Research Article
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Comparison of Live Modeling and Video Modeling on Teaching Symbolic Plays to Children with Autism Spectrum Disorder in Small Groups

Year 2022, Volume: 23 Issue: 3, 537 - 563, 01.09.2022
https://doi.org/10.21565/ozelegitimdergisi.783396

Abstract

Introduction: It is suggested in literature there is a need for interventions in developing symbolic play behaviors of children with autism spectrum disorder (ASD) and the effectiveness of various methods are examined. The purpose of this study is to compare the effectiveness and efficiency of live modeling and video modeling on teaching symbolic plays to children with autism spectrum disorder in small groups.
Method: This study employed an adaptive alternating treatments design. The independent variables were live video modeling and video modeling presented in small group instruction. Also, the dependent variables were the symbolic play behaviors of acting as a waiter and as a barber.
Findings: The research findings demonstrated that both live modeling and video modeling presented in small group instruction were effective in acquisition, maintenance, and generalization of symbolic plays of children with autism spectrum disorder. Video modeling was more effective than live modeling for acquisition; live modeling was more effective than video modeling for maintenance; and there was no difference between the methods for generalization.
Discussion: Although it is known that children with ASD have impairments especially in playing symbolic play, it was planned to teach two games in the research, and the program was taught to learn with a video modeling and a live modeling program to teach small group instruction. Learning how to play the symbolic play of the vehicle with the autism spectrum disorder through a search in the process in question serves the purpose of the research. This purpose has been discussed in a way to include the results, and suggestions have been made for future research.

