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Year 2021, Volume: 22 Issue: 1, 253 - 281, 02.03.2021
https://doi.org/10.21565/ozelegitimdergisi.554714

Abstract

References

  • Aktaş, B. (2015). Aile eğitiminin otizmli çocuğa sahip ailelerin milieu öğretim tekniklerinden tepki isteme–model olmayı kullanmalarındaki etkililiği [Efficiency of parent training a mothers of children with autism use of mand–model one of the Milieu teaching techniques]. (Yayınlanmamış yüksek lisans tezi) [Unpublished master’s thesis]. Bolu Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu, Türkiye [Bolu Abant İzzet Baysal University Institute of Educational Sciences, Bolu, Turkey]. Retrieved from http://tez.yok.gov.tr/UlusalTezMerkezi/. (Thesis Number 415923)
  • Amerikan Psikiyatri Birliği-APA (2013). DSM-5 tanı ölçütleri başvuru el kitabı [Diagnostic and statistical manual of mental disorders. Çev. Köroğlu, E. Ankara: Hekimler Yayın Birliği
  • Ardıç, A. (2015). Aile eğitimi uygulama modelleri [Family education application models]. A. Cavkaytar (Ed.) Özel eğitimde aile eğitimi ve rehberliği içinde [In Family education and guidance in special education] (3. Baskı, s. 247-286) [3rd ed., pp. 247-286]. Ankara: Vize yayıncılık [Ankara, Turkey: Vize Publishing].
  • Baharav, E., & Reiser, C. (2010). Using telepractice in parent training in early autism. Telemedicine and e-Health, 16(6), 727-731.
  • *Benson, S. S., Dimian, A. F., Elmquist, M., Simacek, J., McComas, J. J., & Symons, F. J. (2018). Coaching parents to assess and treat self‐injurious behaviour via telehealth. Journal of Intellectual Disability Research, 62(12), 1114-1123.
  • Boisvert, M., & Hall, N. (2014). The use of telehealth in early autism training for parents: A scoping review. Smart Homecare Technology and Telehealth, 2, 19-27.
  • Boisvert, M., Lang, R., Andrianopoulos, M., & Boscardin, M. L. (2010). Telepractice in the assessment and treatment of individuals with autism spectrum disorders: A systematic review. Developmental neurorehabilitation, 13(6), 423-432.
  • Bulun, M., Gülnar, B., & Güran, S. (2004). Egitimde mobil teknolojiler [Mobile technologies in education]. TOJET: The Turkish Online Journal of Educational Technology, 3(2).
  • Centers for Disase Control and Prevention. (2019). Identified Prevalence of Autism Spectrum Disorder Retrieved From: https://www.cdc.gov/ncbddd/autism/data.htmlCohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ Lawrence Erlbaum Associates, Publishers.
  • Crais, E., & Ogletree, B. T. (2016). Prelinguistic communication development. In D. Keen, H. Meadan, N. Brady & J. W. Halle (Eds.), Prelinguistic minimally verbal communicators on the autism spectrum disorder (pp. 9-33). Springer: Singapore
  • Diken, İ. H. (Ed.) (2013). Özel eğitime gereksinimi olan öğrenciler ve özel eğitim [Students who need special education and special education]. Ankara: Pegem Dinçer, S. (2006). Bilgisayar destekli eğitim ve uzaktan eğitime genel bir bakış [An overview of computer assisted education and distance education]. Akademik Bilişim [Academic Information], Pamukkale Üniversitesi [Pamukkale University], Denizli
  • Dunst, C. J. (2018). Kanıt-temelli erken çocukluk müdahale uygulamalarının belirlenmesinde araştırma sentezlerinin rolü [Role of research syntheses for identifying evidence-based early childhood intervention practices.]. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.). (H. Bakkaloğlu & Ş. Demir, Çev./Trans.). Erken çocukluk özel eğitimi el kitabı (ss. 541-560). [Handbook of early childhood special education (pp. 541-560)]. Ankara: Anı Yayıncılık
  • Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge: Cambridge University Press.
  • Ferguson, J., Craig, E. A., & Dounavi, K. (2019). Telehealth as a model for providing behaviour analytic interventions to individuals with Autism Spectrum Disorder: a systematic review. Journal of autism and developmental disorders, 49(2), 582-616.
