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Sosyal Öyküler: Otistik Çocuklara Yönelik Bir Sağaltım

Year 2007, Volume: 8 Issue: 02, 49 - 62, 01.03.2007
https://doi.org/10.1501/Ozlegt_0000000108

Abstract

References

  • Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 8-16.
  • Alvarez, A. (1999). Addressing the deficit: Developmentally informed psychotherapy with passive, ‘undrawn’ children. In A. Alvarez & S. Reid (Eds.), Autism and Personality (pp.49-61). New York: Routledge.
  • Attwood, T. (1998). The links between social stories, comic strip conversations and the cognitive models of autism and Asperger’s syndrome. Retrieved November 20, 2001, from http;//www.tonyayywood.com/paper5.htm.
  • Baron-Cohen, S. (1995). Mindblindness. Cambridge, MA: MIT Press. Leslie, A (1987). Pretence and representations: The origins of “theory of mind.” Psychological Review, 94, 412-426.
  • Barry, L., & Burlew, S. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19, 45-51.
  • Bledsoe, R., Myles, B. S., & Simpson, R. L. (2003). Use of a Social Story intervention to improve mealtime skills of an adolescent with Asperger syndrome. Autism, 7, 289-295.
  • Brownell, M.D. (2002). Musically adapted social stories to modify behaviors in students with autism: Four case studies. Journal of Music Therapy, 39, 117-144.
  • Carter, A. S., Gillham, J. E. Sparrow, S.S., & Volkmar, F. R. (1996). Adaptive behavior in autism. Mental Retadation, 5, 945-960.
  • Celani, G., Battacchi, M. W., & Arcidiacono, L. (1999). The understanding of the emotional meaning of facial expressions in people with autism. Journal of Autism and Developmental Disorders, 29, 57-66.
  • Charlop M. H., & Walsh, M. E. (1986). Increasing autistic children’s spontaneous verbalization of affection: An assessment of time delay and peer modeling procedures. Journal of Applied Behavior Analysis, 19, 307-314.
  • Crozier, S., & Sileo, N. M. (2005). Encouraging positive behavior with social stories: An intervention for children with autism spectrum disorders. Teaching Exceptional Children, 37(6), 26-31.
  • Delano, M. E., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8, 29-42.
  • Feinberg, M. J. (2001). Using social stories to teach specific social skills to individuals diagnosed with autism. Dissertation Abstracts International. Section B: The Sciences & Enginering, 62(8-B), 2002, pp.3797. (UMI NO. AA13024504).
  • Gillberg, C., & Coleman, M. (2000). The biology of autistic syndromes. London: MacKeith Press.
  • Golarai, G., Grill-Spector, K., & Reis, A. (2006). Autsim and the development of face processing. Clinical Neuroscience Research, 6(3-4), 145-160.
  • Gray, C. (1993). The original social stories book. Arlington, TX: Future Horizons.
  • Gray, C. (1994). The new social stories book. Arlington, TX: Future Horizons.
  • Gray, C., & Garand, J. (1993). Social Stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8, 1-10.
  • Gray, C. (1998). Social stories 101. The Morning News, 10(1), 2-6. Michigan: Jenison Public Schools.
  • Gray, C. (2000). Writing Social Stories with Carol Gray: Accompanying Workbook to Video. Arlington: Future Horizons.
  • Gray, C. (2003). Social Stories. Retrieved April 13, 2003, from http://www.thegraycenter.org.
  • Grenway, C. (2000). Autism and Asperger syndrome: Strategies to promote prosocial behaviors. Practice, 16, 469-486.
  • Hagiwara, T., & Myles, B. S. (1999). A multimedia Social Story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14, 82-95.
  • Happe, F. G. E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843-855.
  • Handlan, S., & Bloom, L. A. (1993). The effects of educational curricula and modeling/coaching on the interactions of kindergarten children with their peers with autism. Focus on Autistic Behavior, 8(2), 1-11.
  • Hauck, M., Fein, D., Waterhouse, L., Feinstein, S. (1995). Social initiations by autistic children to adults and other children. Autism and Other Developmental Disorders, 25, 579-595.
  • Hobson, R. P. (1996). Autism and the development of the mind. Manwah, NJ: Lawrence Erlbaum Associates.
  • Hobson, R. P., & Lee, A. (1999). Imitation and identification in autism. Journal of Child Psychology and Psychiatry, 40, 649-659.
  • Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250.
  • Kleinman, J., Marciano, P. L., & Ault, R. L. (2001). Advanced Theory of Mind in high-functioning adults with autism. Journal of Autism and Developmental Disorders, 31(1), 29-36.
  • Klin, A., Sparrow, S. S., De Bildt, A., Cicchetti, D. V., Cohen, D. J., & Volkmar, F. R. (1999). A normed study of face recognition in autism and related disorders. Journal of Autism and Developmental Disorders, 29(6), 499-508.
  • Koegel, R. L., & Koegel, L.K. (1995). Teaching children with autism. Baltimore, MD: Paul H. Brooke.
  • Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.
  • Kuttler, S., Myles, B. S., & Carlson, J. K. (1998). The use of social stories to reduce precursors to tantrum behavior in a student with autism. Focus on Autism and Other Developmental Disabilities, 13(3), 176-182.
