Otizm spektrum bozukluğu olan çocuklarda söz-öncesi sosyal iletişim becerilerinin dilin bileşenleri ile ilişkisinin incelenmesi. Yayımlanmamış Doktora Tezi. Ankara Üniversitesi, Ankara.
  • Ökcün-Akçamuş, M. Ç., Acarlar, F., Keçeli-Kaysılı, B., & Alak, G. (2017). Examination of the relationship between gestures and vocabulary in children with autism spectrum disorder at different language stages. Early Child Development and Care. DOI:10.1080/03004430.2017.1344233
  • Özçalışkan, Ş., Adamson, L. B., & Dimitrova, N. (2016). Early deictic but not other gestures predict later vocabulary in both typical development and autism. Autism,20(6), 754-763.
  • Park, E., & Kim, J. (2016). Factor structure of the Childhood Autism Rating Scale as per DSM-5. Pediatrics International, 58(2), 139-145.
  • Paul, R. (2007). Communication and its development in autism spectrum disorders. In F. R. Volkmar (Ed.), Autism and pervasive developmental disorders (2nd ed., pp. 129-155). New York, NY: Cambridge University Press.
  • Rogers, S. J., Hepburn, S. L., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. The Journal of Child Psychology and Psychiatry, 44(5), 763-781.
  • Rowe, M. L., & Goldin-Meadow, S. (2009). Early gesture selectively predicts later language learning. Developmental Science, 12(1), 182-187.
  • Smith, V., Mirenda, P., & Zaidman-Zait, A. (2007). Predictors of expressive vocabulary growth in children autism. Journal of Speech, Language and Hearing Research, 50(1), 149-160.
  • Stanley, C. G., & Konstantareas, M. M. (2007). Symbolic play in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 37(7), 1215–1223.
  • Stone, W., Lemanek, K. L., Fishel, P. T., Fernandez M., C., & Altemeier, W. A. (1990). Play and imitation skills in the diagnosis of autism in young children. Pediatrics, 86(2), 267-272.
  • Stone, W. L., Ousley, O. Y., & Littleford, C. D. (1997). Motor imitation in young children with autism: What’s the object? Journal of Abnormal Child and Psychology, 25(6), 475-485.
  • Stone, W. L., Ousley, O. Y., Yoder, P. J., Hogan, K. L., & Hepburn, S. L. (1997). Nonverbal communication in two and three year old children with autism. Journal of Autism and Developmental Disorders, 27(6), 677-696.
  • Striano, T., Tomasello, M., Rochat, P. (2001). Social and object support for early symbolic play. Developmental Science, 4(4), 442-455.
  • Shumway, S., & Wetherby, A. M. (2009). Communicative acts of children with autism spectrum disorders in the second year of life. Journal of Speech, Language and Hearing Research, 52(5), 1139-1156.
  • Tekin-İftar, E., Kurt, O., & Çetin, Ö. (2011). Yüksek ve düşük uygulama güvenirliğiyle sunulan sabit bekleme süreli öğretim uygulamalarının karşılaştırılması. Kuram ve Uygulamada Eğitim Bilimleri, 11(1), 363-381.
  • Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children autism spectrum disorder: Joint attention, imitation and toy play. Journal of Autism and Developmental Disorders, 36(8), 933-1005.
  • Töret, G., & Acarlar, F. (2011). Otizmli, down sendromlu ve normal gelişim gösteren Türk çocukların dil öncesi dönemdeki jest kullanım becerilerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(3), 1461-1478.
  • Töret, G., & Özmen, R. (2014). Erken çocukluk döneminde otizm spektrum bozukluğu olan çocuklarda taklit becerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(3), 51-66.
  • Turan, F., & Ökçün-Akçamuş, M. Ç. (2013). Otistik spektrum bozukluğu olan çocuklarda taklit becerileri ve taklidin alıcı-ifade edici dil gelişimi ile ilişkilerinin incelenmesi. Türk Psikiyatri Dergisi, 24(2), 111-116.
  • Wetherby, A. M. (2006). Understanding and measuring social communication in children with autism spectrum disorders. T. Charman, & W. Stone (Eds.), Social & communication development in autism spectrum disorders (pp 3-34). New York, NY: The Guilford Press.
  • Wetherby, A. M., Watt, N., Morgan, L., & Shumway, S. (2007). Social communication profiles of children with autism spectrum disorders late in the second year of life. Journal of Autism and Developmental Disorders, 37(5), 960-975.
  • Wolfberg, P. J. (1994). Case illustrations of emerging social relations and symbolic activity in children with autism through supported peer play (Doctoral dissertation). Available from ProQuest Dissertations and Theses Database. (UMI No. 9505068)