  • Fletcher, P., & Miller, J. F. (Eds.). (2005). Trends in language acquisition research, vol 4: Developmental theory and language disorders. Amsterdam, NL: John Benjamins.
  • Ingersoll, B. (2008). The social role of imitation in autism: Implications for the treatment of imitation deficits. Infants & Young Children, 21(2), 107-119.
  • Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of autism and developmental disorders, 36(4), 487.
  • Johnson, S. (2012). A clinical handbook on child development paediatrics. Australia: Elsevier Health Sciences.
  • Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11(4), 423-446.
  • Karasu, N. (2011). Otizmli bireylerin eğitiminde video ile model olma uygulamalarının değerlendirilmesi: Bir alanyazın derlemesi ve meta-analiz örneği [Examining Video-Modeling in Teaching of Individuals with Autism: A Review and Meta-Analysis Sample]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi [Ankara University Faculty of Educational Sciences Journal of Special Education], 12(02), 1-12.
  • Kılıç, E., Karadeniz, Ş., & Karataş, S. (2003). İnternet destekli yapıcı öğrenme ortamları [Internet aided constructivist learning environment]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 23(2).
  • Kırcaali-İftar, G. (2005). Otistik özellik gösteren çocuklara iletişim becerilerinin kazandırılması [To gain the communication skills to children with autistic feature]. İstanbul: YA-PA
  • Knutsen, J., Wolfe, A., Burke, B. L., Hepburn, S., Lindgren, S., & Coury, D. (2016). A systematic review of telemedicine in autism spectrum disorders. Review Journal of Autism and Developmental Disorders, 3(4), 330-344.
  • Koegel, R. L., Koegel, L. K., & Carter, C. M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28(4).
  • Macias, M.M., & Wegner, L.M. (2009). Speech and language develeopment and disorders. In L. M. Bernard (Ed.), Current management in child neurology (4th ed. pp. 269–277). Connecticut: BC Decker Inc.
  • Myles, B. S., Swanson, T. C., Holverstott, J., & Duncan, M. M. (2007). Autism spectrum disorders: A handbook for parents and professionals. Westport, CT: Greenwood Publishing Group.
  • Meadan, H., & Daczewitz, M. E. (2015). Internet-based intervention training for parents of young children with disabilities: A promising service-delivery model. Early child development and care, 185(1), 155-169.
  • Meadan, H., & Keen, D. (2016). Parent involvement in communication interventions. In D. Keen, H. Meadan, N.C. Brady and J.W. Halle (Eds.) Prelinguistic and minimally verbal communicators on the autism spectrum (pp. 215-231). Singapore: Springer
  • Meadan, H., Meyer, L. E., Snodgrass, M. R., & Halle, J. (2013). Coaching parents of young children with autism in rural areas using Internet-based technologies: A pilot program. Rural Special Education Quarterly, 32(3), 3-10.
  • *Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. W. (2016). Internet-based parent-implemented intervention for young children with autism: A pilot study. Journal of Early Intervention, 38(1), 3-23.
  • Mesibow, G.B., Shea,V. & Schopler, E. (Eds.). (2004). The TEACCH approach to autism spectrum disorders. Chapel Hill: Springer
  • Müller, N. (Ed.). (2000). Pragmatics in speech and language pathology: Studies in clinical applications (Vol. 7). Amsterdam; Philadelphia: John Benjamins Publishing.*Nefdt, N., Koegel, R., Singer, G., & Gerber, M. (2010). The use of a self-directed learning program to provide introductory training in pivotal response treatment to parents of children with autism. Journal of Positive Behavior Interventions, 12(1), 23-32.
  • Otizm Dernekleri Federasyonu (2019). Retrieved From: http://www.odfed.org/otizm/ 11.01.2019
  • Özsoy, S., & Özsoy, G. (2013). Eğitim araştırmalarında etki büyüklüğü raporlanması [Effect Size Reporting in Educational Research]. İlköğretim Online [Elementary Education Online], 12(2).
