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Otizm Spektrum Bozukluğu Olan Bireylere Sosyal Etkileşim ve İletişim Becerilerinin Öğretiminde İpucunun Giderek Arttırılması: Sistematik Bir Derleme

Year 2021, Volume: 22 Issue: 4, 969 - 998, 01.12.2021
https://doi.org/10.21565/ozelegitimdergisi.697976

Abstract

Giriş: Bu çalışmanın amacı, yanlışsız öğretim yöntemlerinden olan ipucunun giderek arttırılmasıyla öğretim (İGA) sunularak otizm spektrum bozukluğu (OSB) olan bireylere sosyal etkileşim ve iletişim becerilerinin öğretildiği araştırmaları demografik özellikler, yöntemsel parametreler ve bulgular açısından betimsel olarak analiz etmektir.
Yöntem: Çalışma kapsamında, dört farklı veritabanının (EBSCOhost, ScienceDirect, Jstor ve SAGE) gelişmiş arama motoruna, ilgili anahtar kelimeler yazılarak elektronik taramalar yapılmıştır. Tarama sonucunda 390 çalışmaya ulaşılmıştır. Bu çalışmalar dahil etme ölçütleri olarak (a) OSB olan bireylerle yürütülmesi, (b) ipucunun giderek arttırılmasıyla öğretim yönteminin kullanılması, (c) tek denekli araştırma modellerinden biriyle desenlenmesi, (d) bir sosyal etkileşim ve iletişim becerisinin öğretilmesi, (e) Ocak 2003-Mayıs 2020 yılları arasında yürütülmesi ve (f) Türkçe ve/veya İngilizce dilinde hakemli bir dergide yayımlanması açısından incelenmiştir ve toplamda 35 araştırma, kapsama alınarak analiz edilmiştir.
Bulgular: Araştırma sonucunda, farklı yaş grubundaki OSB olan bireylere İGA sunularak sosyal etkileşim ve iletişim becerilerinin öğretilebildiği görülmüştür.
Tartışma: Araştırmanın bulguları tartışılarak ileri çalışmalara yönelik önerilerde bulunulmuştur.

Thanks

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References

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Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review

Year 2021, Volume: 22 Issue: 4, 969 - 998, 01.12.2021
https://doi.org/10.21565/ozelegitimdergisi.697976

Abstract

Introduction: The purpose of this review was to examine the demographic, methodological and outcome measures of the studies using least-to-most prompting (LTM) to teach social interaction and communication skills to the individuals with ASD.
Method: Following a thorough literature search in four online databases (EBSCOhost, ScienceDirect, Jstor and SAGE) using multiple search terms, we identified 388 studies. From this identification, 35 empirical studies qualified for the inclusion criteria as follows: (a) including participants with autism, (b) using LTM, (c) employing a single-subject research design, (d) targeting at least one social communication or interaction skill, (e) publication between January 2003 and May 2020, (f) publication in a Turkish and/or English peer-reviewed journal.
Findings: Review of the treatment literature suggests that LTM is an effective method for the individuals with ASD who differ in age and gender to acquire the skills.
Discussion: Suggestions for further research are provided.

