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OTİZMİ OLAN ÇOCUKLARIN GEÇİŞLER SIRASINDA SERGİLEYEBİLECEKLERİ PROBLEM DAVRANIŞLARI ÖNLEMEK ÜZERE KULLANILAN GEÇİŞ STRATEJİLERİ

Yıl 2017, Sayı: 25, 53 - 97, 27.04.2017

Öz

Problem davranışlar otizmin tanılanmasında bir tanı kriteri olarak kabul edilmese de, otizmi olan çocukların büyük bir kısmının problem davranış sergiledikleri bilinmektedir. Otizmli çocuklar tekrarlayıcı ve yineleyici, kendine zarar verici, saldırgan ve öfke içeren, aşılmışın dışında yemek yeme ve takıntılı davranışlar gibi problem davranışlar sergilerler. Bu davranışlar ise değişikliklere uyum sağlama, genel eğitim ortamlarından uzaklaşma ve ayrışma, sosyal etkileşim sorunları ve rutinlere aşırı bağlılık gibi bazı güçlüklere neden olur. Bu problem davranışları önlemek üzere geçiş stratejileri gibi önleyici stratejiler kullanılabilir. Dolayısıyla bu çalışmanın amacı, otizmi olan çocukların anne-babalarına ve öğretmenlerine geçişler sırasında sergilenen problem davranışlar ve bu problem davranışları önlemek üzere kullanılacak geçiş stratejileri konusunda bilgi vermektir.

Kaynakça

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  • Dominick, K. C., Davis, N. O., Lainhart, J., Tager-Flusberg, H., & Folstein, S. (2007). “Atypical behaviors in children with autism and children with a history of language impairments.” Research in Developmental Disabilities, 28(2), 145–162.
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Yıl 2017, Sayı: 25, 53 - 97, 27.04.2017

