OSB Olan Bireylere İşitsel-Görsel Koşullu Ayırt Etme Öğretimine İlişkin Karşılaştırma Araştırmalarının İncelenmesi

Abstract

Alıcı dil becerilerinin önemli bileşenlerinden biri olan işitsel görsel koşullu ayırt etme (İGKA) Otizm Spektrum Bozukluğu (OSB) olan bireyler için öğretimini hedeflenen öncelikli becerilerden biridir. En basit tanımıyla İGKA, sözel bir yönerge ile bireyin bir dizi görsel uyaran arasından adı söyleneni göstermesidir. İGKA becerisi öğretiminde etkili olduğu bilinen pek çok strateji olmasına karşın bazı OSB olan bireylerin İGKA becerisi öğrenmekte güçlük yaşadığı görülmektedir. Özellikle son yıllarda araştırmacılar OSB'li bireylere daha etkili ve verimli İGKA öğretimi bileşenlerinin belirlenmesi için karşılaştırma araştırmaları gerçekleştirmektedir. Bu durum OSB olan bireylere İGKA becerisinin öğretimi konusunda “Bu beceriyi öğretmek için hangi prosedür ya da prosedürlerin kullanılması gerekir?” sorusunun güncelliğini koruduğunu göstermektedir. Bu çalışmanın amacı, OSB'li bireylere İGKA becerisinin öğretilmesinde kullanılan farklı yöntemlerin, prosedürlerin ve materyallerin etkilerini karşılaştıran araştırmaların incelenmesidir. Çalışmada OSB olan bireylere İGKA öğretimini konu olan karşılaştırma araştırmaları katılımcıların demografik özellikleri, İGKA öğretimi için hangi koşulların karşılaştırıldığı, öğretimlerin hangi yöntem ve prosedürler ile gerçekleştirildiği ve ne tür materyallerin kullanıldığı bakımından incelenmiştir. Ayrıca incelenen araştırmaların bulguları özetlenerek betimlenmiştir. Elde edilen bulguların, OSB'li bireylerin İGKA becerilerini geliştirmeyi amaçlayan araştırmacı ve uygulayıcılara etkili öğretim yöntemleri ve prosedürleri hakkında bir öngörü sağlayabileceği düşünülmektedir.

Keywords

• İşitsel-görsel koşullu ayırt etme
• Alıcı etiketleme
• Otizm Spektrum Bozukluğu

Examination of Comparison Studies on Auditory-Visual Conditional Discrimination Training for Individuals with ASD

Abstract

Auditory-visual conditional discrimination (AVCD), one of the essential components of receptive language skills, is one of the primary skills targeted for individuals with Autism Spectrum Disorder (ASD). The main reason is that AVCD is a prerequisite for individuals with ASD to develop academic, communication, and daily living skills. In its simplest definition, AVCD is a verbal instruction and the individual's display of a name among a series of visual stimuli. Although many strategies effectively teach AVCD skills, some individuals with ASD have difficulty learning AVCD skills. Especially in recent years, researchers have been conducting comparison studies to determine the components of more effective and efficient teaching of AVCD to individuals with ASD. This situation shows that the question "Which procedure or procedures should be used to teach this skill?" remains current when teaching AVCD skills to individuals with ASD. The purpose of this study is to examine the studies comparing the effects of different methods, procedures, and materials used in teaching IGCA skills to individuals with ASD. In this study, the comparison studies on teaching IGDA to individuals with ASD were examined in terms of the demographic characteristics of the participants, the conditions compared for teaching IGDA, the methods and procedures used in the teaching, and the materials used. In addition, the findings of the reviewed studies were summarized and described. It is thought that the findings obtained can help researchers and practitioners who aim to improve the AVCD skills of individuals with ASD.

Keywords

• Autism Spectrum Disorder
• Auditory-visual conditional discrimination
• Receptive labeling

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