  • Kuoch, H., & Mirenda, P. (2003). Social Story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219- 227.
  • Leslie, A. M. (1987). Pretense and representation: The origins of “theory of mind”. Psychological Review, 94, 412-426.
  • Lincoln, A. J., Courchesne, E., Kilman, B. A., Elmasian, R., & Allen, M. (1998). A study of intellectual abilities in high-functioning people with autism. Journal of Autism and Developmental Disorder, 18, 505-524.
  • Lorimer, P. A., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2002). The use of social stories as a preventative behavioral intervention in a home setting with a child with autism. Journal of Positive Behavior Interventions, 4(1), 53- 60.
  • MacDuff, G. S., Krantz, P.J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97.
  • Myles, B. S., & Simpson, R. L. (2001). Understanding the hidden curriculum: An essential social skill for children and youth with Asperger Syndrome. Intervention in School and Clinic, 36, 279-286.
  • National Institute of Neurological Disorders and Stroke. (2007). Autism fact sheet. Retrieved October 16, 2007, from http://222.ninds.nih.gov/disorders/autism/detai l -autism.htm?css=print.
  • Njardvik, U., Matson, J. L., & Cherry, K. E. (1999). A comparison of social skills in adults with autistic disorder, pervasive developmental disorder not otherwise specified, and mental retardation. Developmental Disorders, 29, 287-295.
  • Norris, C., & Dattilo, J. (1999). Evaluating effects of a Social Story intervention on a young girl with autism. Focus on Autism and Other Developmental Disabilities, 14, 180-186.
  • Ozdemir, S. (2008, March 29,). The effectiveness of Social Stories on decreasing disruptive behaviors of children with autism: Three case studies. Journal of Autism and Developmental Disabilities, (18373187).
  • Ozonoff, S., & Miller, J. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism & Developmental Disorder, 25, 415-435.
  • Quill, K. A. (2000). Do-watch-listen-say: Social and communication intervention for children with autism. Baltimore: Brookes.
  • Pierce, K. C., & Screibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial selfmanagement. Journal of Applied Behavior Analysis, 27, 471-481.
  • Powell, S., & Jordan, R. (1997). Autism and learning-A guide to good practice. London: Fulton.
  • Prizant, B. M. (1996). Brief Report: Communication, Language, Social, and Emotional Development. Journal of Autism and Developmental Disorders, 26, 173-178.
  • Roberson, W. H., Gravel, J. S., Valcante, G. C., & Maurer, R. G. (1992). Using a picture task analysis to teach student with multiple disabilities. Teaching Exceptional Children, 24, 12-15.
  • Rodgers, J. (2000). Visual perception and asperger syndrome: Central coherence deficit or hierarchization deficit? The International Journal of Research and Practice, 4, 321-329.
  • Roeyers, H. (1996). The influence of nonhandicapped peers on the social interactions of children with a pervasive developmental disorder. Journal of Autism and Developmental Disorders, 26, 303-320.
  • Rowe, C. (1999). Do social stories benefit children with autism in mainstream primary schools? Special Education Forward Trends, 26(1), 12- 14.
  • Rust, J., & Smith, A. (2006). How should the effectiveness of Social Stories to modify the behavior of children on the autistic spectrum be tested? Lessons from the literature. Autism, 10(2), 125-138.
  • Sansotti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the Social behavior of children with asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57.
  • Scattone, D., Wilczynski, S. M., Edwards, R. P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using social stories. Journal of Autism and Developmental Disorders, 32, 535-543.
  • Siegel, J., Minshew, N., & Goldstein, G. (1996). Wechsler IQ profiles in diagnosis of high- functioning autism. Journal of Autism and Developmental Disorders, 26, 389-406.
  • Simpson, R. L., & Myles, B. S. (1998). Aggression among children and youth who have Asperger’s syndrome: A different population requiring different strategies. Preventing School Failure, 42, 149-153.
  • Smith, C. (2001). Using social stories to enhance behavior in children with autistic spectrum difficulties. Educational psychology in Practice, 17, 337-345.
  • Swaggart, B., Gagnon, E., Bock, S. J., Earles, T. L., Quinn, C., Myles, B. S. et al. (1995). Using social stories to teach social and behavioral skills to children with autism. Focus on Autistic Behavior, 10, 1-16.
  • Thiermann, K. S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.
  • Twedell, D. (2008). Autism: Part I. Deficits, Prevalence, Symptoms, and Environmental Factors. The Journal of Continuing Education in Nursing, 39(2), 55-56.
  • Yirmiya, N., Sigman, M. D., Kasari, C., & Mundy, P. (1992). Empathy and cognition in high functioning children with autism. Child Development, 63, 150-160.

