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Otizm Spektrum Bozukluğu Olan Bireyler İçin Teknoloji Temelli Müdahale Yöntemleri

Year 2018, Volume: 26 Issue: 6, 1851 - 1861, 15.11.2018
https://doi.org/10.24106/kefdergi.2203

Abstract

Otizm Spektrum Bozukluğu (OSB) olan bireylere yönelik teknoloji
kullanımı, günümüzde büyük oranda bir artış sergilemektedir. Bu çalışmanın
amacı; OSB olan farklı yaş grubundan bireylere farklı gelişim alanlarındaki
becerilerin öğretiminde teknoloji temelli müdahale yöntemlerinin kullanıldığı
araştırmalara ilişkin güncel bilgi sunmak ve bu müdahale yönteminin etkili olup
olmadığını ortaya koymaktır. Bu amaçla; OSB olan bireylerin farklı gelişim alanlarındaki
performansları üzerinde, teknoloji temelli müdahale yöntemlerinin etkililiğini
değerlendiren ve uluslararası hakemli dergilerde 2000-2017 yılları arasında
yayımlanmış toplam 45 makale incelenmiştir. İncelemeler sonucunda, teknoloji
temelli müdahale yöntemlerinin OSB olan her yaş grubundan bireylere çok farklı gelişim
alanlarındaki becerilerin öğretiminde etkili olarak kullanılabilecek bir yöntem
olduğu ortaya konmuştur.

