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Arkadaşlık Becerilerini Geliştirme Programının Özel Gereksinimi Olan Okul Öncesi Çocuklarının Sosyal Etkileşimlerine Etkisi

Year 2008, Volume: 9 Issue: 01, 15 - 34, 01.02.2008
https://doi.org/10.1501/Ozlegt_0000000112

Abstract

References

  • Bronson, M.B., Hauser-Cram, P., & Warfield, M. E. (1995). Classroom behaviors of preschool children with and without developmental disabilities. Journal of Applied Developmental Psychology, 16, 371-390.
  • Caldarella, P., & Merrell, K.W. (1997). Common dimensions of social skills of children and adolescents: A taxanomy of positive behaviors. School Psychology Review, 26(2), 264-278.
  • Christopher, J. S., Hansen, D. J., & MacMillan, V. M. (1991). Effectiveness of a peer-helper intervention to increase children’s social interactions. Behavior Modification, 15(1), 22- 50.
  • Collins, B. C., Ault, M. J., Hemmeter, M.L., & Doyle, P.M. (1996). Come play. Teaching Exceptional Children, Sept./Oct, 16-21.
  • Craig-Unkefer, L., & Kaiser, A. P. (2002). Improving the social communication skills of at-risk preschool children in a play context. Topics in Early Childhood Special Education, 22(1), 3-13.
  • English, K., Goldstein, H., Kaczmarek, L., & Shafer, K. (1996). “Buddy skills” for preschoolers. Exceptional Children, 28(3), 62- 66.
  • English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills- training program. Exceptional Children, 63(2), 229- 243.
  • Fabes, R. A., Hanish, L. D., & Martin, C. L., (2003). Children at play: The role of peers in understanding the effects of child care. Child Development, 74(4), 1039-1043.
  • Fantuzzo, J., Sutton-Smith, B., Coolahan, K. C., Manz, P. H., Canning, S., & Debnam, D. (1995). Assessment of preschool play interaction behaviors in young low-income children: Pen interactive peer play scale. Early Childhood Research Quartely,10,105-120.
  • Finegan, C. (1999-Winter). Kindergartens: Acceptance of the social behavior of a child with special needs. Wright State University, Web site: http://www.ed.wright.edu/~prenick... rchives/Winter-1999/colleen2.html.
  • Fujiki, M., Brinton, B., Hart, C. H., & Fitzgerald, A. H., (1999). Peer acceptance and friendship language impairment. Topics in Language Disorders, 19(2), 34-48.
  • Gelzheiser, L. M., Mclane, M., Meyers, J., & Pruzek, R. M. (1998). IEP-specified peer interaction needs: accurate but ignored. Exceptional Children, 65(1), 51-65.
  • Goldstein, H., & Cisar, CL. (1992). Promoting interaction during sociodramatic play: teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25(2), 265-280.
  • Goldstein, H., & Wickstrom, S. (1986). Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers. Journal of Applied Behavior Analysis, 19(2), 209-214.
  • Goldstein, H., & Ferrell, D. R. (1987). Augmenting communicative interaction between handicapped and nonhandicapped preschool children. Journal of Speech and Hearing Disorders, 52, 200-211.
  • Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289-305.
  • Goldstein H., Kaczmarek, L. A. & English, K. M. (2002). Promoting social communication: Children with developmental disabilities from birth to adolescence. Baltimore, Maryland: Paul H. Brookes Publishing Co.
  • Guralnick, M.J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish, K. (1996). The peer relations of preschool children with communication disorders. Child Development, 67(2), 471-489.
  • Hundert, J., & Houghton, A. (1992). Promoting social interaction of children with disabilities in integrated preschools: A failure to generalize. Exceptional Children, 58(4), 311- 320.
  • Kazdin, A, E. (1996). Conduct disorders in childhood and adolescence. (Second Edition). California: Sage Publications.
  • Kerr, M.M., & Nelson, C.M. (1998). Strategies for managing behavior problems in the classroom. New Jersey, NY: Prentice Halls.
  • Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. Topics in Early Childhood Special Education, 21(2), 93-103.
  • Malloy, H. L., & McMurray, P. (1996). Conflict strategies and resolutions: Peer conflict in an integrated early childhood classroom. Early Childhood Research Quarterly, 11, 185-206.