  • Parsons, D., Cordier, R., Vaz, S., & Lee, H. C. (2017). Parent-mediated intervention training delivered remotely for children with autism spectrum disorder living outside of urban areas: Systematic review. Journal of Medical Internet Research, 19(8), e198.
  • Rakap, S., Birkan, B., & Kalkan, S. (2017). Türkiye'de otizm spektrum bozukluğu ve özel eğitim [Autism spectrum disorders and special education in Turkey]. Tohum Otizm Vakfı [Seed Autism Foundation].
  • Rice, M. E., & Harris, G. T. (2005). Comparing effect sizes in follow-up studies: ROC Area, Cohen's d, and r. Law and human behavior, 29(5), 615-620.
  • Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. New York, NY: Guilford Press.
  • Rogers, S. J., Hepburn, S. L., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. Journal of child psychology and psychiatry, 44(5), 763-781.
  • *Simacek, J., Dimian, A. F., & McComas, J. J. (2017). Communication intervention for young children with severe neurodevelopmental disabilities via telehealth. Journal of autism and developmental disorders, 47(3), 744-767.
  • *Suess, A. N., Wacker, D. P., Schwartz, J. E., Lustig, N., & Detrick, J. (2016). Preliminary evidence on the use of telehealth in an outpatient behavior clinic. Journal of applied behavior analysis, 49(3), 686-692.
  • Şen, B., Atasoy, F. & Aydın, N. (2010). Düşük maliyetli web tabanlı uzaktan eğitim sistemi uygulaması [Low Cost Web-Based Distance Education System Application]. XII. Akademik Bilişim Konferansı [XII. Academic Informatics Conference]. Muğla
  • Tasman, A., Kay, J., Lieberman, J. A., First, M. B., & Riba, M. (Eds.). (2015). Psychiatry, 2 Volume Set. Chichester: John Wiley & Sons.
  • Toper-Korkmaz, Ö., & Diken, İ. H. (2013). Temel Tepki Öğretimi-TTÖ (Pivotal Response Treatment-PRT) İle Gerçekleştirilen Etkililik Araştırmalarının Betimsel Analizi [Review Of The Efectiveness Articles About Pivotal Response Treatment]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi [Ankara University Faculty of Educational Sciences Journal of Special Education], 14(01), 41-59.
  • Varol, N. (2006). Aile Eğitimi [Family education] (2. Baskı). Ankara: Kök
  • *Vismara, L. A., McCormick, C., Young, G. S., Nadhan, A., & Monlux, K. (2013). Preliminary findings of a telehealth approach to parent training in autism. Journal of Autism and Developmental Disorders, 43(12), 2953-2969.
  • *Vismara, L. A., Young, G. S., & Rogers, S. J. (2012). Telehealth for expanding the reach of early autism training to parents. Autism research and treatment, 2012.
  • Volkmar, F.R., & Van der Wyk, B. (2017). Understanding the Social Nature of Autism: From Clinical Manifestations to Brain Mechanisms. In J.B. Leaf (Eds.), Handbook of Social Skills and Autism Spectrum Disorder: Assessment, Curricula, and Intervention (pp.11-25). Cham: Springer ISSN: 1573-3432 (electronic version)
  • Volkmar, F. R., & Wiesner, L. A. (2009). A practical guide to autism: What every parent, family member, and teacher needs to know. Hoboken, N.J.: John Wiley & Sons.
  • *Wainer, A. L., & Ingersoll, B. R. (2013). Disseminating ASD interventions: A pilot study of a distance learning program for parents and professionals. Journal of autism and developmental disorders, 1-14.
  • *Wainer, A. L., & Ingersoll, B. R. (2015). Increasing access to an ASD imitation intervention via a telehealth parent training program. Journal of autism and developmental disorders, 45(12), 3877.
  • Westling, D.L., & Fox, L. (2000). Teaching students with severe disabilities. Upper Saddle River, NJ: Merrill/Prentice Hall. Windsor, J., Reichle, J., & Mahowald, M. C. (2009). Communication disorders. In Handbook of infant mental health (3rd ed., pp. 318-331). New York: The Guilford Press
  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214.
  • Yılmaz, K., & Horzum, M. B. (2005). Küreselleşme, bilgi teknolojileri ve üniversite [Globalization, information technologies and university]. İnönü Üniversitesi Eğitim Fakültesi Dergisi [Journal of İnönü University Faculty of Education], 6(10), 103-121.