References

  • Allen, K. D., Wallace, D. P., Renes, D., & Bowen, S. L. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33, 339-349.
  • Amerikan Psikiyatri Birliği-APA. (2014). Ruhsal bozuklukların tanısal ve sayımsal elkitabı (DSM-5), (Çev: Ertuğrul Köroğlu.) Ankara: Hekimler Yayın Birliği.
  • Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive model. Journal of Abnormal and Social Psychology, 63, 575-582.
  • Benner, L. (2011). Comparing the effects of three modeling conditions on the performance of simple tasks by elementary aged children with autism spectrum disorders. in the Counseling and Educational Psychology Department of the School of Education, Indiana University.
  • Bernstrof, E. (2012). Parten’s level of Kodaly Teaching. Kodaly Envoy, 39, 7-11.
  • Bernad-Ripoll, S. (2007). Using a self-as-model video combined with social stories to help a child with Asperger Syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22, 100-106.
  • Boudreau, E., & D’Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: the effects of video modeling, Journal of Developmental Physical Disabilities, 22, 415-431.
  • Boutot, E. A., Guenther, T., & Crozier, S. (2005). Let’s play: Teaching play skills to young children with autism. Education and Training in Developmental Disabilities, 40, 285-292.
  • Carnahan, C., Musti-Rao, S., & Bailey, J. (2009). Increasing academic engagement and literacy learning for students with autism. Education and Treatment of Children, 1, 37-61.
  • Charlop-Christy, M. H., Le, L., & Freeman, K A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537-552.
  • Charlop-Christy, M. H. & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12-22.
  • Charlop, M. H., Denis, B., Carpenter, M. H., & Greenberg, H. (2010). Teaching socially expressive behaviors to children autism through video modeling. Education and Treatment of Children, 33, 371-393.
  • Colozzi, G. A., Ward, L., & Crotty, K. E. (2008). Comparison of simultaneous prompting procedure in 1:1 and small group instruction to teach play skills to preschool students with pervasive developmental disorder and developmental disabilities. Education and Training in Developmental Disabilities, 43, 226-248.
  • Crocket, C., Fleming, R. K., Doepke, K. J., & Stevens, J. S. (2007). Parent training: Acquisition and generalization of discrete trials teaching skills with parents of children with autism. Research in Developmental Disabilities, 28, 23-36.
  • D’Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5-11.
  • Dettmer, S., Simpson, R. L., Myles-Smith B., & Ganz J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163-169.
  • Ergenekon, Y., Tekin-İftar, E., Kapan, A., & Akmanoglu, N. (2014). Comparison of video and live modeling in teaching response chains to children with autism. Education and Training in Autism and Developmental Disabilities, 49, 200-213.
  • Fickel, K. M., Schuster, J. W., & Collins, B. C. (1998). Teaching different tasks using different stimuli in heterogeneous small group. Journal of Behavioral Education, 8, 219-244.
  • Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22, 26-38.
  • Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior or preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism and Developmental Disorders, 35, 545-556.
  • Graetz, J. E., Mastropieri, M. A., & Scruggs, T. E. (2006). Using video self-modeling to decrease inappropriate behavior. Teaching Exceptional Children, 38, 43-48.
  • Hess, L. (2006). I would like to play but I don’t know how: Case study of pretend play in autism. Child Language Teaching And Therapy, 22 (1) 97-116.
  • Hill, J., & Gutwin, C. (2004). The MAUI toolkit: Groupware widgets for group awareness. Computer Supported Cooperative Work, 13, 539-571.
  • İngersoll, 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, 487-505.
  • Jahr, E., Eldevik, S., & Eikeseth, S. (2000). Teaching children with autism to initiate and sustain cooperative play. Research in Developmental Disabilities, 21, 151-69. Kırcaali-İftar, G. (2013). Otizm spektrum bozukluğuna genel bakış. E. Tekin-İftar (Ed.). Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri. Ankara: Vize Yayıncılık.
  • Landa, R. (2007). Early communication development and intervention for children with autism. Mental Retardation and Developmental Disabilities Research Reviews, 13, 16-25.
  • Ledford, J. R., Gast, D. L., Luscre, D., & Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38, 86-103.
  • Ma, H. H. (2009). The effectiveness of intervention on the behavior of individuals with autism: A meta-analysis using percentage of data points exceeding the median of baseline Phase (PEM). Behavior Modification, 3, 339-359.
  • MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20, 225-238.
  • Marcus, A., & Wilder, D. A. (2009). A comparison of peer video modeling and self video modeling to teach textual responses in children with autism. Journal of Applied Behavior Analysis, 42, 335–341.
  • Massey, N. G. & Wheeler, J. J. (2000). Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive pre-school classroom. Education Training in Mental Retardation and Developmental Disabilities, 35, 326-335.
  • Morrison, R. S., Sainato, D. M., Benchaaban, D., & Endo, S. (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25, 58-72.
  • Odluyurt S. (2013). Kaynaştırmaya devam eden otistik özellikler gösteren çocuklara kurallı oyun öğretiminde akranları tarafından doğrudan model olma ve videoyla model olma öğretiminin etkilerinin karşılaştırılması. Kuram ve Uygulamada Eğitim Bilimleri, 13, 536-540.
  • Özen, A., Batu, E. S., & Birkan, B. (2012). Teaching skills play to children with autism through video modeling: Small group arrangement and observational learning. Education and Training in Autism and Developmental Disabilities, 47, 84-96.
  • Palmen, A., Didden, R., & Arts, M. (2008). Improving question asking in high-functioning adolescents with autism spectrum disorders. Autism, 12, 83-98.
  • Paterson, C. R., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31, 660-681.
  • Rao, S. M. & Gagie, B. (2006). Learning through seeing and doing visual supports for children with autism. Teaching Exceptional Children, 38, 26-33.
  • Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner. Education and Treatment of Children, 29, 517-528.
  • Rubin, K. H., Maioni, T. L., & Hornung, M. (1976). Free play behaviors in middle-and lower-class preschoolers: Parten and Piaget revisited. Child Development, 47, 414-419.
  • Rutherford, M. D., Young, G. S., Hepburn, S., & Rogers, S. J. (2007). A longitudinal study of pretend play in autism. Journal of Autism and Developmental Disorders, 37, 1024-1039. Schloss, P. J., & Smith, M. A. (1994). Applied behavior analysis in the classroom. Boston: Allyn and Bacon.
  • Schwartz, I. S., & Baer, D. M. (1991). Social validity assessments: Is current practice state of the art? Journal of Applied Behavior Analysis, 24, 189-204.
  • Sherer, M., Pierce, K., Paredes, S., Kisacky, K., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology. Behavior Modification, 25, 140-159.
  • Singer, D. G., Golinkof, R. M, & Hirsh-Pasek, K. (2013). Play=Learning: How play motivates and enhances children’s cognitive and social-emotional growth. New York: Oxford University Press. [http://udel.edu/~roberta/play/book.html adresinden 24 Nisan 2013 tarihinde edinilen bilgi].
  • Stahmer, A. C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25, 447-459.
  • Stahmer, A. C., Ingersoll, B., & Carter, C. (2003). Behavioral approaches to promoting play. Autism: The International Journal of Research and Practice, 7, 401-413.
  • Sucuoğlu, B. (2013). Okulöncesi eğitimde oyun ve önemi. U. Tüfekçioğlu. (Ed.). Çocukta oyun gelişimi. Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
  • Tekin, E., Kırcaali-İftar, G., Birkan, B., Uysal, A., Yıldırım, S., & Kurt, O. (2001). Using constant time delay to teach leisure skills to children with developmental disabilities. Mexican Journal of Behavior Analysis, 27, 337-362.
  • Tekin-İftar, E. & Birkan, B. (2008). Small group instruction for students with autism: General case training and observational learning. The Journal of Special Education, 40, 50-63.
  • Tryon, A. S., & Keane, S. P. (1986). Promoting imitative play through generalized observational learning in autistic-like children. Journal of Abnormal Child Psychology, 14, 537-549.
  • Tüfekçioğlu, U. (2013). Engelli çocuklarda oyun gelişimi: Otistik çocuklar. U. Tüfekçioğlu. (Ed.). Çocukta oyun gelişimi. Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
  • Vuran, S. ve Sönmez, M. (2008). Sosyal geçerlik kavramı ve Türkiye’de özel eğitim alanında yürütülen lisansüstü tezlerde sosyal geçerliğin değerlendirilmesi. Ankara Üniversitesi Eğitimi Bilimleri Fakültesi Özel Eğitim Dergisi, 9, 55-65.
  • Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate and severe handicaps: Use of response prompting strategies. White Plains, NY: Longman. Xu, Y. (2010). Children’s social play sequence: Parten’s classic theory revisited. Early Child Development and Care, 180, 489-498.
  • Zirpoli, T. J., & Melloy, K. J. (1997). Behavior management: Applications for teachers and parents. (2nd edition). Upper Saddle River, NJ: Merrill.