  • McCabe, L. A., Hernandez, M., Luz Lara, S & Brooks-Gunn, J. (2000). Assessing Preschoolers’ Self-Regulation in Homes and Classrooms: Lessons from the Field. Behavioral Disorders, 26(1), 53-69.
  • McGee, G. G., Connie Almeida, M., Sulzer- Azaroff, B. & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25(1),117-126.
  • McGinnis, E., & Goldstein, A. P. (2003). Skillstreaming in early childhood. Revised Edition, Illinois: Research Press.
  • National Association for the Education of Young Children (NAEYC) Guidelines Revision. (2001). NAEYC standarts for early childhood Professional preparation. Web: http://www.naeyc.org/faculty/pdf/2001.pdf
  • Odom, S. L., & Strain, P. S. (1984). Peer-mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatric, 54(4), 544-557.
  • Odom, S. L., Hoyson, M., Jamieson, B., & Strain, S.P. (1985, Spring). Increasing handicapped preschoolers’ peer social interactions: Cross- setting and component analysis. Journal of Applied Behavior Analysis, 18(1), 3-16.
  • Odom, S.L., & Watts, E. (1991). Reducing teacher prompts in peer-mediated interventions for young children with autism. The Journal of Special Education, 25(1), 26-43.
  • Odom, S. L., & Diamond, K. E. (1998). Inclusion of young children with special needs in early childhood education: The reseach base. Early Childhood Research Quarterly, 13(1), 3-25.
  • Odom, S.L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20- 27.
  • Perren, S., & Alsaker, F. D. (2006). Social behavior and peer relationships of victims, bully- victims, and bullies in kindergarten. Journal of Child Psychology and Psychiatry, 47(1), 45- 57.
  • Poyraz Tüy, S. (1999). 3-6 yaş arasındaki işitme engelli ve işiten çocukların sosyal beceri ve problem davranışları yönünden karşılaştırılmaları. Yayınlanmamış yüksek lisans tezi, Ankara Üniversitesi, Ankara.
  • Rice, M., Sell, M., & Hadley, P. (1991). Social interactions of speech and language-impaired children. Journal of Speech and Hearing Research, 34, 1299-1308.
  • Sazak, E. ve Çiftçi-Tekinarslan, İ. (2003). Zihin engelli birey için hazırlanan akran aracılı sosyal beceri öğretim programının etkililiğinin incelenmesi. Özel Eğitim Dergisi, 4 (2), 13-30
  • Staub, D., & Hunt, P. (1993). The effects of social interaction training on high school peer tutors of schoolmates with severe disabilities. Exceptional Children, 60(1), 41-57.
  • Strain, P. S., & Odom, S. L. (1986). Peer social initiations: effective intervention for social skills development of exceptional children. Exceptional Children, 52(6), 543-551.
  • Tekin, E., ve Kırcaali İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. (1. Basım). Ankara: Nobel Yayın Dağıtım.
  • Tekin-İftar, E. (2003, March). Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. Education and training in developmental disabilities, 38, 77- 94.
  • Tekin-İftar, E. (2004). Davranış değişikliklerinin kalıcılığının ve genellenmesinin sağlanması. G. Kırcaali-İftar (Editör), Davranış ve öğrenme sorunu olan çocukların eğitimi (53- 66). Anadolu Üniversitesi, AÖF Yayını, Eskişehir.
  • Thiemann, S. K., & Goldstein, H. (2001 Winter). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34(4), 425-446.
  • Utley, C. A., Mortweet, S. L., & Greenwood, C. R. (1998). Peer-mediated instruction and intervenions. In. E.L. Meyen., G.A. Vergason, R. J. Whelan, (Eds.). Educating students with mild disabilities: Strategies and methods. (339-374). Denver: Love Publishing Company.
  • Visoky, A. M., & Poe, B. D. (2000). Can preschoolers be effective peer models? An action research project. Teaching Exceptional Children, 33(2), 68-73.
  • Warr-Leeper, G. (2001). A review of early intervention programs and effectiveness research for environmentally disadvantaged children. Pathology and Audiology, 24(2), 50-62.
  • Wolery, M., & Wilbers, J.S. (Eds.). (1994). Including children with special needs in early childhood programs. Washington: National Association for the Education of Young Children.
  • Yıldırım, S. (2002). Akranlar tarafından kullanılan sabit bekleme süreli öğretimin gelişimsel geriliği olan öğrencilere tanıtıcı levhaların öğretimi üzerindeki etkililiği. Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.