References

  • Allen, K. D., Burke, R. V., Howard, M. R., Wallace, D. P., ve Bowen, S. L. (2012). Use of audio cuing to expand employment opportunities for adolescents with autism spectrum disorders and intellectual disabilities. Journal of Autism and Developmental Disabilities, 42, 2410–2419.
  • Allen, K. D., Wallace, D. P., Greene, D. J., Bowen, S. L., ve Burke, R. V. (2010). Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25, 186–192.
  • APA, 2013 American Psychiatric Association. APA Diagnostic and statistical manual of mental disorders American Psychiatric Publishing, Arlington.
  • Beaumont, R., ve Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. The Journal of Child Psychology and Psychiatry, 49, 743–753.
  • Bennett, K. D., Ramasamy, R., ve Honsberger, T. (2013). Further examination of covert audio coaching on improving employment skills among secondary students with autism. Journal of Behavioral Education, 22, 103–119.
  • Bereznak, S., Ayres, K. M., Mechling, L. C., ve Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24, 269–285.
  • Bernard-Opitz, V., Sriram, N., ve Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer assisted instruction. Journal of Autism and Developmental Disorders, 31, 377–384.
  • Bosseler, A., ve Massaro, D. W. (2003). Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. Journal of Autism and Developmental Disorders, 33, 653–672.
  • Cihak, D. F., Wright, R., ve Ayres, K. M. (2010). Use of self-modeling static-picture prompts via a handheld computer to facilitate self-monitoring in the general education classroom. Education and Training in Developmental Disabilities, 45(1), 136-149.
  • Clark, K., ve Green, G. (2004). Comparison of two procedures for teaching dictated-word/symbol relations to learners with autism. Journal of Applied Behavior Analysis, 37, 503–507.
  • Coleman, M. B., Hurley, K. J., ve Cihak, D. F. (2012). Comparing teacher-directed and computer assisted constant time delay for teaching functional sight words to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 280–292.
  • Edyburn, D. L. (2001). Models, theories, and frameworks: Contributions to understanding special education technology. Special Education Technology Practice, 4(2), 16-24.
  • Faja, S., Aylward, E., Bernier, R., ve Dawson, G. (2008). Becoming a face expert: A computerized face-training program for high-functioning individuals with autism spectrum disorders. Developmental Neuropsychology, 33, 1–24.
  • Finn, L., Ramasamy, R., Dukes, C., ve Scott, J. (2015). Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(5), 1408-1418.
  • Ganz, J. B. (2014). Aided augmentative and alternative communication for people with ASD. In J. Matson (series ed.), Autism and Child Psychopathology Series. New York, NY: Springer. doi: 10.1007/978-1-4939-0814-1.
  • Gierrach, J., ve Stindt, K. (2009). Assistive technology for activities of daily living. Assessing Students' Needs for Assistive Technology (ASNAT) 5th Edition complete version. J. Gierach (Ed.).
  • Golan, O., Ashwin, E., Granader, Y., McClintock, S., Day, K., Leggett, V., ve Baron-Cohen, S. (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders, 40(3), 269-279.
  • Golan, O., ve Baron-Cohen, S. (2006). Systemizing empathy: Teaching adults with Asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology, 18, 591–617.
  • Hart, J. E., ve Whalon, K. J. (2012). Using video-self modeling via iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 438–446.
  • Hetzroni, O. E., ve Tannous, J. (2004). Effects of a computer-based intervention program on the communicative functions of children with autism. Journal of Autism and Developmental Disorders, 34, 95–113.
  • Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Wimsalt, F. C., et al. (2011). Avatar assistant: Improving social skills in students with an ASD through computer-based intervention. Journal of Autism and Developmental Disorders, 41, 1543–1555.
  • Johnson, J. W., Blood, E., Freeman, A., ve Simmons, K. (2013). Evaluating the effectiveness of teacher-implemented video prompting on an iPod Touch to teach food preparation skills to high school students with autism spectrum *disorders. Focus on Autism and Other Developmental Disabilities, 28, 147–158.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. Nobel Yayın Dağıtım.
  • Kellems, R. O., ve Morningstar, M. E. (2012). Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career Development for Exceptional Individuals, 35, 155–167.
  • Knight, V., McKissick, B. R., ve Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2628-2648.
  • Kodak, T., Fisher, W. W., Clements, A., & Bouxsein, K. J. (2011). Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention. Research in Autism Spectrum Disorders, 5(1), 640-647.
  • Lacava, P. G., Golan, O., Baron-Cohen, S., ve Smith Myles, B. (2007). Using assistive technology to teach emotion recognition to students with Asperger syndrome: A pilot study. Remedial and Special Education, 28, 174–181.
  • Massaro, D. W., ve Bosseler, A. (2006). Read my lips: The importance of the face in a computer-animated tutor for vocabulary learning by children with autism. Autism, 10, 495–510.
  • McKnight, L., ve Davies, C. (2013). Current perspectives on assistive learning technologies 2012 review of research and challenges within the field. Current Perspectives on Assistive Learning Technologies. The Kellogg College Centre for Research into Assistive Learning Technologies.