The Relationship between Imitation, Play, Gestures and Vocabulary in Children with Autism Spectrum Disorders

Year 2018, Volume: 26 Issue: 3, 673 - 684, 15.09.2018
https://doi.org/10.24106/kefdergi.409549

Abstract



Children with autism spectrum disorder
(ASD) have limitations in both nonverbal communication skills and language
development. Limitations in language and communication skills are one of the
diagnostic criteria for autism spectrum
disorder. Many studies show that nonverbal communication skills are related to receptive and expressive language
development. In this research, the relationship between imitating, play and
gestures and receptive-expressive vocabulary in children with autism spectrum
disorder was examined. The study group consisted of 36 children with ASD of
which 7 were girls, and 29 were boys who
were 3 to 6 years old.  The results showed
that there were relationships between
gesture use, imitation, play and receptive-expressive vocabulary. However,
receptive and expressive vocabulary was
significantly predicted only by the gesture use. According to the results of
this study, gesture use might be crucial in the development
of vocabulary in children with ASD. 

References

  • Aksu-Koç A., Acarlar F., Küntay, A. ve diğ. (2008). TİGE-Measurement and evaluation of early communicative competence of Turkish children: The adaptation of MacArthur-Bates Communicative Development Inventory (CDI) into Turkish. 12th Congress of the International Clinical Phonetics and Linguistics Association. 25-28 June, 2008. İstanbul, Türkiye
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Baranek, G. T., Reinhartsen, D., & Wannamaker, S. (2001). Play: Engaging children with autism. In R. Heubner (ed.), Sensorimotor interventions in autism (pp., 311-351). Philadelphia: Davis.
  • Bates, E. (1979). Intentions, conventions, and symbols. In E. Bates (Ed.), The emergence of symbols: Cognition and communication in Infancy (pp. 33-68). New York, NY: Academic Press.
  • Brown, J., & Whiten, A. (2000). Imitation, theory of mind and related activities in autism: An observational study of spontaneous behavior in everyday contexts. Autism, 4(2), 185-204.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Erkan-Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (16. baskı). Ankara: Pegem Akademi.
  • Capone, N. C., & McGregor, K. K. (2004). Gesture development: a review for clinical and research practices. Journal of Speech, Language, and Hearing Research, 47(1), 173-186.
  • Carpenter, M. (2006). Instrumental, social, and shared goals and intentions in imitation. In S. J. Rogers & J. H. G. Williams (Eds.), Imitation and the social mind: Autism and the typical development (pp. 48-70). New York, NY: The Guilford Press.
  • Carpenter, M., Tomasello, M., & Striano, T. (2005). Role reversal imitation and language in typically developing infants and children with autism. Infancy, 8(3), 253-278.
  • Charman,T., & Baron-Cohen, S. (1997). Brief report: Prompted pretend play in autism. Journal of Autism and Developmental Disorders, 27(3), 325-332.
  • Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., & Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development, 15(4), 481-498.
  • Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language & Communication Disorders, 38(3), 265-285.
  • Charman,T., Swettenham, J., Baron-Cohen, S., Cox, S., Baird, G., & Drew, A. (1997). Infants with autism: an investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33(5), 781-789.
  • Chawarska, K., & Volkmar, F. R. (2005). Autism in infancy and early childhood. In F.R. Volkmar, R. Paul., A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (3th ed., pp. 223- 246). Hoboken, New Jersey: John Wiley & Sons, Inc.
  • Crais, E., Douglas, D. D., & Campell, C. C. (2004). The intersection of the development of gestures and intentionality. Journal of Speech, Language, and Hearing Research, 47(3), 678-694.