Otizm Spektrum Bozukluğu Olan Bireylere İletişim Becerilerinin Öğretiminde Uzaktan Aile Eğitim Uygulamaları

Year 2021, Volume: 22 Issue: 1, 253 - 281, 02.03.2021
https://doi.org/10.21565/ozelegitimdergisi.554714

Abstract

Bu çalışmanın amacı, Otizm Spektrum Bozukluğu (OSB) olan çocuğa
sahip ailelere, çocuklarına iletişim becerilerini kazandırmalarına yardımcı
olacak uzaktan aile eğitim uygulamalarını içeren araştırmalara yönelik
sistematik bir bilgi sunmaktır. Bu amaçla, 2000-2018 yılları arasında yapılan
uzaktan aile eğitim uygulamalarına ilişkin yürütülen araştırmalar alanyazın
üzerinden taranmış ve ulaşılan dokuz çalışma “özetleyici derleme” türünde sunulmuştur.
Ulaşılan araştırmalar; katılımcı özellikleri (yaş, cinsiyet, tanı),
bağımlı-bağımsız değişken, araştırma modeli, kullanılan yazılım programı veya
teknolojik araçlar, aile eğitim uygulama süreci, geçerlik-güvenirlik,
izleme-genelleme, bulgular, etki büyüklüğü ve sonuçlarına ilişkin özellikler
bakımından incelenmişlerdir. Sonuçlar, uygulanan programların hedeflenen
beceriler üzerinde olumlu etkiye sahip olduğunu göstermektedir. Araştırmaların
sunulan bulguları ışığında, katılımcı ebeveynlerin hedeflenen öğretim yöntemini
uygulama becerisini kazandıkları görülmektedir. Katılımcı çocukların ise büyük
oranda hedeflenen iletişim becerilerini sergileyebildikleri belirlenmiştir.
Araştırmalarda uygulanan programların sosyal geçerliklerinin de yüksek olduğu
ifade edilmiştir.