Otizm Spektrum Bozukluğu Olan Çocuklara Sembolik Oyunların Öğretiminde Canlı ve Video Modelle Öğretimin Karşılaştırılması

Year 2022, Volume: 23 Issue: 3, 537 - 563, 01.09.2022
https://doi.org/10.21565/ozelegitimdergisi.783396

Abstract

Giriş: Otizm spektrum bozukluğu (OSB) olan çocukların sembolik oyun davranışlarının geliştirilmesinde müdahalelere ihtiyaç olduğu alanyazında belirtilmekte, çeşitli yöntemlerin etkililiği incelenmektedir. Bu araştırmanın amacı ise OSB olan çocuklara sembolik oyunların öğretiminde küçük grup öğretimi biçiminde sunulan canlı modelle öğretim ve video modelle öğretimin etkililiklerinin ve verimliliklerinin karşılaştırılmasıdır.
Yöntem: Araştırmada tek denekli araştırma modellerinden uyarlamalı dönüşümlü uygulamalar modeli kullanılmıştır. Araştırmanın canlı modelle öğretim ve video modelle öğretim olmak üzere iki bağımsız değişkeni vardır. Araştırmanın bağımlı değişkenleri ise, garsonluk ile berberlik oyunlarından oluşan sembolik oyunlardır.
Bulgular: Araştırma bulguları, küçük grup öğretimi biçiminde sunulan canlı modelle öğretim ve video modelle öğretimin OSB olan çocuklara sembolik oyunların kazandırılmasında, kazanılan sembolik oyunların öğretim sona erdikten sonra da korunmasında, farklı araç gereçlere ve kişilere genellenmesinde etkili olduğunu; edinim aşamasında video modelle öğretimin canlı modelle öğretime kıyasla, kalıcılık aşamasında ise canlı modelle öğretimin video modelle öğretime kıyasla daha etkili olduğunu; genelleme aşamasında ise canlı modelle öğretim ve video modelle öğretim arasında fark olmadığını göstermektedir.
Tartışma: OSB olan çocukların oyun özelliklerine ilişkin özellikle sembolik oyun oynamada sınırlılıkları olduğu bilinmesine rağmen, araştırmada deneklere davranış ve replik sayıları birbirine yakın senaryoya dayalı iki oyun öğretilmesi planlanmış, oyunların öğretimi küçük grup öğretimi düzenlemesi biçiminde yapılmış ve öğretim sürecinde video modelle ve canlı modelle öğretim sunularak oyunlar öğretilmiştir. Söz konusu süreçte yer alan her bir düzenleme aracılığı ile OSB olan çocukların sembolik oyunu oynamayı öğrenebilmeleri araştırmanın amacına hizmet etmektedir. Bu amaç doğrultusunda elde edilen sonuçlar ilgili alan yazın çerçevesinde tartışılmış, ileride yapılacak uygulama ve araştırmalar için önerilerde bulunulmuştur.