  • Dawson, G., Meltzoff, A. N., Osterling, J., & Rinaldi, J. (1998). Neuropsychological correlates of early symptoms of autism. Child Development, 69(5), 1276-1285.
  • Goldin-Meadow, S. (2007). Pointing sets the stage for learning language and creating language. Child Development, 78(3), 741-745.
  • Hobson, R. P., Lee, A., & Hobson, J. A. (2009). Qualities of symbolic play among children with autism: A social-developmental perspective. Journal of Autism and Developmental Disorders, 39(1), 12-22.
  • Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16(5), 367-371.
  • Iverson, J. M., & Thal, D. J. (1998). Communicative transitions: There’s more to the hand than meets the eye. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 59-86). Baltimore, MD: Paul H. Brookes Publishing.
  • İncekaş Gassaloğlu, S., Baykara, B., Avcil, S., & Demiral, Y. (2016). Çocukluk otizmi derecelendirme ölçeği Türkçe formunun geçerlik ve güvenirlik çalışması. Türk Psikiyatri Dergisi, 27(4), 266-274.
  • Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16(2-3), 287-308.
  • Klin, A. (2006). Autism and Asperger syndrome: an overview. Revista Brasileira de Psiquiatra, 28(1), 3-11. Retrieved October 27, 2015, from http://www.scielo.br/scielo.php?script=sci_arttext&pid=S151644462006000500002&lng=en&tlng=en.
  • Landa, R. (2007). Early communication development and intervention for children with autism. Mental Retardation and Developmental Disabilities, 13(1), 16-25.
  • Lewis, V., Boucher, J., Lupton, L., & Watson, S. (2000). Relationships between symbolic play, functional play, verbal and non-verbal ability in young children. International Journal of Language & Communication Disorders, 35(1), 117-127.
  • Luyster, R. J., Kadlec, M. B., Carter, A., & Tager-Flusberg, H. (2008). Language assessment and development in toddlers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(8), 1426-1438.
  • Lyytinen, P., Laakso, M. L., Poikkeus, A. M., & Rita, N. (1999). The development and predictive relations of play and language across the second year. Scandinavian Journal of Psychology, 40(3), 177-186.
  • Mayes, S. D., Calhoun, S. L., Murray, M. J., Pearl, A., Black., A., & Tierney, C. D. (2014). Final DSM-5 under-identifies mild autism spectrum disorder: Agreement between the DSM-5, CARS, CASD, and clinical diagnosis. Research in Autism Spectrum Disorders, 8(2), 68-73.
  • McCune, L. (1995). A normative study of representational play in the transition to language. Developmental Psychology, 31(2), 198-206.
  • Mundy, P., & Markus, J. (1997). On the nature of communication and language impairment in autism. Mental Retardation and Developmental Disabilities Research Reviews, 3(4), 343-349.
  • Nadel, J. (2006). Does imitation matter to children with autism? In S. J. Rogers & J. H. G. Williams (Eds.), Imitation and the social mind: autism and typical development (pp. 118-137). New York, NY: The Guilford Press.
  • Ökcün-Akçamuş, M. Ç. (2016). Otizm spektrum bozukluğu olan çocukların sosyal iletişim becerileri ve dil gelişim özellikleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(2), 163-192.
  • Ökcün-Akçamuş, M. Ç. (2015). Otizm spektrum bozukluğu olan çocuklarda söz-öncesi sosyal iletişim becerilerinin dilin bileşenleri ile ilişkisinin incelenmesi. Yayımlanmamış Doktora Tezi. Ankara Üniversitesi, Ankara.
  • Ökcün-Akçamuş, M. Ç., Acarlar, F., Keçeli-Kaysılı, B., & Alak, G. (2017). Examination of the relationship between gestures and vocabulary in children with autism spectrum disorder at different language stages. Early Child Development and Care. DOI:10.1080/03004430.2017.1344233
  • Özçalışkan, Ş., Adamson, L. B., & Dimitrova, N. (2016). Early deictic but not other gestures predict later vocabulary in both typical development and autism. Autism,20(6), 754-763.
  • Park, E., & Kim, J. (2016). Factor structure of the Childhood Autism Rating Scale as per DSM-5. Pediatrics International, 58(2), 139-145.