References

  • Aktaş, B. (2015). Aile eğitiminin otizmli çocuğa sahip ailelerin milieu öğretim tekniklerinden tepki isteme–model olmayı kullanmalarındaki etkililiği [Efficiency of parent training a mothers of children with autism use of mand–model one of the Milieu teaching techniques]. (Yayınlanmamış yüksek lisans tezi) [Unpublished master’s thesis]. Bolu Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu, Türkiye [Bolu Abant İzzet Baysal University Institute of Educational Sciences, Bolu, Turkey]. Retrieved from http://tez.yok.gov.tr/UlusalTezMerkezi/. (Thesis Number 415923)
  • Amerikan Psikiyatri Birliği-APA (2013). DSM-5 tanı ölçütleri başvuru el kitabı [Diagnostic and statistical manual of mental disorders. Çev. Köroğlu, E. Ankara: Hekimler Yayın Birliği
  • Ardıç, A. (2015). Aile eğitimi uygulama modelleri [Family education application models]. A. Cavkaytar (Ed.) Özel eğitimde aile eğitimi ve rehberliği içinde [In Family education and guidance in special education] (3. Baskı, s. 247-286) [3rd ed., pp. 247-286]. Ankara: Vize yayıncılık [Ankara, Turkey: Vize Publishing].
  • Baharav, E., & Reiser, C. (2010). Using telepractice in parent training in early autism. Telemedicine and e-Health, 16(6), 727-731.
  • *Benson, S. S., Dimian, A. F., Elmquist, M., Simacek, J., McComas, J. J., & Symons, F. J. (2018). Coaching parents to assess and treat self‐injurious behaviour via telehealth. Journal of Intellectual Disability Research, 62(12), 1114-1123.
  • Boisvert, M., & Hall, N. (2014). The use of telehealth in early autism training for parents: A scoping review. Smart Homecare Technology and Telehealth, 2, 19-27.
  • Boisvert, M., Lang, R., Andrianopoulos, M., & Boscardin, M. L. (2010). Telepractice in the assessment and treatment of individuals with autism spectrum disorders: A systematic review. Developmental neurorehabilitation, 13(6), 423-432.
  • Bulun, M., Gülnar, B., & Güran, S. (2004). Egitimde mobil teknolojiler [Mobile technologies in education]. TOJET: The Turkish Online Journal of Educational Technology, 3(2).
  • Centers for Disase Control and Prevention. (2019). Identified Prevalence of Autism Spectrum Disorder Retrieved From: https://www.cdc.gov/ncbddd/autism/data.htmlCohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ Lawrence Erlbaum Associates, Publishers.
  • Crais, E., & Ogletree, B. T. (2016). Prelinguistic communication development. In D. Keen, H. Meadan, N. Brady & J. W. Halle (Eds.), Prelinguistic minimally verbal communicators on the autism spectrum disorder (pp. 9-33). Springer: Singapore
  • Diken, İ. H. (Ed.) (2013). Özel eğitime gereksinimi olan öğrenciler ve özel eğitim [Students who need special education and special education]. Ankara: Pegem Dinçer, S. (2006). Bilgisayar destekli eğitim ve uzaktan eğitime genel bir bakış [An overview of computer assisted education and distance education]. Akademik Bilişim [Academic Information], Pamukkale Üniversitesi [Pamukkale University], Denizli
  • Dunst, C. J. (2018). Kanıt-temelli erken çocukluk müdahale uygulamalarının belirlenmesinde araştırma sentezlerinin rolü [Role of research syntheses for identifying evidence-based early childhood intervention practices.]. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.). (H. Bakkaloğlu & Ş. Demir, Çev./Trans.). Erken çocukluk özel eğitimi el kitabı (ss. 541-560). [Handbook of early childhood special education (pp. 541-560)]. Ankara: Anı Yayıncılık
  • Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge: Cambridge University Press.
  • Ferguson, J., Craig, E. A., & Dounavi, K. (2019). Telehealth as a model for providing behaviour analytic interventions to individuals with Autism Spectrum Disorder: a systematic review. Journal of autism and developmental disorders, 49(2), 582-616.
  • Fletcher, P., & Miller, J. F. (Eds.). (2005). Trends in language acquisition research, vol 4: Developmental theory and language disorders. Amsterdam, NL: John Benjamins.
  • Ingersoll, B. (2008). The social role of imitation in autism: Implications for the treatment of imitation deficits. Infants & Young Children, 21(2), 107-119.
  • Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of autism and developmental disorders, 36(4), 487.
  • Johnson, S. (2012). A clinical handbook on child development paediatrics. Australia: Elsevier Health Sciences.
  • Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11(4), 423-446.
  • Karasu, N. (2011). Otizmli bireylerin eğitiminde video ile model olma uygulamalarının değerlendirilmesi: Bir alanyazın derlemesi ve meta-analiz örneği [Examining Video-Modeling in Teaching of Individuals with Autism: A Review and Meta-Analysis Sample]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi [Ankara University Faculty of Educational Sciences Journal of Special Education], 12(02), 1-12.
  • Kılıç, E., Karadeniz, Ş., & Karataş, S. (2003). İnternet destekli yapıcı öğrenme ortamları [Internet aided constructivist learning environment]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 23(2).
  • Kırcaali-İftar, G. (2005). Otistik özellik gösteren çocuklara iletişim becerilerinin kazandırılması [To gain the communication skills to children with autistic feature]. İstanbul: YA-PA