References

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  • Aljehany, M. S., & Bennet, K. (2019). A comparison of video prompting to least-to-most prompting among children with autism and intellectual disability. Journal of Autism and Developmental Disorders, 1-11. DOI: https://doi.org/10.1007/s10803-019-03929-x.
  • Alzrayer, N. M., Banda, D. R., & Koul, R. (2017). Teaching children with autism spectrum disorder and other developmental disabilities to perform multistep requesting using an iPad. Augmentative and Alternative Communication, 33(2), 65-76. DOI: https://doi.org/10.1080/07434618.2017.1306881
  • Alzrayer, N. M., Muharib, R., & Wood, C. (2020). Effects of a behavior intervention package on augmented and vocal mands by children with developmental disabilities. Journal of Developmental and Physical Disabilities, 32(1), 57-74. DOI: https://doi.org/10.1007/s10882-019-09681-5.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. American Psychiatric Pub.
  • Armendariz, V., & Hahs, A. D. (2019). Teaching Leisure Activities with Social Initiations Through Video Prompting. Journal of Behavioral Education, 28(4), 479-492. DOI: https://doi.org/10.1007/s10864-019-09320-1.
  • Ault, M. J., &ve G riffen, A. K. (2013). Teaching with the system of least prompts: An easy method for monitoring progress. Teaching Exceptional Children, 45, 46-53.
  • Ault, M. J., Wolery,M., Doyle, P. M., ve & Gast, D. L. (1989). Review of comparative studies in instruction of students with moderate and severe handicaps. Exceptional Children, 55, 346-356. DOI: https://doi.org/10.1177/001440298905500410
  • Barton, E. E. (2015). Teaching Generalized Pretend Play and Related Behaviors to Young Children with Disabilities. Exceptional Children, 81(4), 489-506. DOI: 10.1177/0014402914563694.
  • Barton, E. E., ve & Pavilanis, R. (2012). Teaching pretend play to young children with autism. Young Exceptional Children, 15, 5-17. DOI: https://doi.org/10.1177/1096250611424106
  • Barton, E. E., Gossett, S., Waters, M. C., Murray, R., & Francis, R. (2019). Increasing Play Complexity in a Young Child With Autism. Focus on Autism and Other Developmental Disabilities, 34(2), 81-90. DOI: 10.1177/108835761880049
  • Barton, E. E., Pokorski, E. A., Sweeney, E. M., Velez, M., Gossett, S., Qiu, J., ... & Domingo, M. (2018). An empirical examination of effective practices for teaching board game play to young children. Journal of Positive Behavior Interventions, 20(3), 138-148. DOI: 10.1177/1098300717753833
  • Barton, E.E., ve & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28,109–125. DOI: 10.1177/0271121408318799
  • Barton, E.E., ve & Wolery, M. (2010). Training teachers to promote pretend play in young children with disabilities. Exceptional Children, 77(1), 85-106. DOI: https://doi.org/10.1177/001440291007700104
  • Bilmez, H. (2014). Otizm spektrum bozukluğu olan çocuklara ortak dikkate tepki verme becerisinin öğretimi. Yayınlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Bouck, E. C., Savage, M., Meyer, N. K., Taber-Doughty, T., ve & Hunley M. (2014). High-tech or low-tech? Comparing self-monitoring systems to increase task independence for students with autism. Focus on Autism and Other Developmental Disabilities, 29(3), 156-167. DOI: https://doi.org/10.1177/1088357614528797
  • Browder, D. M., Jimenez, B. A., Spooner, F., Saunders, A., Hudson, M., ve & Bethune, K. S. (2012). Early numeracy instruction for students with moderate and severe developmental disabilities. Research and Practice for Persons with Severe Disabilities, 37(4), 308-320. DOI: https://doi.org/10.2511/027494813805327205
  • Cannella-Malone, H. I., Chan, J. M., & Jimenez, E. D. (2017). Comparing self-directed video prompting to least-to-most prompting in post-secondary students with moderate intellectual disabilities. International Journal of Developmental Disabilities, 63, 211-220. DOI: https://doi.org/10.1080/20473869.2017.1301695
  • Cannella-Malone, H. I., Fant, J. L., & Tullis, C. A. (2010). Using the picture exchange communication system to increase the social communication of two individuals with severe developmental disabilities. Journal of Developmental and Physical Disabilities, 22(2), 149-163. DOI: 10.1007/s10882-009-9174-4
  • Charlop, M. H., & Greenberg, A. L. (2009). Implementing visual strategies during play groups: The promising effects on social communication skills for children with autism. Evidence-Based Communication Assessment and Intervention, 3(3), 168-173. DOI: https://doi.org/10.1080/17489530903343382
  • Copple, K., Koul, R., Banda, D., ve & Frye, E. (2015). An examination of the effectiveness of video modelling intervention using a speech-generating device in preschool children at risk for autism. Developmental Neurorehabilitation, 18(2), 104-112. DOI: https://doi.org/10.3109/17518423.2014.880079
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There are 66 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Burcu Ülke Kürkçüoğlu 0000-0003-0187-9742

Dinçer Saral 0000-0003-0795-255X

Publication Date December 1, 2021
Published in Issue Year 2021 Volume: 22 Issue: 4

Cite

APA Ülke Kürkçüoğlu, B., & Saral, D. (2021). Otizm Spektrum Bozukluğu Olan Bireylere Sosyal Etkileşim ve İletişim Becerilerinin Öğretiminde İpucunun Giderek Arttırılması: Sistematik Bir Derleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(4), 969-998. https://doi.org/10.21565/ozelegitimdergisi.697976

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