Öz

Kaynakça

  • American Psychiatric Association, (2013). Diagnostic and statistical manual of mental disorders-5 [DSM-5], Arlington: American Psychiatric Association.
  • Angell, M. E., Nicholson, J. K., Watts, E. H., & Blum, C. (2011). “Using a multicomponent adapted power card strategy to decrease latency during interactivity transitions for three children with developmental disabilities.” Focus on Autism and Other Developmental Disabilities, 20(10), 1-12.
  • Ayres K. M. (2005). Comparison of video priming techniques for children with Autism. Unpublished doctoral dissertation, Georgia, The University of Georgia.
  • Bainbridge, N., & Myles, B. S. (1999). “The use of priming to introduce toilet training to a child with autism.” Focus on Autism and Other Developmental Disabilities, 14(2), 106-109.
  • Banda, D. R., & Grimmett, E. (2008). “Enhancing social and transition behaviors of persons with autism through activity schedules: A review.” Education and Training in Developmental Disabilities, 43(3), 324-333.
  • Banda, D. R., & Kubina Jr, R. M. (2006). “The effects of a high-probability request sequencing technique in enhancing transition behaviors.” Education and Treatment of Children, 29(3), 507-516.
  • Berger, D. (2016). “Teaching independent behavior with activity schedule to children with autism.” 01.06.2016 tarihinde http://www.bergerlearning.com/docs/BergerLearning_ Activity Schedule Optimized.pdf adresinden alınmıştır.
  • Berk, L. E. (1976). “How well do classroom practices reflect teacher goals?.” Young Children, 32(1), 64-81.
  • Berkson, B., & Tupa, M. (2000). “Early development of stereotyped and self-injurious behaviors.” Journal of Early Intervention, 23(1), 1-19.
  • Birkan, B. (2011). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikli öğretim.” Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 12(01), 57-69.
  • Bishop, S. L., Richler, J., & Lord, C. (2006). “Restricted and repetitive behaviors and nonverbal IQ in children with autism spectrum disorders.” Child Neuropsychology, 12(4-5), 247-267.
  • Bryan, L. C., & Gast, D. L. (2000). “Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. “ Journal of Autism and Developmental Disorders, 30(6), 553-567.
  • Carta, J. J., Greenwood, C. R., & Robinson, S. (1987). “Application of an eco-behavioral approach to the evaluation of early intervention programs.” Advances in the Behavioral Assessment of Children and Families, 3(1), 123–155.
  • Chandler, L., & Dahlquist, C. (2002). Functional assessment strategies to prevent and remediate challenging behavior in school settings. Ohio: Merrill Prentice Hall, Pub. Co.
  • Cihak, D. F. (2011). “Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. “Research in Autism Spectrum Disorders, 5(1), 433-441.
  • Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2009). “The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom.” Journal of Positive Behavior Interventions, 20(10), 1-13.
  • Cohen, M. J., & Sloan, D. L. (2007). Visual supports for people with autism: a guide for parents and professionals. Bedhesda; Woodbine House.
  • Cooper, J. O., Heron, T. E. & Heward W.L. (2007). Applied behaviour analysis. (2. Baskı). Colombus: Merril Prentice Hall.
  • Crozier, S., & Sileo, N. M. (2005). “Encouraging positive behavior with social stories an intervention for children with autism spectrum disorders.” Teaching Exceptional Children, 37(6), 26-31.
  • Davis, C. A., Reichle, J. E., & Southard, K. L. (2000). “High-probability requests and a preferred item as a distractor: Increasing successful transitions in children with behavior problems.” Education and Treatment of Children, 23(4), 423-440.
  • Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). “The use of visual supports to facilitate transitions of students with autism.” Focus on Autism and Other Developmental Disabilities, 15(3), 163-169.
  • Dominick, K. C., Davis, N. O., Lainhart, J., Tager-Flusberg, H., & Folstein, S. (2007). “Atypical behaviors in children with autism and children with a history of language impairments.” Research in Developmental Disabilities, 28(2), 145–162.
  • Elisa, G. (2001). Power cards: Using special interest to motivate children and youth with Asperger syndrome and autism. Kansas: Autism Asperger Publishing Co.
  • Erbaş, D. (2001). “Review of literature related to nonaversive intervention methods for self-injurious behaviors of persons with disabilities.” Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 3(1), 73-84.
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  • Ferguson, A., Ashbaugh, R., O'Reilly, S., & McLaughlin, T. F. (2004). “Using prompt training and reinforcement to reduce transition times in a transitional kindergarten program for students with severe behavior disorders.” Child & Family Behavior Therapy, 26(1), 17-24.
