Erken Çocukluk Dönemindeki Kaynaştırma Uygulamalarında Sosyal Etkileşimin Geliştirilmesine Yönelik Akran Aracılı Müdahaleler
Year 2021,
Volume: 22 Issue: 3, 749 - 769, 01.09.2021
Çiğdem Tıkıroğlu
,
Arzu Özen
Abstract
Bu çalışma, erken çocukluk dönemindeki kaynaştırma uygulamalarında
tipik gelişen çocuklarla özel gereksinimli çocuklar arasındaki sosyal
etkileşimi geliştirmeye yönelik müdahaleler arasında ön plana çıkan Akran Aracılı
Müdahalelerle ilgili genel bir bilgi sunmayı amaçlamaktadır. Bu amaç doğrultusunda, öncelikle Akran Aracılı
Müdahalelerin amaçları, temel özelikleri, gelişimsel yetersizliği olan çocuklara,
tipik gelişen çocuklara, erken çocukluk eğitim ortamlarına katkıları ve sınırlılıklarından
söz edilmiştir. Ayrıca bu müdahalelerin sınıflandırılması ve erken çocukluk
dönemindeki çocuklarda uygulanma süreci açıklanmıştır. Ardından son yıllarda alanyazında kullanımı ön plana çıkan Doğal Gelişimsel
Davranışsal Müdahaleler (DGDM) kapsamındaki Akran Aracılı Müdahalelerle ilgili araştırmalara
yer verilmiştir. Son olarak konuyla ilgili ileri araştırmalara ve erken
çocukluktaki kaynaştırma uygulamalarına yönelik öneriler sunulmuştur.
Supporting Institution
Anadolu Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi
References
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- Hemmeter, M. L. (2000). Classroom-based interventions: Evaluating the past and looking toward the future. Topics in Early Childhood Special Education, 20(1), 56–61. doi: 10.1177/027112140002000110
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- Katz, E., & Girolametto, L. (2015) Peer-mediated intervention for pre-schoolers with ASD: Effects on responses and initiations. International Journal of Speech- Language Pathology, 17(6), 565-576. doi: 10.3109/17549507.2015.1024166
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- Kuhn, L., Bodkin, A., Devlin, S., & Doggett, R. (2008). Using pivotal response training with peers in special education to facilitate play in two children with autism. Education and Training in Developmental Disabilities, 43(1), 37-45.
- Laushey, K. M., & Heflin, J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30(3), 183-193. doi: 10.1023/A:1005558101038
- Lee, S., Odom, S. L., & Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9(2), 67-79. doi: 10.1177/10983007070090020401
- Locke, J., & Harker, C. (2017). Using typically developing peers as support for social inclusion of children and adolescents with autism in school settings. C. Little (Ed.) Supporting social inclusion for students with autism spectrum disorders: Insights from research and practice içinde (s. 131-141). New York: Routledge.
- Lord, C., & Hopkins, J. M. (1986). The social behavior of autistic children with younger and same-age nonhandicapped peers. Journal of Autism and Developmental Disorders. 16(3), 249-262. doi: 10.1007/BF01531658
- McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351-372. doi: 10.1023/A:1020537805154
- McCormick, L. (2006). Interventions to promote peer interaction. M. J. Noonan and L. McCormick (Ed.) Young children with disabilities in natural environments: Methods and procedures içinde (s. 269-285). Baltimore: Brookes Publishing.
- McFadden, B., Kamps, D., & Heitzman-Powell, L. (2014). Social communication effects of peer-mediated recess. Research in Autism Spectrum Disorders, 8(12), 1699-1712. doi: 10.1016/j.rasd.2014.08.015
- McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25(1), 117-126. doi: 10.1901/jaba.1992.25-117
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- Neitzel, J. (2008). Overview of peer-mediated instruction and intervention for children and youth with autism spectrum disorders. Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
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Year 2021,
Volume: 22 Issue: 3, 749 - 769, 01.09.2021
Çiğdem Tıkıroğlu
,
Arzu Özen
References
- Acarlar, F. (2013). Kaynaştırma modeli ve özel gereksinimli çocukların özellikleri [Inclusive model and characteristics of children with special needs]. B. Sucuoğlu, H. Bakkaloğlu (Ed.) Okul öncesinde kaynaştırma [Inclusion in preschool] içinde (s. 21-35). Ankara: Kök Yayıncılık.