References

  • Allen, K. D., Wallace, D. P., Renes, D., & Bowen, S. L. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33, 339-349.
  • Amerikan Psikiyatri Birliği-APA. (2014). Ruhsal bozuklukların tanısal ve sayımsal elkitabı (DSM-5), (Çev: Ertuğrul Köroğlu.) Ankara: Hekimler Yayın Birliği.
  • Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive model. Journal of Abnormal and Social Psychology, 63, 575-582.
  • Benner, L. (2011). Comparing the effects of three modeling conditions on the performance of simple tasks by elementary aged children with autism spectrum disorders. in the Counseling and Educational Psychology Department of the School of Education, Indiana University.
  • Bernstrof, E. (2012). Parten’s level of Kodaly Teaching. Kodaly Envoy, 39, 7-11.
  • Bernad-Ripoll, S. (2007). Using a self-as-model video combined with social stories to help a child with Asperger Syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22, 100-106.
  • Boudreau, E., & D’Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: the effects of video modeling, Journal of Developmental Physical Disabilities, 22, 415-431.
  • Boutot, E. A., Guenther, T., & Crozier, S. (2005). Let’s play: Teaching play skills to young children with autism. Education and Training in Developmental Disabilities, 40, 285-292.
  • Carnahan, C., Musti-Rao, S., & Bailey, J. (2009). Increasing academic engagement and literacy learning for students with autism. Education and Treatment of Children, 1, 37-61.
  • Charlop-Christy, M. H., Le, L., & Freeman, K A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537-552.
  • Charlop-Christy, M. H. & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12-22.
  • Charlop, M. H., Denis, B., Carpenter, M. H., & Greenberg, H. (2010). Teaching socially expressive behaviors to children autism through video modeling. Education and Treatment of Children, 33, 371-393.
  • Colozzi, G. A., Ward, L., & Crotty, K. E. (2008). Comparison of simultaneous prompting procedure in 1:1 and small group instruction to teach play skills to preschool students with pervasive developmental disorder and developmental disabilities. Education and Training in Developmental Disabilities, 43, 226-248.
  • Crocket, C., Fleming, R. K., Doepke, K. J., & Stevens, J. S. (2007). Parent training: Acquisition and generalization of discrete trials teaching skills with parents of children with autism. Research in Developmental Disabilities, 28, 23-36.
  • D’Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5-11.
  • Dettmer, S., Simpson, R. L., Myles-Smith B., & Ganz J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163-169.
  • Ergenekon, Y., Tekin-İftar, E., Kapan, A., & Akmanoglu, N. (2014). Comparison of video and live modeling in teaching response chains to children with autism. Education and Training in Autism and Developmental Disabilities, 49, 200-213.
  • Fickel, K. M., Schuster, J. W., & Collins, B. C. (1998). Teaching different tasks using different stimuli in heterogeneous small group. Journal of Behavioral Education, 8, 219-244.
  • Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22, 26-38.
  • Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior or preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism and Developmental Disorders, 35, 545-556.
  • Graetz, J. E., Mastropieri, M. A., & Scruggs, T. E. (2006). Using video self-modeling to decrease inappropriate behavior. Teaching Exceptional Children, 38, 43-48.
  • Hess, L. (2006). I would like to play but I don’t know how: Case study of pretend play in autism. Child Language Teaching And Therapy, 22 (1) 97-116.
  • Hill, J., & Gutwin, C. (2004). The MAUI toolkit: Groupware widgets for group awareness. Computer Supported Cooperative Work, 13, 539-571.
  • İngersoll, 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, 487-505.
  • Jahr, E., Eldevik, S., & Eikeseth, S. (2000). Teaching children with autism to initiate and sustain cooperative play. Research in Developmental Disabilities, 21, 151-69. Kırcaali-İftar, G. (2013). Otizm spektrum bozukluğuna genel bakış. E. Tekin-İftar (Ed.). Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri. Ankara: Vize Yayıncılık.
  • Landa, R. (2007). Early communication development and intervention for children with autism. Mental Retardation and Developmental Disabilities Research Reviews, 13, 16-25.
  • Ledford, J. R., Gast, D. L., Luscre, D., & Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38, 86-103.
  • Ma, H. H. (2009). The effectiveness of intervention on the behavior of individuals with autism: A meta-analysis using percentage of data points exceeding the median of baseline Phase (PEM). Behavior Modification, 3, 339-359.
  • MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20, 225-238.
  • Marcus, A., & Wilder, D. A. (2009). A comparison of peer video modeling and self video modeling to teach textual responses in children with autism. Journal of Applied Behavior Analysis, 42, 335–341.