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  • Gagnon, E. (2001). Power cards: Using special interests to motivate children and youth with Asperger syndrome and autism. Kansas: AAPC Publishing.
  • Gengoux, G. W. (2015). “Priming for social activities: Effects on interactions between children with autism and typically developing peers.” Journal of Positive Behavior Interventions, 17(3), 181-192.
  • Graber Juhnke, A. (2015). The effect of a transition song on the length of transitions among children with autism spectrum disorder. Unpublished doctoral dissertation, University of Kansas, Kansas.
  • Gray, C. (2010). The new social story book. Arlington: Future Horizons.
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  • Hodgdon, L. Q. (1995). Solving social behavioral problems through the use of visually supported communication. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (pp. 265-286). New York: Delmar.
  • Horner, R., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). “Problem behavior interventions for young children with autism: A research synthesis.” Journal of Autism and Developmental Disorders, 32(5), 423-446.
  • Hume, K. (2008). Transitioning between activities: Online training module. In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules, www.autisminternetmodules.org. Columbus, OH: OCALI.
  • Hume, K. (2013). Visual supports (VS) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
  • Hume, K., Sreckovic, M., Snyder, K., & Carnahan, C. R. (2014). “Smooth transitions: Helping students with autism spectrum disorder navigate the school day.” Teaching Exceptional Children, 47(1), 35-45.
  • Hume, K., Wong, C., Plavnick, J., & Schultz, T. (2014). Use of visual supports with young children with autism spectrum disorder. J. Tarbox, D. Dixon, P. Sturmey, & J. L. Matson (Eds.). Handbook of early intervention for autism spectrum disorders: Research, policy, and practice. (pp. 293-315). New York. Springer
  • Ivey, M. L. (2009). Priming as a means of increasing spontaneous verbal language in children with autism spectrum disorder. Unpublished doctoral dissertation, Georgia State University, Atlanta.
  • Ivey, M. L., Heflin, L. J., & Alberto, P. (2004). “The use of social stories to promote independent behaviors in novel events for children with PDD-NOS.” Focus on Autism and Other Developmental Disabilities, 19(3), 164-176.
  • Jaime, K., & Knowlton, E. (2007). “Visual supports for students with behavior and cognitive challenges.” Intervention in School and Clinic, 42(5), 259-270.
  • Jang, J., Dixon, D. R., Tarbox, J., & Granpeesheh, D. (2011). “Symptom severity and challenging behavior in children with ASD.” Research in Autism Spectrum Disorders, 5(3), 1028-1032.
  • Kaya, F. (2015). Otizm spektrum bozukluğu olan öğrencilere yiyecek-içecek hazırlama becerilerinin öğretiminde sesli anlatım içeren ve içermeyen video ipucunun karşılaştırılması. Yayınlanmamış Yüksek Lisans Tezi, Anadolu Üniversitesi, Eskişehir.
  • Koegel, L. K., Koegel, R. L., Frea, W., & Green Hopkins, I. (2003). “Priming as a method of coordinating educational services for students with autism.” Language, Speech and Hearing Services in Schools, 34(3), 228-235.
  • Koegel, R. L., Fredeen, R., Kim, S., Danial, J., Rubinstein, D., & Koegel, L. (2012). “Using perseverative interests to improve interactions between adolescents with autism and their typical peers in school settings.” Journal of Positive Behavior Interventions, 14(3), 133-141
  • Krantz, P. J., & McClannahan, L. E. (2014). Picture activity schedules. In J. Tarbox, D. Dixon, P. Sturmey, & J. L. Matson (Eds.). Handbook of early intervention for autism spectrum disorders: Research, policy, and practice. (pp. 271-292). New York: Springer
  • Lecavalier, L. (2006). “Behavioral and emotional problems in young people with pervasive developmental disorders: Relative prevalence, effects of subject characteristics, and empirical classification.” Journal of Autism and Developmental Disorders, 36(8), 1101-1114.
  • Lequia, J., Wilkerson, K. L., Kim, S., & Lyons, G. L. (2015). “Improving transition behaviors in students with autism spectrum disorders a comprehensive evaluation of interventions in educational settings.” Journal of Positive Behavior Interventions, 17(3), 146-158.
  • MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). “Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains.” Journal of Applied Behavior Analysis, 26(1), 89-97.
  • Machalicek, W., O’Reilly, M., Beretvas, N., Sigafoos, J., & Lancioni, G. (2007). “A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders.” Research in Autism Spectrum Disorders, 1(3), 229-246.