- Bandura, A. (1989). Social cognitive theory. R. Vasta (Ed.) Annuals of child development Vol. 6. Six theories of child development içinde (s. 1-85). Greenwich, CT: JAI Press.
- Battaglia, A. A., & Radley, K. C. (2014). Peer-mediated social skills training for children with autism spectrum disorder. Beyond Behavior, 23(2), 4-13. doi: 10.1177/107429561402300202
- Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153–162. doi: 10.1177/07419325070280030401
- Bene, K., Banda, D. R., & Brown, D. (2014). A meta-analysis of peer-mediated instructional arrangements and autism. Journal of Autism and Developmental Disorders, 1(2), 135–142. 10.1007/s40489-014-0014-9
- Blew, P. A., Schwartz, I. S., & Luce, S. C. (1985). Teaching functional community skills to autistic children using nonhandicapped peer tutors. Journal of Applied Behavior Analysis, 18(4), 337-342. doi: 10.1901/jaba.1985.18-337
- Boudreau, A. M., Corkum, P., Meko, K., & Smith, I. M. (2015). Peer-mediated pivotal response treatment for young children with autism spectrum disorders. Canadian Journal of School Psychology, 30(3), 218-235. doi: 10.1177/0829573515581156
- Chan, J. M., Lang, R., Rispoli, M., O'Reilly, M. F., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3(4), 876-889. doi: 10.1016/j.rasd.2009.04.003
- Chang, Y. C., & Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 27, 1-10. doi: 10.1016/j.rasd.2016.03.010
- Charlop, M. H., Lang, R., & Rispoli, M. (2018). Play and social skills for children with autism spectrum disorder. Springer International Publishing.
- Davies, S., & Witte, R. (2000). Self‐management and peer‐monitoring within a group contingency to decrease uncontrolled verbalizations of children with attention‐deficit/hyperactivity disorder. Psychology in the Schools, 37(2), 135-147. doi: 10.1002/(SICI)1520-6807(200003)37:23.0.CO;2-U
- Demir, Ş. (2012). Otizm spektrum bozukluğu olan çocuklara sosyal becerilerin öğretimi [Teaching social skills to children with autism spectrum disorder]. E. Tekin-İftar (Ed.) Otizm spektrum bozukluğu olan çocuklar ve eğitimleri [Children with autism spectrum disorder and their education] içinde (s. 369-422). Ankara: Vize Yayıncılık.
- DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and other Developmental Disabilities, 17(4), 198-207. doi: 10.1177/10883576020170040201
- English, K, Shafer, K., Goldstein, H., & Kaczmarek, L. (1997). Teaching buddy skills to preschoolers. Innovations: American Association on Mental Retardation, Research to Practice Series.