  • Mechling, L. C., ve Ayres, K. M. (2012). A comparative study: Completion of fine motor office related tasks by high school students with autism using video models on large and small screen sizes. Journal of Autism and Developmental Disorders, 42, 2364–2373.
  • Mechling, L. C., Ayres, K. M., Foster, A. L., ve Bryant, K. J. (2013). Comparing the effects of commercially available and custommade video prompting for teaching cooking skills to high school students with autism. Remedial and Special Education, 34, 371–383.
  • Mechling, L. C., Gast, D. L., ve Cronin, B. A. (2006). The effects of presenting high-preference items, paired with choice, via computer-based video programming on task completion of students with autism. Focus on Autism and Other Developmental Disabilities, 21(1), 7–13.
  • Mechling, L., Gast, D., ve Seid, N. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 1420–1434.
  • Mechling, L., ve Savidge, E. (2011). Using a personal digital assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 687–704.
  • Mineo, B. A., Ziegler, W., Gill, S., ve Salkin, D. (2009). Engagement with electronic screen media among students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 172–187.
  • Moore, M., ve Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30, 359–362.
  • Myles, B. S., Ferguson, H., ve Hagiwara, T. (2007). Using a personal digital assistant to improve the recording of homework assignments by an adolescent with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 96–99.
  • Nepo, K. G. (2011). The use of technology to improve staff performance. International Journal of Behavioral Consultation and Therapy, 6, 134–141.
  • Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., ve Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.
  • Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Lee Smith-Canter, L., ve Strain, P. S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18(3), 166-175.
  • Odom, S. L., Thompson, J. L., Hedges, S., Boyd, B. A., Dykstra, J. R., Duda, M. A., ve Bord, A. (2015). Technology-aided interventions and instruction for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 3805-3819.
  • Ohtake, Y., Takahashi, A., ve Watanabe, K. (2015). Using an animated cartoon hero in video instruction to improve bathroom-related skills of a student with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 50(3), 343-355.
  • Reed, P. (2007). A resource guide for teachers and administrators about assistive technology. Wisconsin Assistive Technology Initiative.
  • Reagon, K., Higbee, T., ve Endicott, K. (2007). Using video instruction procedures with and without embedded text to teach object labeling to preschoolers with autism: A preliminary investigation. Journal of Special Education Technology, 22(1), 13–20.
  • Reichow, B., Volkmar, F. R., ve Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311-1319.
  • Rice, L. M., Wall, C. A., Fogel, A., ve Shic, F. (2015). Computer-assisted face processing instruction improves emotion recognition, mentalizing, and social skills in students with ASD. Journal of Autism and Developmental Disorders, 45(7), 2176-2186.
  • Richter, S., ve Test, D. (2011). Effects of multimedia social stories on knowledge of adult outcomes and opportunities among transition-aged youth with significant cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 46, 410–424.
  • Schlosser, R. W., Blischak, D. M., Belfiore, P. J., Bartley, C., ve Barnett, N. (1998). Effects of synthetic speech output and orthographic feedback on spelling in a student with autism: A preliminary study. Journal of Autism and Developmental Disorders, 28, 309–319.
  • Silver, M., ve Oakes, P. (2001). Evaluation of a new computer intervention to teach people with autism or Asperger syndrome to recognize and predict emotions in others. Autism, 5, 299–316.
  • Soares, D. A., Vannest, K. J., ve Harrison, J. (2009). Computer aided self-monitoring to increase academic production and reduce self injurious behavior in a child with autism. Behavioral Intervention, 24, 171–183.
  • Strickland, D. C., Coles, C. D., ve Southern, L. B. (2013). Jobtips: A transition to employment program for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(10), 2472-2483.
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2017) Özel Eğitimde Yanlışsız Öğretim Yöntemleri (4. Bs), Ankara: Vize Yayıncılık.
  • Tjus, T., Heimann, M., ve Nelson, K. E. (2001). Interaction patterns between children and their teachers when using a specific multimedia and communication strategy: Observations from children with autism and mixed intellectual disabilities. Autism: The International Journal of Research and Practice, 5, 175–187.
  • Van Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R., ve Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and Other Developmental Disabilities, 25, 195–208.
  • Van Laarhoven, T., Winiarski, L., Blood, E., ve Chan, J. M. (2012). Maintaining vocational skills of individuals with autism and developmental disabilities through video modeling. Education and Training in Autism and Developmental Disabilities, 47, 447–461.
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Technology Aided Interventions for Children with Autism Spectrum Disorders