  • Matson, J. L., & Fodstad, J. C. (2009). “The treatment of food selectivity and other feeding problems in children with autism spectrum disorders.” Research in Autism Spectrum Disorders, 3(2), 455-461.
  • Matson, J. L., & Nebel-Schwalm, M. (2007). “Assessing challenging behaviors in children with autism spectrum disorders: A review.” Research in Developmental Disabilities, 28(6), 567-579.
  • McCord, B. E., Thomson, R. J., & Iwata, B. A. (2001). “Functional analysis and treatment of self‐injury associated with transitions.” Journal of Applied Behavior Analysis, 34(2), 195-210.
  • McTiernan, A., Leader, G., Healy, O., & Mannion, A. (2011). “Analysis of risk factors and early predictors of challenging behavior for children with autism spectrum disorder.” Research in Autism Spectrum Disorders, 5(3), 1215-1222.
  • Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). “Using visual supports with young children with autism spectrum disorder.” Teaching Exceptional Children, 43(6), 28-35.
  • Mukaddes, N. M. (2013). Otizm spektrum bozuklukları: Tanı ve takip. İstanbul: Nobel Tıp Kitabevleri.
  • Murdock, L. C., & Hobbs, J. Q. (2011). “Tell me what you did today: A visual cueing strategy for children with ASD.” Focus on Autism and Other Developmental Disabilities, 26(3), 162-172.
  • Neitzel, J. (2010). “Positive behavior supports for children and youth with autism spectrum disorders.” Preventing School Failure, 54(4), 247–255.
  • Newman, B., Buffington, D. M., O'Grady, M. A., McDonald, M. E., Poulson, C. L., & Hemmes, N. S. (1995). “Self-management of schedule following in three teenagers with autism.” Behavioral Disorders, 20(3), 190-196.
  • Okada, S., Ohtake, Y., & Yanagihara, M. (2010). “Improving the manners of a student with autism: The effects of manipulating perspective holders in Social Stories™–A pilot study.” International Journal of Disability, Development and Education, 57(2), 207-219.
  • Özyürek, M. (2008). Problem davranışları değiştirme. (4. Baskı). Ankara: Kök Yayıncılık.
  • Pane, H. M., Sidener, T. M., Vladescu, J. C., & Nirgudkar, A. (2015). “Evaluating function-based social stories™ with children with autism.” Behavior Modification, 39(6), 912-931.
  • Quill, K. A. (1997). “Instructional considerations for young children with autism: The rationale for visually cued instruction.” Journal of Autism and Developmental Disorders, 27(6), 697-714.
  • Rao, S. M., ve Gagie, B. (2006). “Learning through seeing and doing: Visual supports for children with autism.” Teaching Exceptional Children, 38(6), 26-33.
  • Reynhout, G., & Carter, M. (2006). “Social Stories™ for children with disabilities.” Journal of Autism and Developmental Disorders, 36(4), 445-469.
  • Roane, H. (2014). Novel approaches to preventing and managing challenging behavior in children with ASD. Paper presented at the International Conference for Autism, Antalya.
  • Romano, J. P., & Roll, D. (2000). “Expanding the utility of behavioral momentum for youth with developmental disabilities.” Behavioral Interventions, 15(2), 99-111.
  • Ruddy, L., Booth, N., Gaw, M., Liao, Y., Dounavi, K., & Dillenburger, K. (2015). “Autism in the air: Using point of view video priming and natural environment teaching to help children with autism travel by plane.” Good Autism Practice (GAP), 16(2), 25-32.
  • Sainato, D. M., Strain, P. S., Lefebvre, D., & Rapp, N. (1987). “Facilitating transition times with handicapped preschool children: A comparison between peer‐mediated and antecedent prompt procedures.” Journal of Applied Behavior Analysis, 20(3), 285-291.
  • Sainato, D., & Lyon, S. (1983). A descriptive analysis of the requirements for independent performance in handicapped and nonhandicapped preschool classrooms. Strain (Chair), Assisting behaviorally handicapped preschoolers in mainstream settings: A report of research from the Early Childhood Research Institute. Paper presented at the National Early Childhood Conference for Children with Special Needs, Washington, DC.
  • Sancho, K., Sidener, T. M., Reeve, S. A., & Sidener, D. W. (2010). “Two variations of video modeling interventions for teaching play skills to children with autism.” Education and Treatment of Children, 33(3), 421-442.
  • Scattone, D., Wilczynski, S. M., Edwards, R. P., & Rabian, B. (2002). “Decreasing disruptive behaviors of children with autism using social stories.” Journal of Autism and Developmental Disorders, 32(6), 535-543.
  • Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). “Effects of using a photographic cueing package during routine school transitions with a child who has autism.” Mental Retardation, 38(2), 131-137.