Sosyal Öyküler: Otistik Çocuklara Yönelik Bir Sağaltım

Year 2007, Volume: 8 Issue: 02, 49 - 62, 01.03.2007
https://doi.org/10.1501/Ozlegt_0000000108

Abstract

Sosyal öyküler bir özel eğitim öğretmeni olan Carol Gray (1994) tarafından otizmden etkilenmiş çocukların sosyal durumları daha iyi anlamaları için geliştirilmiş kısa ve bireyselleştirilmiş öykülerdir. Bu öyküler farklı sosyal durumlar ile ilgili sosyal bilgi ve ipuçlarını çocuğun doğru olarak anlamasına yardımcı olur ve sosyal durumun kim, ne, nerede, ve kiminle gibi özel sorularına yönelik olarak bilgi aktarır. Sosyal öyküler rutin durumlarda ortaya çıkan değişiklikleri açıklamak, akademik becerileri öğretmek, uyum becerileri edindirmek, sosyal durumları ürkütücü olmayan bir yolla açıklamak, ve saldırgan ya da takıntılı davranış gibi problem davranışların üstesinden gelmek gibi farklı amaçlar için kullanılabilirler. Bu makalenin amacı otistik çocuklarla özellikle eğitim ortamlarında yaygınlıkla kullanılan sosyal öyküleri tanıtmak ve sosyal öykülerin bir sağaltım tekniği olarak yazım ve uygulama kuralları hakkında bilgi vermektir. Sosyal hikaleyelerin etkililiğinin değerlendirilmesi sürecinin nasıl uygulanacağı da ayrıca bu makalede incelenmiştir

