BibTex RIS Cite

Temel Tepki Öğretimi-TTÖ (Pivotal Response Treatment-PRT) ile gerçekleştirilen etkililik araştırmalarının betimsel analizi

Year 2013, Volume: 14 Issue: 01, 41 - 59, 01.02.2013
https://doi.org/10.1501/Ozlegt_0000000179

Abstract

References

  • Baker-Ericzen, M.J.; Stahmer, A.C. & Burns, A. (2007). Child demographics associated with outcomes in a community-based pivotal response trainig program. Journal of Positive Behavior Interventions, 9 (1), 52-60.
  • Bryson, S.E., Koegel, L.K., Koegel, R.L., Openden, D., Smith, I.M. & Nefdt, N. (2007). Large scale dissemination and community implementation of pivotal response treatment: Program description and preliminary data. Research & Practice for Persons with Severe Disabilities, 32 (2), 142-153.
  • Coolican, J., Smith, I.M. & Bryson, S.E. (2010). Brief parent training in pivotal response treatment for preschoolers with autism. Journal of Child Psychology and Psychiatry, 51 (12), 1321-1330.
  • Cowan, R.J. & Allen, K.D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school setting. Pscyhology in the Schools, 44 (7), 701-715.
  • Gillet, J.N. & LeBlanc, L.A. (2006). Parent-implemented natural language paradigm to increase language and play in children with autism.
  • 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.
  • King, M.J. &Valdovinos, M.G. (2009). Social validity of behavioral practices in the treatment of autism: A review of the Super Nanny. Research in Autistic Spectrum Disorders, 3, 173-178.
  • Koegel, L.K., Carter, C.M. & Koegel, R.L. (2003). Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders, 23 (2), 134-145.
  • Koegel, L.K., Singh, A.K. & Koegel, R.L. (2010). Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders, 40, 1057-1066.
  • Koegel, R.L. & Bimbela, A. & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26 (3), 347-359.
  • Koegel, R.L. & Frea, W.D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26 (3), 369-377.
  • Koegel, R.L.; Koegel, L.K & Carter, C.M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28 (4), 576-594.
  • Koegel, R.L.; Koegel, L.K. & Surrat, A. (1992). Language intervention and distruptive behavior in preschool children with autism. Journal of Autism and Develpomental Disorders, 22 (2), 141-153.
  • Koegel, R.L., O’Dell, M.C. & Koegel, L.N. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17 (2), 187-200.
  • Koegel, R.L., Openden, D., Fredeen, R. & Koegel, L.K. (2006). The basic of pivotal response treatment. In R.L. Koegel & L.K. Koegel (Ed), Pivotal response treatment for autism: Communication, social & academic development (pp. 4-30). Baltimore: Paul H. Brookes Publihing CO.
  • Koegel, R.L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C. & Koegel, L.K. (1988). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara: University of California.
  • Koegel, R.L., Shirovata, L. & Koegel, L.K. (2009). Brief report: Using indivudualized orienting cues to facilitate first-word acquisition in non-responders with autism. Journal of Autism and Developmental Disorders, 39, 1587-1592.
  • Koegel, R.L., Symon, J.B. & Koegel, L.K. (2002). Parent education for families of children with autism living in geographically distant area. Journal of Positive Behavior İnterventions, 4 (2), 88-103.
  • Koegel, R.L., Vernon, T.V. & Koegel, L.K. (2009). Improving social initiations in young children with autism using reinforces with embeddedsocial interactions. Journal of Autism and Developmental Disorders, 39, 1240-1251.
  • Laski, K.E., Charlop, M.H. & Schreibman, L. (1988). Training parents to use the naturel language paradigm to increase their autistic children’s speech. Journal of Applied Behavior Analysis, 21 (4), 391-400.
  • Masiello, T.L. (2007). Effectiveness of pivotal response training as a behavioral intervention for young children with autism. Winterberry Research Syntheses, 1 (14), 1-11
  • Minjarez, M.B., Williams, S.E., Mercier, E.M. & Hardan, A.Y. (2011). Pivotal response group treatment program for parents of children with autism. Journal of Autism and Developmental Disorders, 41, 92-101.
  • National Autism Center (2009). National standarts report In S.M. Wilczynski (Eds.).
  • Nefdt, N., Koegel, R., Singer, G. & Gerber, M. (2010). The use of a self-directed learning program to povide introductory training in pivotal response treatment to parent of children with autism. Journal of Positive Behavior Interventions, 12 (1), 23-32.
  • Pierce, K. & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28 (3), 285-295.
  • Pierce, K. & Schreibman, L. (1997). Multiple peer use of pivotal response training social behaviors of classmates with auitism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30 (1), 157- 160.
  • Rocha, M.L., Schreibman, L. & Stahmer, A.C. (2007). Effectiveness of training parents to teach joint attention in children with autism. Journal of Early Intervention, 29 (2), 154-172.
  • Rogers, S.J. & Vismara, L.A. (2008). Evidance-based compherensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37 (1), 8-38.
  • Stahmer, A.C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism and Developmental Disorders, 25 (2), 123-141.
  • Stahmer, A.C. & Gist, K. (2001). The effects of an accelerated parent education program on techniquemastery and child outcome. Journal of Positive Behavior Interventions, 3 (2), 75-82.
  • Stahmer, A.C., Schreibman, L. & Powell, N.P. (2006). Social validation of symbolic play training for children with autism. JEIBI, 3 (2), 196-210.
  • Stahmer, A.C., Suhrhinrich, J., Reed, S., Bolduc, C. & Schreibmani L. (2010). Pivotal response teaching in the classroom setting. Preventing School Failure, 54 (4), 265-274.
  • Thorp, D.M., Stahmer, A.C. & Schreibman, L. (1995). Effects of sociodramatic play training on children with autism. Journal of Autism and Developmental Disorders, 25 (3), 265-282.
  • Vismara, L.A. & Lyons, G.L. (2007). Using perseverative interest to elicit joint attention behaviors in young children with autism: Theoretical and clinical implications for understanding motivation. Journal of Positive Behavior Interventions, 9 (4), 214-228.
  • Whalen, C. & Schreibman, L. (2003). Journal of Child Psychology and Psychiatry, 44 (3), 456-468.