  • Knutsen, J., Wolfe, A., Burke, B. L., Hepburn, S., Lindgren, S., & Coury, D. (2016). A systematic review of telemedicine in autism spectrum disorders. Review Journal of Autism and Developmental Disorders, 3(4), 330-344.
  • Koegel, R. L., Koegel, L. K., & Carter, C. M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28(4).
  • Macias, M.M., & Wegner, L.M. (2009). Speech and language develeopment and disorders. In L. M. Bernard (Ed.), Current management in child neurology (4th ed. pp. 269–277). Connecticut: BC Decker Inc.
  • Myles, B. S., Swanson, T. C., Holverstott, J., & Duncan, M. M. (2007). Autism spectrum disorders: A handbook for parents and professionals. Westport, CT: Greenwood Publishing Group.
  • Meadan, H., & Daczewitz, M. E. (2015). Internet-based intervention training for parents of young children with disabilities: A promising service-delivery model. Early child development and care, 185(1), 155-169.
  • Meadan, H., & Keen, D. (2016). Parent involvement in communication interventions. In D. Keen, H. Meadan, N.C. Brady and J.W. Halle (Eds.) Prelinguistic and minimally verbal communicators on the autism spectrum (pp. 215-231). Singapore: Springer
  • Meadan, H., Meyer, L. E., Snodgrass, M. R., & Halle, J. (2013). Coaching parents of young children with autism in rural areas using Internet-based technologies: A pilot program. Rural Special Education Quarterly, 32(3), 3-10.
  • *Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. W. (2016). Internet-based parent-implemented intervention for young children with autism: A pilot study. Journal of Early Intervention, 38(1), 3-23.
  • Mesibow, G.B., Shea,V. & Schopler, E. (Eds.). (2004). The TEACCH approach to autism spectrum disorders. Chapel Hill: Springer
  • Müller, N. (Ed.). (2000). Pragmatics in speech and language pathology: Studies in clinical applications (Vol. 7). Amsterdam; Philadelphia: John Benjamins Publishing.*Nefdt, N., Koegel, R., Singer, G., & Gerber, M. (2010). The use of a self-directed learning program to provide introductory training in pivotal response treatment to parents of children with autism. Journal of Positive Behavior Interventions, 12(1), 23-32.
  • Otizm Dernekleri Federasyonu (2019). Retrieved From: http://www.odfed.org/otizm/ 11.01.2019
  • Özsoy, S., & Özsoy, G. (2013). Eğitim araştırmalarında etki büyüklüğü raporlanması [Effect Size Reporting in Educational Research]. İlköğretim Online [Elementary Education Online], 12(2).
  • Parsons, D., Cordier, R., Vaz, S., & Lee, H. C. (2017). Parent-mediated intervention training delivered remotely for children with autism spectrum disorder living outside of urban areas: Systematic review. Journal of Medical Internet Research, 19(8), e198.
  • Rakap, S., Birkan, B., & Kalkan, S. (2017). Türkiye'de otizm spektrum bozukluğu ve özel eğitim [Autism spectrum disorders and special education in Turkey]. Tohum Otizm Vakfı [Seed Autism Foundation].
  • Rice, M. E., & Harris, G. T. (2005). Comparing effect sizes in follow-up studies: ROC Area, Cohen's d, and r. Law and human behavior, 29(5), 615-620.
  • Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. New York, NY: Guilford Press.
  • Rogers, S. J., Hepburn, S. L., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. Journal of child psychology and psychiatry, 44(5), 763-781.
  • *Simacek, J., Dimian, A. F., & McComas, J. J. (2017). Communication intervention for young children with severe neurodevelopmental disabilities via telehealth. Journal of autism and developmental disorders, 47(3), 744-767.
  • *Suess, A. N., Wacker, D. P., Schwartz, J. E., Lustig, N., & Detrick, J. (2016). Preliminary evidence on the use of telehealth in an outpatient behavior clinic. Journal of applied behavior analysis, 49(3), 686-692.
  • Şen, B., Atasoy, F. & Aydın, N. (2010). Düşük maliyetli web tabanlı uzaktan eğitim sistemi uygulaması [Low Cost Web-Based Distance Education System Application]. XII. Akademik Bilişim Konferansı [XII. Academic Informatics Conference]. Muğla
  • Tasman, A., Kay, J., Lieberman, J. A., First, M. B., & Riba, M. (Eds.). (2015). Psychiatry, 2 Volume Set. Chichester: John Wiley & Sons.
  • Toper-Korkmaz, Ö., & Diken, İ. H. (2013). Temel Tepki Öğretimi-TTÖ (Pivotal Response Treatment-PRT) İle Gerçekleştirilen Etkililik Araştırmalarının Betimsel Analizi [Review Of The Efectiveness Articles About Pivotal Response Treatment]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi [Ankara University Faculty of Educational Sciences Journal of Special Education], 14(01), 41-59.
  • Varol, N. (2006). Aile Eğitimi [Family education] (2. Baskı). Ankara: Kök
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There are 54 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Mine Kizir 0000-0001-8801-5693

Publication Date March 2, 2021
Published in Issue Year 2021 Volume: 22 Issue: 1

Cite

APA Kizir, M. (2021). Otizm Spektrum Bozukluğu Olan Bireylere İletişim Becerilerinin Öğretiminde Uzaktan Aile Eğitim Uygulamaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(1), 253-281. https://doi.org/10.21565/ozelegitimdergisi.554714

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