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Otizmli çocuklara konuşma becerilerinin öğretimi: replikli öğretim

Year 2011, Volume: 12 Issue: 01, 57 - 73, 01.02.2011
https://doi.org/10.1501/Ozlegt_0000000157

Abstract

References

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97.
  • Bijou, S. W., & Baer, D. M. (1965). Child development II: Universal stage of infancy, p. 171. New York: Appleton-Century-Crofts.
  • Brown, J. L., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (2003, May). Moving toward environmental control of language for children with autism. Paper presented at the meeting of the Association for Behavior Analysis, San Francisco, CA.
  • Carr, D., Wilkinson, K.M., Blackman, D., & Mcllvane, W.J. (2000). Equivalence classes in individuals with minimal verbal repertoires. Journal of the Experimental Analysis of Behavior, 74, 101-114.
  • Cooper, J. O. (1987). Stimulus control. In J. O. Cooper, T. E. Heron, & W. L. Heward (Eds.), Applied behavior analysis (p. 315). Columbus, OH: Merrill Publishing Co.
  • Delmolino, L. & Harris, S. (2004). Incentives for change: Motivating people with autism spectrum disorders to learn and gain independence. Bethesda, MD: Woodbine House.
  • Fenske, E. C., Krantz, P. J., & McClannahan, L. E. (2001). Incidental teaching: A not-discrete-trial teaching procedure. In C. Maurice, G. Green, & R. M. Foxx (Eds.), Making a difference: Behavioral intervention for autism. Austin, TX: Pro Ed.
  • Fenske, E.C., MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (2003, May). Teaching children with autism to participate in topic-related peer conversation. Paper presented at the meeting of the Association for Behavior Analysis, San Francisco, CA.
  • Hart, B. & Risley, T. R. (1999). The social world ofchildren learning to talk (p. 194, pp. 278-279). Baltimore: Paul H. Brookes.
  • Heckamon, K.A., Alber,S., Hooper, S., & Heward, W.L (1998). A comparison of least-to-most prompts and progressive time delay on the disruptive behavior of students with autism. Journal of Behavioral Education. 8, 171-201.
  • Krantz, P. J. & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script- fading procedure. Journal of Applied Behavior Analysis, 26, 121-132.
  • Krantz, P. J. & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191-202.
  • Krantz, P. J., Zalenski, S., Hall, L. J., Fenske, E. C., & McClannahan, L. E. (1981). Teaching complex language to autistic children. Analysis and Intervention in Developmental Disabilities, 1, 259-297.
  • MacDuff, G.S., Krantz, P.J., & McClannahan, L.E. (1993). Teaching children with autism in use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of App1ied Behavior Analysis, 26, 89-95.
  • MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (2001). Prompts and prompt-fading strategies for people with autism. In C. Maurice, G. Green, & R. M. Foxx (Eds.), Making a difference: Behavioral intervention for autism (pp. 37-50). Austin, TX: ProEd.
  • McClannahan, L. E. & Krantz, P. J. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. (Çev. B. Birkan). İstanbul: Sistem Yayıncılık. (Orijinal eserin yayın tarihi 2005).
  • McClannahan, L. E. & Krantz, P. J. (2010). Otizmli çocukların eğitiminde etkinlik çizelgelerinin kullanımı. (Çev. B. Birkan). İstanbul: Sistem Yayıncılık. (Orijinal eserin yayın tarihi 1999).
  • McClannahan, L. E., & Krantz, P. J. (1997). In search of solutions to prompt dependence: Teaching children with autism to use photographic activity schedules. In D. M. Baer and E. M. Pinkston (Eds.), Environment and behavior (pp. 271-278). Boulder, CO: Westview Press.
  • McClannahan, L. E. & Krantz, P. J. (1999). Activity schedules for children with autism: Teaching independent behavior. Bethesda, MD: Woodbine House.
  • McClannahan, L. E., MacDuff, G. S., Fenske, E. c., & Krantz, P. J. (1999, May). Building conversational skills for children, youths, and adults with autism: How to use script-fading procedures. Workshop presented at the meeting of the Association for Behavior Analysis, Chicago, IL.
  • Pierce, W. D. & Epling, W. F. (1995). Behavior analysis and learning (p. 41). Englewood Cliffs, NJ: Prentice Hall.
  • Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81-84.
  • Sidman, M. & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5-22.
  • Stevenson, C. L., Krantz, P. J., & McClannahan, L. E. (2000). Social interaction skills for children with autism: A script-fading procedure for nonreaders. Behavioral Interventions, 15, 1-20.
  • Sundberg, M.. & Partington, J. W. (1999). The need for both discrete trial and natural environment language training for children with autism. In P. M. Ghezzi, W. L. Williams, and J. E. Carr (Eds.), Autism: Behavior- analytic perspectives (pp. 139-156). Reno, NV: Context Press.