Temel Tepki Öğretimi-TTÖ (Pivotal Response Treatment-PRT) İle Gerçekleştirilen Etkililik Araştırmalarının Betimsel Analizi

Year 2013, Volume: 14 Issue: 01, 41 - 59, 01.02.2013
https://doi.org/10.1501/Ozlegt_0000000179

Abstract

Temel Tepki Öğretimi (TTÖ) Amerika Ulusal Otizm Merkezi (NAC, 2009) tarafından yayınlanmış olan Ulusal Standartlar Raporun’da otizmli çocukların eğitimde kullanılan bilimsel dayanaklı uygulamalardan bir tanesi olarak kabul edilmektedir. TTÖ hem uygulamalı davranış analizi ilkelerine dayanan hem de doğal bir öğretim yöntemidir. Yöntem öğrenci merkezli ve aile eğitimi esaslı olup çocuklara belli temel davranışları kazandırmayı ve buna bağlı olarakta hedeflenmeyen başka alanlarda da ilerlemeler sağlanacağını savunur. Bu çalışmada TTÖ’ne yönelik bir alan yazın çalışması amaçlanmış ve bu amaçla 1995 ile 2011 yılları arasında TTÖ ile gerçekleştirilmiş olan 16 etkililik araştırmasına ulaşılarak bu araştımalar betimsel olarak analiz edilmiştir. Elde edilen bulgular TTÖ’nün okul öncesi ve ilköğretim dönemindeki otizm spektrum bozukluğu gösteren çocuklara ifade edici dil becerilerinin kazandırılmasında, sosyal becerilerin ve oyun becerilerinin öğretiminde etkili olduğunu göstermektedir