Year 2018, Volume: 26 Issue: 6, 1851 - 1861, 15.11.2018
https://doi.org/10.24106/kefdergi.2203

Abstract

The use of technology for individuals with Autism Spectrum Disorder (ASD) has shown an increase
in recent years. The purpose of this study is; presenting current information
on research studies using technology-based intervention methods in the teaching
of skills in all developmental areas to individuals from all age groups with
ASD and to show if this intervention method is effective. For this purpose; on
the performance of individuals with ASD a total of 45 articles, in which the
purpose was assessing the effectiveness of technology-based intervention methods
and published in internationally refereed journals between 2000-2017, have been
reached. As a result, it has been revealed that technology-based intervention
methods can be used effectively in teaching different types of skills to
individuals with ASD from different age groups. The obtained findings are discussed.

References

  • Allen, K. D., Burke, R. V., Howard, M. R., Wallace, D. P., ve Bowen, S. L. (2012). Use of audio cuing to expand employment opportunities for adolescents with autism spectrum disorders and intellectual disabilities. Journal of Autism and Developmental Disabilities, 42, 2410–2419.
  • Allen, K. D., Wallace, D. P., Greene, D. J., Bowen, S. L., ve Burke, R. V. (2010). Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25, 186–192.
  • APA, 2013 American Psychiatric Association. APA Diagnostic and statistical manual of mental disorders American Psychiatric Publishing, Arlington.
  • Beaumont, R., ve Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. The Journal of Child Psychology and Psychiatry, 49, 743–753.
  • Bennett, K. D., Ramasamy, R., ve Honsberger, T. (2013). Further examination of covert audio coaching on improving employment skills among secondary students with autism. Journal of Behavioral Education, 22, 103–119.
  • Bereznak, S., Ayres, K. M., Mechling, L. C., ve Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24, 269–285.
  • Bernard-Opitz, V., Sriram, N., ve Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer assisted instruction. Journal of Autism and Developmental Disorders, 31, 377–384.
  • Bosseler, A., ve Massaro, D. W. (2003). Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. Journal of Autism and Developmental Disorders, 33, 653–672.
  • Cihak, D. F., Wright, R., ve Ayres, K. M. (2010). Use of self-modeling static-picture prompts via a handheld computer to facilitate self-monitoring in the general education classroom. Education and Training in Developmental Disabilities, 45(1), 136-149.
  • Clark, K., ve Green, G. (2004). Comparison of two procedures for teaching dictated-word/symbol relations to learners with autism. Journal of Applied Behavior Analysis, 37, 503–507.
  • Coleman, M. B., Hurley, K. J., ve Cihak, D. F. (2012). Comparing teacher-directed and computer assisted constant time delay for teaching functional sight words to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 280–292.
  • Edyburn, D. L. (2001). Models, theories, and frameworks: Contributions to understanding special education technology. Special Education Technology Practice, 4(2), 16-24.
  • Faja, S., Aylward, E., Bernier, R., ve Dawson, G. (2008). Becoming a face expert: A computerized face-training program for high-functioning individuals with autism spectrum disorders. Developmental Neuropsychology, 33, 1–24.
  • Finn, L., Ramasamy, R., Dukes, C., ve Scott, J. (2015). Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(5), 1408-1418.
  • Ganz, J. B. (2014). Aided augmentative and alternative communication for people with ASD. In J. Matson (series ed.), Autism and Child Psychopathology Series. New York, NY: Springer. doi: 10.1007/978-1-4939-0814-1.
  • Gierrach, J., ve Stindt, K. (2009). Assistive technology for activities of daily living. Assessing Students' Needs for Assistive Technology (ASNAT) 5th Edition complete version. J. Gierach (Ed.).
  • Golan, O., Ashwin, E., Granader, Y., McClintock, S., Day, K., Leggett, V., ve Baron-Cohen, S. (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders, 40(3), 269-279.
  • Golan, O., ve Baron-Cohen, S. (2006). Systemizing empathy: Teaching adults with Asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology, 18, 591–617.
  • Hart, J. E., ve Whalon, K. J. (2012). Using video-self modeling via iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 438–446.
  • Hetzroni, O. E., ve Tannous, J. (2004). Effects of a computer-based intervention program on the communicative functions of children with autism. Journal of Autism and Developmental Disorders, 34, 95–113.
  • Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Wimsalt, F. C., et al. (2011). Avatar assistant: Improving social skills in students with an ASD through computer-based intervention. Journal of Autism and Developmental Disorders, 41, 1543–1555.
  • Johnson, J. W., Blood, E., Freeman, A., ve Simmons, K. (2013). Evaluating the effectiveness of teacher-implemented video prompting on an iPod Touch to teach food preparation skills to high school students with autism spectrum *disorders. Focus on Autism and Other Developmental Disabilities, 28, 147–158.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. Nobel Yayın Dağıtım.
  • Kellems, R. O., ve Morningstar, M. E. (2012). Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career Development for Exceptional Individuals, 35, 155–167.
  • Knight, V., McKissick, B. R., ve Saunders, A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2628-2648.
  • Kodak, T., Fisher, W. W., Clements, A., & Bouxsein, K. J. (2011). Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention. Research in Autism Spectrum Disorders, 5(1), 640-647.
  • Lacava, P. G., Golan, O., Baron-Cohen, S., ve Smith Myles, B. (2007). Using assistive technology to teach emotion recognition to students with Asperger syndrome: A pilot study. Remedial and Special Education, 28, 174–181.
