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Otizmli bireylerin eğitiminde video ile model olma uygulamalarının değerlendirilmesi: bir alanyazın derlemesi ve meta-analiz örneği

Year 2011, Volume: 12 Issue: 02, 1 - 12, 01.03.2011
https://doi.org/10.1501/Ozlegt_0000000158

Abstract

References

  • *Allen, K.D., Wallace, D.P., Renes, D., Bowen, S.L., & Burke, R.V. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33 (3), 339-349.
  • Ayres, K. M. & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183-196.
  • *Banda, D.R., Copple, K.S., Koul, R.K., Sancibrin, S.L., & Bogschutz, R.J. (2010). Video modeling interventions to teach spontaneous requesting using AAC devices to individuals with autism: A preliminary investigation. Disability and Rehabilitation, 32(16), 1364-1372.
  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
  • *Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using self-modeling. School Psychology, 36(5), 80-90.
  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 261–284.
  • *Blum-Dimaya, A., Reeve, S.A., Reeve, K.F., & Hoch, H. (2010). Teaching children with autism to play a video game using activity schedules and game-embedded simultaneous video modeling. Education and Treatment of Children, 33(3), 351-370.
  • *Boudreau, E., & D’Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: The effects of video modeling. Journal of Developmental and Physical Disabilities, 22, 415-431.
  • *Buggey, T., Hoomes, G., Sherberger, M.E., & Williams, S. (2009). Facilitatinf social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities, 20(10), 1-12.
  • *Charlop, M., H., Dennis, B., McKenna, C., Carpenter, M.H., & Greenberg, A.L. (2010). Teaching sociall expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33(3), 371-393.
  • *Cihak, D., Fahrenkrog, C., Ayres, M., K., & Smith, C. (2010). The use of video modeling via a video Ipod and a system of east prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Intervention, 12(2), 103-115.
  • *Deitchman, C., Reeve, S.A., Reeve, K.F., & Progar, P.R. (2010). Incorporating video feedback into self- management training to promote generalization of social initiations by children with autism. Education and Treatment of Children, 33(3), 475-488.
  • Forness, S. R. (2001). Special education and related services: What we have learned from meta-analysis. Exceptionality, 9, 185-197.
  • *Hine, J. F. & Wolery, M. (2006). Using point-of-view modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26, 83 – 93.
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, A., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Council for Exceptional Children, 2, 165– 179.
  • Kavale, K. A. (1984). Potential advantages of the meta-analysis technique for research inspecial education. The Journal of Special Education, 18, 61-72.
  • Kavale, K.A. (2001). Decision-making in special education: The function of metaanalysis.Exceptionality, 9, 245- 268.
  • *Keen, D., Brannigan, K. L., & Cuskelly, M. (2007). Toilet training for children with autism: The effects of video modeling category. Journal of Developmental and Physical Disabilities, 19, 291-303.
  • *Kleeberger, V., & Mirenda, P. (2010). Teaching generalized imitation skills to a preschooler with autism using video modeling. Journal of Positive Behavior Intervention, 12(2), 116-127.
  • Lloyd, L.L. (2001, March). Evidence-based practice. Why and what with an emphasis on research issues. Paper presented at the Early Childhood intervention Research Seminar, University of Pretoria, South Africa.
  • *MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W.H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42, 43-55.
  • *Maione, L., & Mirenda, P. (2006). Eff ects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8, 106-118.
  • *Mechling, L.C., Gast, D. L., & Cronin,B.A. (2006). The effects of presenting high-preference item, 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.
  • *Murzynski, N. T., & Bourret, J. C. (2007). Combining video modeling and least-to-most prompting for establishing response chains. Behavioral Interventions, 22, 147–152. Nelson, J. R., & Epstein, M.H. (2002). Report on evidence-based interventions: Recommended next steps. School Psychology Quarterly, 17, 493-499.
  • *Nikopoulos, C.K., Canavan, C., & Nikopoulou-Smyrni, P. (2009). Generalized effects of video modeling establishing instructional stimulus control in children with autism. Journal of Positive Behavior Interventions, 11(4), 198-207.
  • *Palechka, G., & MacDonald, R. (2010). A comparison of the acquisition of play skills using instructor-created video models and commercially available videos. Education and Treatment of Children, 33(3), 457-474.
  • Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K., R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137-149.
  • Odom, S.L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D.D. (2010). Evidence-based practices in interventions for children nd youth with autism spectrum disorders. Preventing School Failure, 54(4), 275- 282.
  • *Paterson, R. C., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31(5), 660-681.
  • *Rosenberg, N.E., Schwartz, I.S., & Davis, C.A. (2010). Evaluating the utility of commercial videotapes for teaching hand washing to children with autism. Education and Treatment of Children, 33(3), 443-455.
  • *Sancho, K., Sidener, T.M., Reeve, S.A., & Sidener, D.W. (2010). Two variations of video modeling interventions for teaching play skills to children with autism. Education and Treatment of Children, 33(3), 421-442.
  • *Sansosti, F. J., & Powell-Smith, A. K. (2008). Using computer presented social stories and video models to increase the social communication skills of children with high functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178.
  • *Scattone, D. (2008). Enhancing the conversation skills of a boy with asperger’s disorder through social stories and video modeling. Autism Developmental Disorder, 38, 395-400.
  • Schlosser, R.W. (2003). The ethicacy of augmentative and alternative communication toward evidence based practice, Sons Diego, CA: Academic Press.
  • Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22, 221-242.
  • Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single subject research: Methodology and validation. Remedial and Special Education, 8(2), 24–33.
  • Stoiber, K.C (2002). Revisiting efforts on constructing a knowledge base of evidencebased intervention within school psychology. School Psychology Quarterly, 17, 533-546.
  • Tetreault, A.S., & Lerman, D.C. (2010). Teaching social skills to children with autism using point-of-view video modeling. Education and Treatment of Children, 33(3), 395-419.
  • Waas. G. A. (2002). Identifying evidence-based interventions in school psychology: Building a bridge pr jousting with windmills? School Psychology Quarterly. 17, 508-517.
  • *işareti üst-analiz ve niteliksel özette yer alan makaleleri belirtmek için kullanılmıştır.