References

  • Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 8-16.
  • Alvarez, A. (1999). Addressing the deficit: Developmentally informed psychotherapy with passive, ‘undrawn’ children. In A. Alvarez & S. Reid (Eds.), Autism and Personality (pp.49-61). New York: Routledge.
  • Attwood, T. (1998). The links between social stories, comic strip conversations and the cognitive models of autism and Asperger’s syndrome. Retrieved November 20, 2001, from http;//www.tonyayywood.com/paper5.htm.
  • Baron-Cohen, S. (1995). Mindblindness. Cambridge, MA: MIT Press. Leslie, A (1987). Pretence and representations: The origins of “theory of mind.” Psychological Review, 94, 412-426.
  • Barry, L., & Burlew, S. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19, 45-51.
  • Bledsoe, R., Myles, B. S., & Simpson, R. L. (2003). Use of a Social Story intervention to improve mealtime skills of an adolescent with Asperger syndrome. Autism, 7, 289-295.
  • Brownell, M.D. (2002). Musically adapted social stories to modify behaviors in students with autism: Four case studies. Journal of Music Therapy, 39, 117-144.
  • Carter, A. S., Gillham, J. E. Sparrow, S.S., & Volkmar, F. R. (1996). Adaptive behavior in autism. Mental Retadation, 5, 945-960.
  • Celani, G., Battacchi, M. W., & Arcidiacono, L. (1999). The understanding of the emotional meaning of facial expressions in people with autism. Journal of Autism and Developmental Disorders, 29, 57-66.
  • Charlop M. H., & Walsh, M. E. (1986). Increasing autistic children’s spontaneous verbalization of affection: An assessment of time delay and peer modeling procedures. Journal of Applied Behavior Analysis, 19, 307-314.
  • Crozier, S., & Sileo, N. M. (2005). Encouraging positive behavior with social stories: An intervention for children with autism spectrum disorders. Teaching Exceptional Children, 37(6), 26-31.
  • Delano, M. E., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8, 29-42.
  • Feinberg, M. J. (2001). Using social stories to teach specific social skills to individuals diagnosed with autism. Dissertation Abstracts International. Section B: The Sciences & Enginering, 62(8-B), 2002, pp.3797. (UMI NO. AA13024504).
  • Gillberg, C., & Coleman, M. (2000). The biology of autistic syndromes. London: MacKeith Press.
  • Golarai, G., Grill-Spector, K., & Reis, A. (2006). Autsim and the development of face processing. Clinical Neuroscience Research, 6(3-4), 145-160.
  • Gray, C. (1993). The original social stories book. Arlington, TX: Future Horizons.
  • Gray, C. (1994). The new social stories book. Arlington, TX: Future Horizons.
  • Gray, C., & Garand, J. (1993). Social Stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8, 1-10.
  • Gray, C. (1998). Social stories 101. The Morning News, 10(1), 2-6. Michigan: Jenison Public Schools.
  • Gray, C. (2000). Writing Social Stories with Carol Gray: Accompanying Workbook to Video. Arlington: Future Horizons.
  • Gray, C. (2003). Social Stories. Retrieved April 13, 2003, from http://www.thegraycenter.org.
  • Grenway, C. (2000). Autism and Asperger syndrome: Strategies to promote prosocial behaviors. Practice, 16, 469-486.
  • Hagiwara, T., & Myles, B. S. (1999). A multimedia Social Story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14, 82-95.
  • Happe, F. G. E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843-855.
  • Handlan, S., & Bloom, L. A. (1993). The effects of educational curricula and modeling/coaching on the interactions of kindergarten children with their peers with autism. Focus on Autistic Behavior, 8(2), 1-11.
  • Hauck, M., Fein, D., Waterhouse, L., Feinstein, S. (1995). Social initiations by autistic children to adults and other children. Autism and Other Developmental Disorders, 25, 579-595.
  • Hobson, R. P. (1996). Autism and the development of the mind. Manwah, NJ: Lawrence Erlbaum Associates.
  • Hobson, R. P., & Lee, A. (1999). Imitation and identification in autism. Journal of Child Psychology and Psychiatry, 40, 649-659.
  • Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250.
  • Kleinman, J., Marciano, P. L., & Ault, R. L. (2001). Advanced Theory of Mind in high-functioning adults with autism. Journal of Autism and Developmental Disorders, 31(1), 29-36.
  • Klin, A., Sparrow, S. S., De Bildt, A., Cicchetti, D. V., Cohen, D. J., & Volkmar, F. R. (1999). A normed study of face recognition in autism and related disorders. Journal of Autism and Developmental Disorders, 29(6), 499-508.
  • Koegel, R. L., & Koegel, L.K. (1995). Teaching children with autism. Baltimore, MD: Paul H. Brooke.
  • Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341-353.
  • Kuttler, S., Myles, B. S., & Carlson, J. K. (1998). The use of social stories to reduce precursors to tantrum behavior in a student with autism. Focus on Autism and Other Developmental Disabilities, 13(3), 176-182.
  • Kuoch, H., & Mirenda, P. (2003). Social Story interventions for young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 219- 227.
  • Leslie, A. M. (1987). Pretense and representation: The origins of “theory of mind”. Psychological Review, 94, 412-426.