  • Paul, R. (2007). Communication and its development in autism spectrum disorders. In F. R. Volkmar (Ed.), Autism and pervasive developmental disorders (2nd ed., pp. 129-155). New York, NY: Cambridge University Press.
  • Rogers, S. J., Hepburn, S. L., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. The Journal of Child Psychology and Psychiatry, 44(5), 763-781.
  • Rowe, M. L., & Goldin-Meadow, S. (2009). Early gesture selectively predicts later language learning. Developmental Science, 12(1), 182-187.
  • Smith, V., Mirenda, P., & Zaidman-Zait, A. (2007). Predictors of expressive vocabulary growth in children autism. Journal of Speech, Language and Hearing Research, 50(1), 149-160.
  • Stanley, C. G., & Konstantareas, M. M. (2007). Symbolic play in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 37(7), 1215–1223.
  • Stone, W., Lemanek, K. L., Fishel, P. T., Fernandez M., C., & Altemeier, W. A. (1990). Play and imitation skills in the diagnosis of autism in young children. Pediatrics, 86(2), 267-272.
  • Stone, W. L., Ousley, O. Y., & Littleford, C. D. (1997). Motor imitation in young children with autism: What’s the object? Journal of Abnormal Child and Psychology, 25(6), 475-485.
  • Stone, W. L., Ousley, O. Y., Yoder, P. J., Hogan, K. L., & Hepburn, S. L. (1997). Nonverbal communication in two and three year old children with autism. Journal of Autism and Developmental Disorders, 27(6), 677-696.
  • Striano, T., Tomasello, M., Rochat, P. (2001). Social and object support for early symbolic play. Developmental Science, 4(4), 442-455.
  • Shumway, S., & Wetherby, A. M. (2009). Communicative acts of children with autism spectrum disorders in the second year of life. Journal of Speech, Language and Hearing Research, 52(5), 1139-1156.
  • Tekin-İftar, E., Kurt, O., & Çetin, Ö. (2011). Yüksek ve düşük uygulama güvenirliğiyle sunulan sabit bekleme süreli öğretim uygulamalarının karşılaştırılması. Kuram ve Uygulamada Eğitim Bilimleri, 11(1), 363-381.
  • Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children autism spectrum disorder: Joint attention, imitation and toy play. Journal of Autism and Developmental Disorders, 36(8), 933-1005.
  • Töret, G., & Acarlar, F. (2011). Otizmli, down sendromlu ve normal gelişim gösteren Türk çocukların dil öncesi dönemdeki jest kullanım becerilerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 11(3), 1461-1478.
  • Töret, G., & Özmen, R. (2014). Erken çocukluk döneminde otizm spektrum bozukluğu olan çocuklarda taklit becerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(3), 51-66.
  • Turan, F., & Ökçün-Akçamuş, M. Ç. (2013). Otistik spektrum bozukluğu olan çocuklarda taklit becerileri ve taklidin alıcı-ifade edici dil gelişimi ile ilişkilerinin incelenmesi. Türk Psikiyatri Dergisi, 24(2), 111-116.
  • Wetherby, A. M. (2006). Understanding and measuring social communication in children with autism spectrum disorders. T. Charman, & W. Stone (Eds.), Social & communication development in autism spectrum disorders (pp 3-34). New York, NY: The Guilford Press.
  • Wetherby, A. M., Watt, N., Morgan, L., & Shumway, S. (2007). Social communication profiles of children with autism spectrum disorders late in the second year of life. Journal of Autism and Developmental Disorders, 37(5), 960-975.
  • Wolfberg, P. J. (1994). Case illustrations of emerging social relations and symbolic activity in children with autism through supported peer play (Doctoral dissertation). Available from ProQuest Dissertations and Theses Database. (UMI No. 9505068)
There are 54 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Review Article
Authors

Meral Çilem Ökcün-akçamuş

Publication Date September 15, 2018
Acceptance Date September 5, 2017
Published in Issue Year 2018 Volume: 26 Issue: 3

Cite

APA Ökcün-akçamuş, M. Ç. (2018). Otizm Spektrum Bozukluğu Olan Çocuklarda Taklit, Oyun, Jestler ile Sözcük Dağarcığının İlişkisi. Kastamonu Education Journal, 26(3), 673-684. https://doi.org/10.24106/kefdergi.409549

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