Arkadaşlık Becerilerini Geliştirme Programının Özel Gereksinimi Olan Okul Öncesi Çocuklarının Sosyal Etkileşimlerine Etkisi

Year 2008, Volume: 9 Issue: 01, 15 - 34, 01.02.2008
https://doi.org/10.1501/Ozlegt_0000000112

Abstract

Deneklerarası çoklu yoklama modelinin kullanıldığı araştırmada, normal gelişim gösteren çocuklar tarafından
uygulanan Arkadaşlık Becerilerini Geliştirme Programı (ABGP)’nın, özel gereksinimli akranların sosyal etkileşim
davranışlarını artırma üzerindeki etkisini belirlemek amaçlanmıştır. Araştırmaya, özel gereksinimli dört çocuk “hedef
çocuk” ve onların sınıflarındaki normal gelişim gösteren 13 çocuk ise “eğitici akran” olarak katılmışlardır. Eğitici
akranların yetiştirilme süreci, küçük gruplarda, doğrudan öğretim yöntemi kullanılarak gerçekleştirilmiştir. ABGP’nin
hazırlanmasında hedef çocukların gereksinimleri ve sınıf öğretmenlerinin görüşleri esas alınmıştır. Eğitici akranlar
ABGP’yi, hedef çocuklar ile akran aracılı uygulama yöntemlerinden akran başlatmalı öğretimi kullanarak uygulamışlardır.
Eğitici akranların arkadaşlık becerilerini oldukça yüksek düzeyde güvenilir olarak uyguladıkları görülmüştür. Bu
doğrultuda, hedef çocukların eğitici akranları ile sosyal etkileşim davranışlarında olumlu yönde belirgin artış görülmüştür.
Ayrıca hedef çocuklar öğrendikleri sosyal etkileşim davranışlarını uygulama süreci sona erdikten sonraki 3. ve 4. haftalarda
da korumuşlar ve sınıftaki diğer iki akrana genelleyebilmişlerdir.