Otizmli Çocuklara Konuşma Becerilerinin Öğretimi: Replikli Öğretim

Year 2011, Volume: 12 Issue: 01, 57 - 73, 01.02.2011
https://doi.org/10.1501/Ozlegt_0000000157

Abstract

Replikli öğretim, otizm veya ileri derecede yaygın gelişim bozukluğu olan çocukların sosyal etkileşim ve karşılıklı konuşma başlatmalarını ve konuşmayı sürdürmelerini sağlayan, sesli ya da yazılı sözcük, ibare veya cümleler ile yapılan öğretimdir. Çocuklar sesli replikleri taklit etmeyi veya yazılı replikleri okumayı öğrendiğinde, replikler en son sözcükten başlayarak silikleştirilir. Çocuklar replik kullanmayı öğrenerek sosyal etkileşime girmeyi, dilin yapısını ve karşılıklı konuşmayı öğrenirler

References

  • Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97.
  • Bijou, S. W., & Baer, D. M. (1965). Child development II: Universal stage of infancy, p. 171. New York: Appleton-Century-Crofts.
  • Brown, J. L., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (2003, May). Moving toward environmental control of language for children with autism. Paper presented at the meeting of the Association for Behavior Analysis, San Francisco, CA.
  • Carr, D., Wilkinson, K.M., Blackman, D., & Mcllvane, W.J. (2000). Equivalence classes in individuals with minimal verbal repertoires. Journal of the Experimental Analysis of Behavior, 74, 101-114.
  • Cooper, J. O. (1987). Stimulus control. In J. O. Cooper, T. E. Heron, & W. L. Heward (Eds.), Applied behavior analysis (p. 315). Columbus, OH: Merrill Publishing Co.
  • Delmolino, L. & Harris, S. (2004). Incentives for change: Motivating people with autism spectrum disorders to learn and gain independence. Bethesda, MD: Woodbine House.
  • Fenske, E. C., Krantz, P. J., & McClannahan, L. E. (2001). Incidental teaching: A not-discrete-trial teaching procedure. In C. Maurice, G. Green, & R. M. Foxx (Eds.), Making a difference: Behavioral intervention for autism. Austin, TX: Pro Ed.
  • Fenske, E.C., MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (2003, May). Teaching children with autism to participate in topic-related peer conversation. Paper presented at the meeting of the Association for Behavior Analysis, San Francisco, CA.
  • Hart, B. & Risley, T. R. (1999). The social world ofchildren learning to talk (p. 194, pp. 278-279). Baltimore: Paul H. Brookes.
  • Heckamon, K.A., Alber,S., Hooper, S., & Heward, W.L (1998). A comparison of least-to-most prompts and progressive time delay on the disruptive behavior of students with autism. Journal of Behavioral Education. 8, 171-201.
  • Krantz, P. J. & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script- fading procedure. Journal of Applied Behavior Analysis, 26, 121-132.
  • Krantz, P. J. & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191-202.
  • Krantz, P. J., Zalenski, S., Hall, L. J., Fenske, E. C., & McClannahan, L. E. (1981). Teaching complex language to autistic children. Analysis and Intervention in Developmental Disabilities, 1, 259-297.
  • MacDuff, G.S., Krantz, P.J., & McClannahan, L.E. (1993). Teaching children with autism in use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of App1ied Behavior Analysis, 26, 89-95.
  • MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (2001). Prompts and prompt-fading strategies for people with autism. In C. Maurice, G. Green, & R. M. Foxx (Eds.), Making a difference: Behavioral intervention for autism (pp. 37-50). Austin, TX: ProEd.
  • McClannahan, L. E. & Krantz, P. J. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. (Çev. B. Birkan). İstanbul: Sistem Yayıncılık. (Orijinal eserin yayın tarihi 2005).
  • McClannahan, L. E. & Krantz, P. J. (2010). Otizmli çocukların eğitiminde etkinlik çizelgelerinin kullanımı. (Çev. B. Birkan). İstanbul: Sistem Yayıncılık. (Orijinal eserin yayın tarihi 1999).
  • McClannahan, L. E., & Krantz, P. J. (1997). In search of solutions to prompt dependence: Teaching children with autism to use photographic activity schedules. In D. M. Baer and E. M. Pinkston (Eds.), Environment and behavior (pp. 271-278). Boulder, CO: Westview Press.
  • McClannahan, L. E. & Krantz, P. J. (1999). Activity schedules for children with autism: Teaching independent behavior. Bethesda, MD: Woodbine House.
  • McClannahan, L. E., MacDuff, G. S., Fenske, E. c., & Krantz, P. J. (1999, May). Building conversational skills for children, youths, and adults with autism: How to use script-fading procedures. Workshop presented at the meeting of the Association for Behavior Analysis, Chicago, IL.
  • Pierce, W. D. & Epling, W. F. (1995). Behavior analysis and learning (p. 41). Englewood Cliffs, NJ: Prentice Hall.
  • Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81-84.
  • Sidman, M. & Tailby, W. (1982). Conditional discrimination vs. matching to sample: An expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5-22.
  • Stevenson, C. L., Krantz, P. J., & McClannahan, L. E. (2000). Social interaction skills for children with autism: A script-fading procedure for nonreaders. Behavioral Interventions, 15, 1-20.
  • Sundberg, M.. & Partington, J. W. (1999). The need for both discrete trial and natural environment language training for children with autism. In P. M. Ghezzi, W. L. Williams, and J. E. Carr (Eds.), Autism: Behavior- analytic perspectives (pp. 139-156). Reno, NV: Context Press.
There are 25 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Binyamin Birkan This is me

Publication Date February 1, 2011
Published in Issue Year 2011 Volume: 12 Issue: 01

Cite

APA Birkan, B. (2011). Otizmli Çocuklara Konuşma Becerilerinin Öğretimi: Replikli Öğretim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 12(01), 57-73. https://doi.org/10.1501/Ozlegt_0000000157

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