  • Massey, N. G. & Wheeler, J. J. (2000). Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive pre-school classroom. Education Training in Mental Retardation and Developmental Disabilities, 35, 326-335.
  • Morrison, R. S., Sainato, D. M., Benchaaban, D., & Endo, S. (2002). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25, 58-72.
  • Odluyurt S. (2013). Kaynaştırmaya devam eden otistik özellikler gösteren çocuklara kurallı oyun öğretiminde akranları tarafından doğrudan model olma ve videoyla model olma öğretiminin etkilerinin karşılaştırılması. Kuram ve Uygulamada Eğitim Bilimleri, 13, 536-540.
  • Özen, A., Batu, E. S., & Birkan, B. (2012). Teaching skills play to children with autism through video modeling: Small group arrangement and observational learning. Education and Training in Autism and Developmental Disabilities, 47, 84-96.
  • Palmen, A., Didden, R., & Arts, M. (2008). Improving question asking in high-functioning adolescents with autism spectrum disorders. Autism, 12, 83-98.
  • Paterson, C. R., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31, 660-681.
  • Rao, S. M. & Gagie, B. (2006). Learning through seeing and doing visual supports for children with autism. Teaching Exceptional Children, 38, 26-33.
  • Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner. Education and Treatment of Children, 29, 517-528.
  • Rubin, K. H., Maioni, T. L., & Hornung, M. (1976). Free play behaviors in middle-and lower-class preschoolers: Parten and Piaget revisited. Child Development, 47, 414-419.
  • Rutherford, M. D., Young, G. S., Hepburn, S., & Rogers, S. J. (2007). A longitudinal study of pretend play in autism. Journal of Autism and Developmental Disorders, 37, 1024-1039. Schloss, P. J., & Smith, M. A. (1994). Applied behavior analysis in the classroom. Boston: Allyn and Bacon.
  • Schwartz, I. S., & Baer, D. M. (1991). Social validity assessments: Is current practice state of the art? Journal of Applied Behavior Analysis, 24, 189-204.
  • Sherer, M., Pierce, K., Paredes, S., Kisacky, K., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology. Behavior Modification, 25, 140-159.
  • Singer, D. G., Golinkof, R. M, & Hirsh-Pasek, K. (2013). Play=Learning: How play motivates and enhances children’s cognitive and social-emotional growth. New York: Oxford University Press. [http://udel.edu/~roberta/play/book.html adresinden 24 Nisan 2013 tarihinde edinilen bilgi].
  • Stahmer, A. C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25, 447-459.
  • Stahmer, A. C., Ingersoll, B., & Carter, C. (2003). Behavioral approaches to promoting play. Autism: The International Journal of Research and Practice, 7, 401-413.
  • Sucuoğlu, B. (2013). Okulöncesi eğitimde oyun ve önemi. U. Tüfekçioğlu. (Ed.). Çocukta oyun gelişimi. Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
  • Tekin, E., Kırcaali-İftar, G., Birkan, B., Uysal, A., Yıldırım, S., & Kurt, O. (2001). Using constant time delay to teach leisure skills to children with developmental disabilities. Mexican Journal of Behavior Analysis, 27, 337-362.
  • Tekin-İftar, E. & Birkan, B. (2008). Small group instruction for students with autism: General case training and observational learning. The Journal of Special Education, 40, 50-63.
  • Tryon, A. S., & Keane, S. P. (1986). Promoting imitative play through generalized observational learning in autistic-like children. Journal of Abnormal Child Psychology, 14, 537-549.
  • Tüfekçioğlu, U. (2013). Engelli çocuklarda oyun gelişimi: Otistik çocuklar. U. Tüfekçioğlu. (Ed.). Çocukta oyun gelişimi. Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayınları.
  • Vuran, S. ve Sönmez, M. (2008). Sosyal geçerlik kavramı ve Türkiye’de özel eğitim alanında yürütülen lisansüstü tezlerde sosyal geçerliğin değerlendirilmesi. Ankara Üniversitesi Eğitimi Bilimleri Fakültesi Özel Eğitim Dergisi, 9, 55-65.
  • Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate and severe handicaps: Use of response prompting strategies. White Plains, NY: Longman. Xu, Y. (2010). Children’s social play sequence: Parten’s classic theory revisited. Early Child Development and Care, 180, 489-498.
  • Zirpoli, T. J., & Melloy, K. J. (1997). Behavior management: Applications for teachers and parents. (2nd edition). Upper Saddle River, NJ: Merrill.
There are 53 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Nuray Öncül 0000-0003-0099-0326

İlknur Çifci Tekinarslan 0000-0001-5028-3289

Publication Date September 1, 2022
Published in Issue Year 2022 Volume: 23 Issue: 3

Cite

APA Öncül, N., & Çifci Tekinarslan, İ. (2022). Otizm Spektrum Bozukluğu Olan Çocuklara Sembolik Oyunların Öğretiminde Canlı ve Video Modelle Öğretimin Karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(3), 537-563. https://doi.org/10.21565/ozelegitimdergisi.783396

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