References

  • Bronson, M.B., Hauser-Cram, P., & Warfield, M. E. (1995). Classroom behaviors of preschool children with and without developmental disabilities. Journal of Applied Developmental Psychology, 16, 371-390.
  • Caldarella, P., & Merrell, K.W. (1997). Common dimensions of social skills of children and adolescents: A taxanomy of positive behaviors. School Psychology Review, 26(2), 264-278.
  • Christopher, J. S., Hansen, D. J., & MacMillan, V. M. (1991). Effectiveness of a peer-helper intervention to increase children’s social interactions. Behavior Modification, 15(1), 22- 50.
  • Collins, B. C., Ault, M. J., Hemmeter, M.L., & Doyle, P.M. (1996). Come play. Teaching Exceptional Children, Sept./Oct, 16-21.
  • Craig-Unkefer, L., & Kaiser, A. P. (2002). Improving the social communication skills of at-risk preschool children in a play context. Topics in Early Childhood Special Education, 22(1), 3-13.
  • English, K., Goldstein, H., Kaczmarek, L., & Shafer, K. (1996). “Buddy skills” for preschoolers. Exceptional Children, 28(3), 62- 66.
  • English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills- training program. Exceptional Children, 63(2), 229- 243.
  • Fabes, R. A., Hanish, L. D., & Martin, C. L., (2003). Children at play: The role of peers in understanding the effects of child care. Child Development, 74(4), 1039-1043.
  • Fantuzzo, J., Sutton-Smith, B., Coolahan, K. C., Manz, P. H., Canning, S., & Debnam, D. (1995). Assessment of preschool play interaction behaviors in young low-income children: Pen interactive peer play scale. Early Childhood Research Quartely,10,105-120.
  • Finegan, C. (1999-Winter). Kindergartens: Acceptance of the social behavior of a child with special needs. Wright State University, Web site: http://www.ed.wright.edu/~prenick... rchives/Winter-1999/colleen2.html.
  • Fujiki, M., Brinton, B., Hart, C. H., & Fitzgerald, A. H., (1999). Peer acceptance and friendship language impairment. Topics in Language Disorders, 19(2), 34-48.
  • Gelzheiser, L. M., Mclane, M., Meyers, J., & Pruzek, R. M. (1998). IEP-specified peer interaction needs: accurate but ignored. Exceptional Children, 65(1), 51-65.
  • Goldstein, H., & Cisar, CL. (1992). Promoting interaction during sociodramatic play: teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25(2), 265-280.
  • Goldstein, H., & Wickstrom, S. (1986). Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers. Journal of Applied Behavior Analysis, 19(2), 209-214.
  • Goldstein, H., & Ferrell, D. R. (1987). Augmenting communicative interaction between handicapped and nonhandicapped preschool children. Journal of Speech and Hearing Disorders, 52, 200-211.
  • Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289-305.
  • Goldstein H., Kaczmarek, L. A. & English, K. M. (2002). Promoting social communication: Children with developmental disabilities from birth to adolescence. Baltimore, Maryland: Paul H. Brookes Publishing Co.
  • Guralnick, M.J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish, K. (1996). The peer relations of preschool children with communication disorders. Child Development, 67(2), 471-489.
  • Hundert, J., & Houghton, A. (1992). Promoting social interaction of children with disabilities in integrated preschools: A failure to generalize. Exceptional Children, 58(4), 311- 320.
  • Kazdin, A, E. (1996). Conduct disorders in childhood and adolescence. (Second Edition). California: Sage Publications.
  • Kerr, M.M., & Nelson, C.M. (1998). Strategies for managing behavior problems in the classroom. New Jersey, NY: Prentice Halls.
  • Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool: An examination of naturalistic tactics. Topics in Early Childhood Special Education, 21(2), 93-103.
  • Malloy, H. L., & McMurray, P. (1996). Conflict strategies and resolutions: Peer conflict in an integrated early childhood classroom. Early Childhood Research Quarterly, 11, 185-206.
  • McCabe, L. A., Hernandez, M., Luz Lara, S & Brooks-Gunn, J. (2000). Assessing Preschoolers’ Self-Regulation in Homes and Classrooms: Lessons from the Field. Behavioral Disorders, 26(1), 53-69.
  • McGee, G. G., Connie Almeida, M., Sulzer- Azaroff, B. & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25(1),117-126.
  • McGinnis, E., & Goldstein, A. P. (2003). Skillstreaming in early childhood. Revised Edition, Illinois: Research Press.