- Guralnick, M. J. (1990). Social competence and early intervention. Journal of Early Intervention, 14(1), 3-14. doi: 10.1177/105381519001400101
- Guralnick M. J. (2010). Early intervention approaches to enhance the peer-related social competence of young children with developmental delays: A historical perspective. Infants and Young Children, 23(2), 73-83. doi: 10.1097/IYC.0b013e3181d22e14
- Harper, C. B, Symon, J. B. G., & Frea, W. D. (2008). Recess is time in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815-826. doi: 10.1007/s10803-007-0449-2
- Hemmeter, M. L. (2000). Classroom-based interventions: Evaluating the past and looking toward the future. Topics in Early Childhood Special Education, 20(1), 56–61. doi: 10.1177/027112140002000110
- Justice, L. M., Logan, J. R., Lin, T. J., & Kaderavek, J. (2014). Peer effects in early childhood education testing the assumptions of special-education inclusion. Psychological Science, 25(9), 1722-1729. doi: 10.1177/0956797614538978
- Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R., & Cox, S. (2015). A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: A randomized trial in kindergarten and first grade. Journal of Autism and Developmental Disorders, 45(6), 1809-1824. doi: 10.1007/s10803-014-2340-2
- Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431-439. doi: 10.1111/j.1469-7610.2011.02493.x
- Katz, E., & Girolametto, L. (2013). Peer-mediated intervention for preschoolers with ASD implemented in early childhood education settings. Topics in Early Childhood Special Education, 33(3), 133-143. doi: 10.1177/0271121413484972
- Katz, E., & Girolametto, L. (2015) Peer-mediated intervention for pre-schoolers with ASD: Effects on responses and initiations. International Journal of Speech- Language Pathology, 17(6), 565-576. doi: 10.3109/17549507.2015.1024166
- Koegel, R. L., Dyer, K., & Bell, L. K. (1987). The influence of child-preferred activities on autistic children’s social behavior. Journal of Applied Behavior Analysis, 20, 243-252. doi: 10.1901/jaba.1987.20-243
- Koegel, R. L., Koegel, L. K., & McNerney, E. K. (2001). Pivotal areas in intervention for autism. Journal of Clinical Child Psychology, 30(1), 19-32. doi: 10.1207/S15374424JCCP3001_4
- Kohler, F. W., Strain, P. S., Hoyson, M., & Jamieson, B. (1997). Merging naturalistic teaching and peer-based strategies to address the IEP objectives of preschoolers with autism: An examination of structural and child behavior outcomes. Focus on Autism and Other Developmental Disabilities, 12(4), 196-206. doi: 10.1177/108835769701200402
- Kuhn, L., Bodkin, A., Devlin, S., & Doggett, R. (2008). Using pivotal response training with peers in special education to facilitate play in two children with autism. Education and Training in Developmental Disabilities, 43(1), 37-45.
- Laushey, K. M., & Heflin, J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30(3), 183-193. doi: 10.1023/A:1005558101038
- Lee, S., Odom, S. L., & Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9(2), 67-79. doi: 10.1177/10983007070090020401
- Locke, J., & Harker, C. (2017). Using typically developing peers as support for social inclusion of children and adolescents with autism in school settings. C. Little (Ed.) Supporting social inclusion for students with autism spectrum disorders: Insights from research and practice içinde (s. 131-141). New York: Routledge.
- Lord, C., & Hopkins, J. M. (1986). The social behavior of autistic children with younger and same-age nonhandicapped peers. Journal of Autism and Developmental Disorders. 16(3), 249-262. doi: 10.1007/BF01531658
- McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351-372. doi: 10.1023/A:1020537805154
- McCormick, L. (2006). Interventions to promote peer interaction. M. J. Noonan and L. McCormick (Ed.) Young children with disabilities in natural environments: Methods and procedures içinde (s. 269-285). Baltimore: Brookes Publishing.
- McFadden, B., Kamps, D., & Heitzman-Powell, L. (2014). Social communication effects of peer-mediated recess. Research in Autism Spectrum Disorders, 8(12), 1699-1712. doi: 10.1016/j.rasd.2014.08.015
- McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., & Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. Journal of Applied Behavior Analysis, 25(1), 117-126. doi: 10.1901/jaba.1992.25-117
- National Autism Center (2015). Findings and Conclusions: National Standarts Project, Phase 2.Randolph, http://www.autismdiagnostics.com/assets/Resources/NSP2.pdf adresinden 30.01.2019 tarihinde erişilmiştir.
- Neitzel, J. (2008). Overview of peer-mediated instruction and intervention for children and youth with autism spectrum disorders. Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
- Odom, S. L., & Strain, P. L. (1984). Peer-mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatry, 54(4). 544-557. doi: 10.1111/j.1939-0025.1984.tb01525.x
- Odom, S. L., & Strain, P. L. (1986). A comparison of peer‐initiation and teacher‐antecedent interventions for promoting reciprocal social interaction of autistic preschoolers. Journal of Applied Behavior Analysis, 19(1), 59-71. doi: 10.1901/jaba.1986.19-59
- 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. doi: 10.1177/027112140002000104
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