Otizmli Bireylerin Eğitiminde Video ile Model Olma Uygulamalarının Değerlendirilmesi: Bir Alanyazın Derlemesi ve Meta-Analiz Örneği

Year 2011, Volume: 12 Issue: 02, 1 - 12, 01.03.2011
https://doi.org/10.1501/Ozlegt_0000000158

Abstract

Otizmli bireylerin eğitimlerinde teknolojinin de gelişmesi ile beraber video ile model kullanımı konusunda ilerlemeler kaydedilmiştir. Bu yöntemin etkililiğinin test edildiği tek denekli araştırma modellerine dayanan araştırmaların, niteliksel ve niteliksel özetlemeleri alanyazınını takip etmekte olan uygulamacı ve araştırmacılar için yardımcı olacaktır. Bu çalışmada otizmli bireylerle gerçekleştirilmiş, 2005 sonrası yayınlanmış, 24 adet tek denekli araştırma modeli kullanmış makale incelenmiştir. Ayrıca örtüşmeyen verilerin yüzdesi yöntemi ile etki büyüklüğü hesaplamaları da yapılarak, niceliksel sonuçlar da elde edilmiştir. Toplamda 59 katılımcının yer aldığı bu çalışmalarda iletişim, günlük yaşam becerileri, özbakım becerileri ve mesleki eğitim becerilerinin geliştirilmesi konularına odaklandıkları belirlenmiştir. Bu çalışmalar sonucunda otizmli bireylerin hedeflenen davranışlar üzerinde gelişme gösterdiklerine dair veriler elde edilmekle birlikte bazı sorular da ortaya çıkmıştır