  • Massaro, D. W., ve Bosseler, A. (2006). Read my lips: The importance of the face in a computer-animated tutor for vocabulary learning by children with autism. Autism, 10, 495–510.
  • McKnight, L., ve Davies, C. (2013). Current perspectives on assistive learning technologies 2012 review of research and challenges within the field. Current Perspectives on Assistive Learning Technologies. The Kellogg College Centre for Research into Assistive Learning Technologies.
  • Mechling, L. C., ve Ayres, K. M. (2012). A comparative study: Completion of fine motor office related tasks by high school students with autism using video models on large and small screen sizes. Journal of Autism and Developmental Disorders, 42, 2364–2373.
  • Mechling, L. C., Ayres, K. M., Foster, A. L., ve Bryant, K. J. (2013). Comparing the effects of commercially available and custommade video prompting for teaching cooking skills to high school students with autism. Remedial and Special Education, 34, 371–383.
  • Mechling, L. C., Gast, D. L., ve Cronin, B. A. (2006). The effects of presenting high-preference items, paired with choice, via computer-based video programming on task completion of students with autism. Focus on Autism and Other Developmental Disabilities, 21(1), 7–13.
  • Mechling, L., Gast, D., ve Seid, N. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 1420–1434.
  • Mechling, L., ve Savidge, E. (2011). Using a personal digital assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 687–704.
  • Mineo, B. A., Ziegler, W., Gill, S., ve Salkin, D. (2009). Engagement with electronic screen media among students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 172–187.
  • Moore, M., ve Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30, 359–362.
  • Myles, B. S., Ferguson, H., ve Hagiwara, T. (2007). Using a personal digital assistant to improve the recording of homework assignments by an adolescent with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 96–99.
  • Nepo, K. G. (2011). The use of technology to improve staff performance. International Journal of Behavioral Consultation and Therapy, 6, 134–141.
  • Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., ve Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.
  • Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Lee Smith-Canter, L., ve Strain, P. S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18(3), 166-175.
  • Odom, S. L., Thompson, J. L., Hedges, S., Boyd, B. A., Dykstra, J. R., Duda, M. A., ve Bord, A. (2015). Technology-aided interventions and instruction for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(12), 3805-3819.
  • Ohtake, Y., Takahashi, A., ve Watanabe, K. (2015). Using an animated cartoon hero in video instruction to improve bathroom-related skills of a student with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 50(3), 343-355.
  • Reed, P. (2007). A resource guide for teachers and administrators about assistive technology. Wisconsin Assistive Technology Initiative.
  • Reagon, K., Higbee, T., ve Endicott, K. (2007). Using video instruction procedures with and without embedded text to teach object labeling to preschoolers with autism: A preliminary investigation. Journal of Special Education Technology, 22(1), 13–20.
  • Reichow, B., Volkmar, F. R., ve Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311-1319.
  • Rice, L. M., Wall, C. A., Fogel, A., ve Shic, F. (2015). Computer-assisted face processing instruction improves emotion recognition, mentalizing, and social skills in students with ASD. Journal of Autism and Developmental Disorders, 45(7), 2176-2186.
  • Richter, S., ve Test, D. (2011). Effects of multimedia social stories on knowledge of adult outcomes and opportunities among transition-aged youth with significant cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 46, 410–424.
  • Schlosser, R. W., Blischak, D. M., Belfiore, P. J., Bartley, C., ve Barnett, N. (1998). Effects of synthetic speech output and orthographic feedback on spelling in a student with autism: A preliminary study. Journal of Autism and Developmental Disorders, 28, 309–319.
  • Silver, M., ve Oakes, P. (2001). Evaluation of a new computer intervention to teach people with autism or Asperger syndrome to recognize and predict emotions in others. Autism, 5, 299–316.
  • Soares, D. A., Vannest, K. J., ve Harrison, J. (2009). Computer aided self-monitoring to increase academic production and reduce self injurious behavior in a child with autism. Behavioral Intervention, 24, 171–183.
  • Strickland, D. C., Coles, C. D., ve Southern, L. B. (2013). Jobtips: A transition to employment program for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(10), 2472-2483.
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2017) Özel Eğitimde Yanlışsız Öğretim Yöntemleri (4. Bs), Ankara: Vize Yayıncılık.
  • Tjus, T., Heimann, M., ve Nelson, K. E. (2001). Interaction patterns between children and their teachers when using a specific multimedia and communication strategy: Observations from children with autism and mixed intellectual disabilities. Autism: The International Journal of Research and Practice, 5, 175–187.
  • Van Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R., ve Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and Other Developmental Disabilities, 25, 195–208.
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There are 63 citations in total.

Details

Primary Language Turkish
Journal Section Review Article
Authors

Serhat Odluyurt

Melih Çattık This is me

Publication Date November 15, 2018
Acceptance Date March 29, 2018
Published in Issue Year 2018 Volume: 26 Issue: 6

Cite

APA Odluyurt, S., & Çattık, M. (2018). Otizm Spektrum Bozukluğu Olan Bireyler İçin Teknoloji Temelli Müdahale Yöntemleri. Kastamonu Education Journal, 26(6), 1851-1861. https://doi.org/10.24106/kefdergi.2203

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