  • Schneider, N., & Goldstein, H. (2009). “Using social stories and visual schedules to improve socially appropriate behaviors in children with autism.” Journal of Positive Behavior Interventions. doi: 10.1177/1098300709334198
  • Schreck, K. A., Williams, K., & Smith, A. F. (2004). “A comparison of eating behaviors between children with and without autism.” Journal of Autism and Developmental Disorders, 4(4), 433-438.
  • Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). “The use of video priming to reduce disruptive transition behavior in children with autism.” Journal of Positive Behavior Interventions, 2(1), 3-11.
  • Smith, S. A., Press, B., Koenig, K. P., & Kinnealey, M. (2005). “Effects of sensory integration intervention on self-stimulating and self-injurious behaviors.” American Journal of Occupational Therapy, 59(4), 418-425.
  • Sterling‐Turner, H. E., & Jordan, S. S. (2007). “Interventions addressing transition difficulties for individuals with autism.” Psychology in the Schools, 44(7), 681-690.
  • Strain, P. S., Wilson, K., Wilson, K., & Dunlap, G. (2011). “Prevent-teach-reinforce: Addressing problem behaviors of students with autism in general education classrooms.” Behavioral Disorders, 36(3), 160-171.
  • Sucuoğlu, B. (2012). Otizm spektrum bozukluğu olan çocukların problem davranışlarının azaltılması. E. Tekin-İftar (Ed.), Otizm spektrum bozukluğu olan çocuklar ve eğitimleri (ss. 183-238). Ankara: Vize Yayıncılık.
  • Taber, T. A., Alberto, P. A., & Fredrick, L. D. (1998). “Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks.” Research in Developmental Disabilities, 19(4), 327-345.
  • Taylor, J. L., & Seltzer, M. M. (2010). “Changes in the autism behavioral phenotype during the transition to adulthood.” Journal of Autism and Developmental Disorders, 40(12), 1431-1446.
  • Tetreault, A. S., & Lerman, D. C. (2010). “Teaching social skills to children with autism using point-of-view video modeling.” Education and Treatment of Children, 33(3), 395-419.
  • Toplis, R., & Hadwin, J. A. (2006). “Using social stories to change problematic lunchtime behavior in school.” Educational Psychology in Practice, 22(1), 53-67.
  • Ülke-Kürkçüoğlu, B. (2009). Otistik özellik gösteren çocuklara bire-bir öğretimde etkinlikler içi ve etkinlikler arası seçim fırsatları sunmanın etkilerinin karşılaştırılması. Eskişehir: Anadolu Üniversitesi Yayınları.
  • Van Eylen, L., Boets, B., Steyaert, J., Evers, K., Wagemans, J., & Noens, I. (2011). “Cognitive flexibility in autism spectrum disorder: Explaining the inconsistencies.” Research in Autism Spectrum Disorders, 5(4), 1390-1401.
  • Van-Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R., & Valentino, J. (2010). “A comparison of picture and video prompts to teach daily living skills to individuals with autism.” Focus on Autism and Other Developmental Disabilities, 25(4), 195-208.
  • Waters, M. B., Lerman, D. C., & Hovanetz, A. N. (2009). “Separate and combined effects of visual schedules and extinction plus differential reinforcement on problem behavior occasioned by transitions.” Journal of Applied Behavior Analysis, 42(2), 309-313.
  • West, E. A. (2008). “Effects of verbal cues versus pictorial cues on the transfer of stimulus control for children with autism.” Focus on Autism and Other Developmental Disabilities, 23(4), 229-241.
  • Wilde, L. D., Koegel, L. K., & Koegel, R. L. (1992). Increasing success in school through priming: A training manual. University of California.
  • Yücesoy Özkan, Ş. (2013). Okul öncesi sınıflarında sınıf yönetimi ve problem davranışların kontrolü. B. Sucuoğlu ve H. Bakkaloğlu (Ed.), Okul öncesinde kaynaştırma içinde. Ankara: Kök Yayıncılık.
  • Yücesoy Özkan, Ş. (2014). Otizmli çocuklarda davranış sorunlarıyla başa çıkma. Eskişehir: Yayınlanmamış yüksek lisans ders notları.
  • Yücesoy Özkan, Ş. (2015). Otizm spektrum bozukluğu olan bireyler için bilimsel dayanaklı uygulamalar. A. Cavkaytar (Ed.), Otizm spektrum bozukluğu (ss. 125-171). Ankara: Aile ve Sosyal Politikalar Bakanlığı Engelli ve Yaşlı Hizmetleri Genel Müdürlüğü.
  • Zane, T., Carlson, M., Estep, D., & Quinn, M. (2014). “Using functional assessment to treat behavior problems of deaf and hard of hearing children diagnosed with autism spectrum disorder.” American Annals of the Deaf, 158(5), 555-566.
Toplam 99 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Şerife Yücesoy Özkan

Emrah Gülboy Bu kişi benim

Yayımlanma Tarihi 27 Nisan 2017
Yayımlandığı Sayı Yıl 2017 Sayı: 25

Kaynak Göster

APA Yücesoy Özkan, Ş., & Gülboy, E. (2017). OTİZMİ OLAN ÇOCUKLARIN GEÇİŞLER SIRASINDA SERGİLEYEBİLECEKLERİ PROBLEM DAVRANIŞLARI ÖNLEMEK ÜZERE KULLANILAN GEÇİŞ STRATEJİLERİ. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(25), 53-97.