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

Nuray Öncül , İlknur Çifci Tekinarslan

https://doi.org/10.21565/ozelegitimdergisi.783396

Cited By: 1

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.

Keywords

Live modeling, video modeling, symbolic play, teaching small group, autism spectrum disorder

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

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.

Keywords

Canlı modelle öğretim, video modelle öğretim, sembolik oyun, küçük grupla öğretim, otizm spektrum bozukluğu

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