References

  • Baker-Ericzen, M.J.; Stahmer, A.C. & Burns, A. (2007). Child demographics associated with outcomes in a community-based pivotal response trainig program. Journal of Positive Behavior Interventions, 9 (1), 52-60.
  • Bryson, S.E., Koegel, L.K., Koegel, R.L., Openden, D., Smith, I.M. & Nefdt, N. (2007). Large scale dissemination and community implementation of pivotal response treatment: Program description and preliminary data. Research & Practice for Persons with Severe Disabilities, 32 (2), 142-153.
  • Coolican, J., Smith, I.M. & Bryson, S.E. (2010). Brief parent training in pivotal response treatment for preschoolers with autism. Journal of Child Psychology and Psychiatry, 51 (12), 1321-1330.
  • Cowan, R.J. & Allen, K.D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: A focus on generalized teaching within the school setting. Pscyhology in the Schools, 44 (7), 701-715.
  • Gillet, J.N. & LeBlanc, L.A. (2006). Parent-implemented natural language paradigm to increase language and play in children with autism.
  • 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.
  • King, M.J. &Valdovinos, M.G. (2009). Social validity of behavioral practices in the treatment of autism: A review of the Super Nanny. Research in Autistic Spectrum Disorders, 3, 173-178.
  • Koegel, L.K., Carter, C.M. & Koegel, R.L. (2003). Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders, 23 (2), 134-145.
  • Koegel, L.K., Singh, A.K. & Koegel, R.L. (2010). Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders, 40, 1057-1066.
  • Koegel, R.L. & Bimbela, A. & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26 (3), 347-359.
  • Koegel, R.L. & Frea, W.D. (1993). Treatment of social behavior in autism through the modification of pivotal social skills. Journal of Applied Behavior Analysis, 26 (3), 369-377.
  • Koegel, R.L.; Koegel, L.K & Carter, C.M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28 (4), 576-594.
  • Koegel, R.L.; Koegel, L.K. & Surrat, A. (1992). Language intervention and distruptive behavior in preschool children with autism. Journal of Autism and Develpomental Disorders, 22 (2), 141-153.
  • Koegel, R.L., O’Dell, M.C. & Koegel, L.N. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17 (2), 187-200.
  • Koegel, R.L., Openden, D., Fredeen, R. & Koegel, L.K. (2006). The basic of pivotal response treatment. In R.L. Koegel & L.K. Koegel (Ed), Pivotal response treatment for autism: Communication, social & academic development (pp. 4-30). Baltimore: Paul H. Brookes Publihing CO.
  • Koegel, R.L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C. & Koegel, L.K. (1988). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara: University of California.
  • Koegel, R.L., Shirovata, L. & Koegel, L.K. (2009). Brief report: Using indivudualized orienting cues to facilitate first-word acquisition in non-responders with autism. Journal of Autism and Developmental Disorders, 39, 1587-1592.
  • Koegel, R.L., Symon, J.B. & Koegel, L.K. (2002). Parent education for families of children with autism living in geographically distant area. Journal of Positive Behavior İnterventions, 4 (2), 88-103.
  • Koegel, R.L., Vernon, T.V. & Koegel, L.K. (2009). Improving social initiations in young children with autism using reinforces with embeddedsocial interactions. Journal of Autism and Developmental Disorders, 39, 1240-1251.
  • Laski, K.E., Charlop, M.H. & Schreibman, L. (1988). Training parents to use the naturel language paradigm to increase their autistic children’s speech. Journal of Applied Behavior Analysis, 21 (4), 391-400.
  • Masiello, T.L. (2007). Effectiveness of pivotal response training as a behavioral intervention for young children with autism. Winterberry Research Syntheses, 1 (14), 1-11
  • Minjarez, M.B., Williams, S.E., Mercier, E.M. & Hardan, A.Y. (2011). Pivotal response group treatment program for parents of children with autism. Journal of Autism and Developmental Disorders, 41, 92-101.
  • National Autism Center (2009). National standarts report In S.M. Wilczynski (Eds.).
  • Nefdt, N., Koegel, R., Singer, G. & Gerber, M. (2010). The use of a self-directed learning program to povide introductory training in pivotal response treatment to parent of children with autism. Journal of Positive Behavior Interventions, 12 (1), 23-32.
  • Pierce, K. & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28 (3), 285-295.
  • Pierce, K. & Schreibman, L. (1997). Multiple peer use of pivotal response training social behaviors of classmates with auitism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30 (1), 157- 160.
  • Rocha, M.L., Schreibman, L. & Stahmer, A.C. (2007). Effectiveness of training parents to teach joint attention in children with autism. Journal of Early Intervention, 29 (2), 154-172.
  • Rogers, S.J. & Vismara, L.A. (2008). Evidance-based compherensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37 (1), 8-38.
  • Stahmer, A.C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism and Developmental Disorders, 25 (2), 123-141.
  • Stahmer, A.C. & Gist, K. (2001). The effects of an accelerated parent education program on techniquemastery and child outcome. Journal of Positive Behavior Interventions, 3 (2), 75-82.
  • Stahmer, A.C., Schreibman, L. & Powell, N.P. (2006). Social validation of symbolic play training for children with autism. JEIBI, 3 (2), 196-210.
  • Stahmer, A.C., Suhrhinrich, J., Reed, S., Bolduc, C. & Schreibmani L. (2010). Pivotal response teaching in the classroom setting. Preventing School Failure, 54 (4), 265-274.
  • Thorp, D.M., Stahmer, A.C. & Schreibman, L. (1995). Effects of sociodramatic play training on children with autism. Journal of Autism and Developmental Disorders, 25 (3), 265-282.
  • Vismara, L.A. & Lyons, G.L. (2007). Using perseverative interest to elicit joint attention behaviors in young children with autism: Theoretical and clinical implications for understanding motivation. Journal of Positive Behavior Interventions, 9 (4), 214-228.
  • Whalen, C. & Schreibman, L. (2003). Journal of Child Psychology and Psychiatry, 44 (3), 456-468.
There are 35 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Özlem Toper-korkmaz This is me

İbrahim H. Diken This is me

Publication Date February 1, 2013
Published in Issue Year 2013 Volume: 14 Issue: 01

Cite

APA Toper-korkmaz, Ö., & Diken, İ. H. (2013). Temel Tepki Öğretimi-TTÖ (Pivotal Response Treatment-PRT) İle Gerçekleştirilen Etkililik Araştırmalarının Betimsel Analizi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(01), 41-59. https://doi.org/10.1501/Ozlegt_0000000179

Creative Commons Lisansı
The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

13336   13337      13339  13340