References

  • *Allen, K.D., Wallace, D.P., Renes, D., Bowen, S.L., & Burke, R.V. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33 (3), 339-349.
  • Ayres, K. M. & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183-196.
  • *Banda, D.R., Copple, K.S., Koul, R.K., Sancibrin, S.L., & Bogschutz, R.J. (2010). Video modeling interventions to teach spontaneous requesting using AAC devices to individuals with autism: A preliminary investigation. Disability and Rehabilitation, 32(16), 1364-1372.
  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
  • *Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using self-modeling. School Psychology, 36(5), 80-90.
  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 261–284.
  • *Blum-Dimaya, A., Reeve, S.A., Reeve, K.F., & Hoch, H. (2010). Teaching children with autism to play a video game using activity schedules and game-embedded simultaneous video modeling. Education and Treatment of Children, 33(3), 351-370.
  • *Boudreau, E., & D’Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: The effects of video modeling. Journal of Developmental and Physical Disabilities, 22, 415-431.
  • *Buggey, T., Hoomes, G., Sherberger, M.E., & Williams, S. (2009). Facilitatinf social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities, 20(10), 1-12.
  • *Charlop, M., H., Dennis, B., McKenna, C., Carpenter, M.H., & Greenberg, A.L. (2010). Teaching sociall expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33(3), 371-393.
  • *Cihak, D., Fahrenkrog, C., Ayres, M., K., & Smith, C. (2010). The use of video modeling via a video Ipod and a system of east prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Intervention, 12(2), 103-115.
  • *Deitchman, C., Reeve, S.A., Reeve, K.F., & Progar, P.R. (2010). Incorporating video feedback into self- management training to promote generalization of social initiations by children with autism. Education and Treatment of Children, 33(3), 475-488.
  • Forness, S. R. (2001). Special education and related services: What we have learned from meta-analysis. Exceptionality, 9, 185-197.
  • *Hine, J. F. & Wolery, M. (2006). Using point-of-view modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26, 83 – 93.
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, A., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Council for Exceptional Children, 2, 165– 179.
  • Kavale, K. A. (1984). Potential advantages of the meta-analysis technique for research inspecial education. The Journal of Special Education, 18, 61-72.
  • Kavale, K.A. (2001). Decision-making in special education: The function of metaanalysis.Exceptionality, 9, 245- 268.
  • *Keen, D., Brannigan, K. L., & Cuskelly, M. (2007). Toilet training for children with autism: The effects of video modeling category. Journal of Developmental and Physical Disabilities, 19, 291-303.
  • *Kleeberger, V., & Mirenda, P. (2010). Teaching generalized imitation skills to a preschooler with autism using video modeling. Journal of Positive Behavior Intervention, 12(2), 116-127.
  • Lloyd, L.L. (2001, March). Evidence-based practice. Why and what with an emphasis on research issues. Paper presented at the Early Childhood intervention Research Seminar, University of Pretoria, South Africa.
  • *MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W.H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42, 43-55.
  • *Maione, L., & Mirenda, P. (2006). Eff ects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8, 106-118.
  • *Mechling, L.C., Gast, D. L., & Cronin,B.A. (2006). The effects of presenting high-preference item, 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.
  • *Murzynski, N. T., & Bourret, J. C. (2007). Combining video modeling and least-to-most prompting for establishing response chains. Behavioral Interventions, 22, 147–152. Nelson, J. R., & Epstein, M.H. (2002). Report on evidence-based interventions: Recommended next steps. School Psychology Quarterly, 17, 493-499.
  • *Nikopoulos, C.K., Canavan, C., & Nikopoulou-Smyrni, P. (2009). Generalized effects of video modeling establishing instructional stimulus control in children with autism. Journal of Positive Behavior Interventions, 11(4), 198-207.
  • *Palechka, G., & MacDonald, R. (2010). A comparison of the acquisition of play skills using instructor-created video models and commercially available videos. Education and Treatment of Children, 33(3), 457-474.
  • Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K., R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137-149.
  • Odom, S.L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D.D. (2010). Evidence-based practices in interventions for children nd youth with autism spectrum disorders. Preventing School Failure, 54(4), 275- 282.
  • *Paterson, R. C., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31(5), 660-681.
  • *Rosenberg, N.E., Schwartz, I.S., & Davis, C.A. (2010). Evaluating the utility of commercial videotapes for teaching hand washing to children with autism. Education and Treatment of Children, 33(3), 443-455.
  • *Sancho, K., Sidener, T.M., Reeve, S.A., & Sidener, D.W. (2010). Two variations of video modeling interventions for teaching play skills to children with autism. Education and Treatment of Children, 33(3), 421-442.
  • *Sansosti, F. J., & Powell-Smith, A. K. (2008). Using computer presented social stories and video models to increase the social communication skills of children with high functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178.
  • *Scattone, D. (2008). Enhancing the conversation skills of a boy with asperger’s disorder through social stories and video modeling. Autism Developmental Disorder, 38, 395-400.
  • Schlosser, R.W. (2003). The ethicacy of augmentative and alternative communication toward evidence based practice, Sons Diego, CA: Academic Press.
  • Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22, 221-242.
  • Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single subject research: Methodology and validation. Remedial and Special Education, 8(2), 24–33.
  • Stoiber, K.C (2002). Revisiting efforts on constructing a knowledge base of evidencebased intervention within school psychology. School Psychology Quarterly, 17, 533-546.
  • Tetreault, A.S., & Lerman, D.C. (2010). Teaching social skills to children with autism using point-of-view video modeling. Education and Treatment of Children, 33(3), 395-419.
  • Waas. G. A. (2002). Identifying evidence-based interventions in school psychology: Building a bridge pr jousting with windmills? School Psychology Quarterly. 17, 508-517.
  • *işareti üst-analiz ve niteliksel özette yer alan makaleleri belirtmek için kullanılmıştır.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Necdet Karasu This is me

Publication Date March 1, 2011
Published in Issue Year 2011 Volume: 12 Issue: 02

Cite

APA Karasu, N. (2011). Otizmli Bireylerin Eğitiminde Video ile Model Olma Uygulamalarının Değerlendirilmesi: Bir Alanyazın Derlemesi ve Meta-Analiz Örneği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 12(02), 1-12. https://doi.org/10.1501/Ozlegt_0000000158

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