  • National Association for the Education of Young Children (NAEYC) Guidelines Revision. (2001). NAEYC standarts for early childhood Professional preparation. Web: http://www.naeyc.org/faculty/pdf/2001.pdf
  • Odom, S. L., & Strain, P. S. (1984). Peer-mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatric, 54(4), 544-557.
  • Odom, S. L., Hoyson, M., Jamieson, B., & Strain, S.P. (1985, Spring). Increasing handicapped preschoolers’ peer social interactions: Cross- setting and component analysis. Journal of Applied Behavior Analysis, 18(1), 3-16.
  • Odom, S.L., & Watts, E. (1991). Reducing teacher prompts in peer-mediated interventions for young children with autism. The Journal of Special Education, 25(1), 26-43.
  • Odom, S. L., & Diamond, K. E. (1998). Inclusion of young children with special needs in early childhood education: The reseach base. Early Childhood Research Quarterly, 13(1), 3-25.
  • Odom, S.L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20(1), 20- 27.
  • Perren, S., & Alsaker, F. D. (2006). Social behavior and peer relationships of victims, bully- victims, and bullies in kindergarten. Journal of Child Psychology and Psychiatry, 47(1), 45- 57.
  • Poyraz Tüy, S. (1999). 3-6 yaş arasındaki işitme engelli ve işiten çocukların sosyal beceri ve problem davranışları yönünden karşılaştırılmaları. Yayınlanmamış yüksek lisans tezi, Ankara Üniversitesi, Ankara.
  • Rice, M., Sell, M., & Hadley, P. (1991). Social interactions of speech and language-impaired children. Journal of Speech and Hearing Research, 34, 1299-1308.
  • Sazak, E. ve Çiftçi-Tekinarslan, İ. (2003). Zihin engelli birey için hazırlanan akran aracılı sosyal beceri öğretim programının etkililiğinin incelenmesi. Özel Eğitim Dergisi, 4 (2), 13-30
  • Staub, D., & Hunt, P. (1993). The effects of social interaction training on high school peer tutors of schoolmates with severe disabilities. Exceptional Children, 60(1), 41-57.
  • Strain, P. S., & Odom, S. L. (1986). Peer social initiations: effective intervention for social skills development of exceptional children. Exceptional Children, 52(6), 543-551.
  • Tekin, E., ve Kırcaali İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. (1. Basım). Ankara: Nobel Yayın Dağıtım.
  • Tekin-İftar, E. (2003, March). Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. Education and training in developmental disabilities, 38, 77- 94.
  • Tekin-İftar, E. (2004). Davranış değişikliklerinin kalıcılığının ve genellenmesinin sağlanması. G. Kırcaali-İftar (Editör), Davranış ve öğrenme sorunu olan çocukların eğitimi (53- 66). Anadolu Üniversitesi, AÖF Yayını, Eskişehir.
  • Thiemann, S. K., & Goldstein, H. (2001 Winter). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34(4), 425-446.
  • Utley, C. A., Mortweet, S. L., & Greenwood, C. R. (1998). Peer-mediated instruction and intervenions. In. E.L. Meyen., G.A. Vergason, R. J. Whelan, (Eds.). Educating students with mild disabilities: Strategies and methods. (339-374). Denver: Love Publishing Company.
  • Visoky, A. M., & Poe, B. D. (2000). Can preschoolers be effective peer models? An action research project. Teaching Exceptional Children, 33(2), 68-73.
  • Warr-Leeper, G. (2001). A review of early intervention programs and effectiveness research for environmentally disadvantaged children. Pathology and Audiology, 24(2), 50-62.
  • Wolery, M., & Wilbers, J.S. (Eds.). (1994). Including children with special needs in early childhood programs. Washington: National Association for the Education of Young Children.
  • Yıldırım, S. (2002). Akranlar tarafından kullanılan sabit bekleme süreli öğretimin gelişimsel geriliği olan öğrencilere tanıtıcı levhaların öğretimi üzerindeki etkililiği. Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
There are 47 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Latife Özaydın This is me

Tekin Elif İfter This is me

Sema Kaner This is me

Publication Date February 1, 2008
Published in Issue Year 2008 Volume: 9 Issue: 01

Cite

APA Özaydın, L., İfter, T. E., & Kaner, S. (2008). Arkadaşlık Becerilerini Geliştirme Programının Özel Gereksinimi Olan Okul Öncesi Çocuklarının Sosyal Etkileşimlerine Etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(01), 15-34. https://doi.org/10.1501/Ozlegt_0000000112

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