  • Lincoln, A. J., Courchesne, E., Kilman, B. A., Elmasian, R., & Allen, M. (1998). A study of intellectual abilities in high-functioning people with autism. Journal of Autism and Developmental Disorder, 18, 505-524.
  • Lorimer, P. A., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2002). The use of social stories as a preventative behavioral intervention in a home setting with a child with autism. Journal of Positive Behavior Interventions, 4(1), 53- 60.
  • MacDuff, G. S., Krantz, P.J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97.
  • Myles, B. S., & Simpson, R. L. (2001). Understanding the hidden curriculum: An essential social skill for children and youth with Asperger Syndrome. Intervention in School and Clinic, 36, 279-286.
  • National Institute of Neurological Disorders and Stroke. (2007). Autism fact sheet. Retrieved October 16, 2007, from http://222.ninds.nih.gov/disorders/autism/detai l -autism.htm?css=print.
  • Njardvik, U., Matson, J. L., & Cherry, K. E. (1999). A comparison of social skills in adults with autistic disorder, pervasive developmental disorder not otherwise specified, and mental retardation. Developmental Disorders, 29, 287-295.
  • Norris, C., & Dattilo, J. (1999). Evaluating effects of a Social Story intervention on a young girl with autism. Focus on Autism and Other Developmental Disabilities, 14, 180-186.
  • Ozdemir, S. (2008, March 29,). The effectiveness of Social Stories on decreasing disruptive behaviors of children with autism: Three case studies. Journal of Autism and Developmental Disabilities, (18373187).
  • Ozonoff, S., & Miller, J. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism & Developmental Disorder, 25, 415-435.
  • Quill, K. A. (2000). Do-watch-listen-say: Social and communication intervention for children with autism. Baltimore: Brookes.
  • Pierce, K. C., & Screibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial selfmanagement. Journal of Applied Behavior Analysis, 27, 471-481.
  • Powell, S., & Jordan, R. (1997). Autism and learning-A guide to good practice. London: Fulton.
  • Prizant, B. M. (1996). Brief Report: Communication, Language, Social, and Emotional Development. Journal of Autism and Developmental Disorders, 26, 173-178.
  • Roberson, W. H., Gravel, J. S., Valcante, G. C., & Maurer, R. G. (1992). Using a picture task analysis to teach student with multiple disabilities. Teaching Exceptional Children, 24, 12-15.
  • Rodgers, J. (2000). Visual perception and asperger syndrome: Central coherence deficit or hierarchization deficit? The International Journal of Research and Practice, 4, 321-329.
  • Roeyers, H. (1996). The influence of nonhandicapped peers on the social interactions of children with a pervasive developmental disorder. Journal of Autism and Developmental Disorders, 26, 303-320.
  • Rowe, C. (1999). Do social stories benefit children with autism in mainstream primary schools? Special Education Forward Trends, 26(1), 12- 14.
  • Rust, J., & Smith, A. (2006). How should the effectiveness of Social Stories to modify the behavior of children on the autistic spectrum be tested? Lessons from the literature. Autism, 10(2), 125-138.
  • Sansotti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the Social behavior of children with asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57.
  • Scattone, D., Wilczynski, S. M., Edwards, R. P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using social stories. Journal of Autism and Developmental Disorders, 32, 535-543.
  • Siegel, J., Minshew, N., & Goldstein, G. (1996). Wechsler IQ profiles in diagnosis of high- functioning autism. Journal of Autism and Developmental Disorders, 26, 389-406.
  • Simpson, R. L., & Myles, B. S. (1998). Aggression among children and youth who have Asperger’s syndrome: A different population requiring different strategies. Preventing School Failure, 42, 149-153.
  • Smith, C. (2001). Using social stories to enhance behavior in children with autistic spectrum difficulties. Educational psychology in Practice, 17, 337-345.
  • Swaggart, B., Gagnon, E., Bock, S. J., Earles, T. L., Quinn, C., Myles, B. S. et al. (1995). Using social stories to teach social and behavioral skills to children with autism. Focus on Autistic Behavior, 10, 1-16.
  • Thiermann, K. S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.
  • Twedell, D. (2008). Autism: Part I. Deficits, Prevalence, Symptoms, and Environmental Factors. The Journal of Continuing Education in Nursing, 39(2), 55-56.
  • Yirmiya, N., Sigman, M. D., Kasari, C., & Mundy, P. (1992). Empathy and cognition in high functioning children with autism. Child Development, 63, 150-160.
There are 63 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Selda Özdemir This is me

Publication Date March 1, 2007
Published in Issue Year 2007 Volume: 8 Issue: 02

Cite

APA Özdemir, S. (2007). Sosyal Öyküler: Otistik Çocuklara Yönelik Bir Sağaltım. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(02), 49-62. https://doi.org/10.1501/Ozlegt_0000000108

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