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Otizm Spektrum Bozukluğu Olan Bireylere Sosyal Tepki Davranışlarının Öğretimine İlişkin Araştırmaların Değerlendirilmesi

Yıl 2022, Cilt: 51 Sayı: 2, 718 - 759, 31.08.2022
https://doi.org/10.14812/cuefd.849623

Öz

Bu çalışmanın amacı, 20 yılı aşkın sürede OSB olan çocuklara duyguları anlama ve ifade etme, sözel ifade, yüz ifadeleri, jestler ve tonlama bileşenlerinden oluşan sosyal tepki davranışlarının öğretimine yönelik müdahalelerin etkisini sınayan çalışmaları; demografik, yöntem ve bulgu değişkenleri açısından inceleyerek kapsamlı bir betimsel analiz yapmaktır. Bir üniversitenin toplu veri tabanlarında, anahtar kelimeler kullanılarak ilk tarama yürütülmüştür. Taramadaki 112 çalışmaya kaynakçaların gözden geçirilmesi ile iki çalışma daha eklenerek toplamda 114 çalışmaya ulaşılmıştır. Bu çalışmalar dahil etme ölçütleri olarak (a) Ocak 2000-Mayıs 2020 yılları arasında yürütülmesi, (b) hakemli dergilerde İngilizce ve Türkçe dillerinden biriyle yayımlanması, (c) katılımcılardan en az birinin OSB tanısının olması, (d) nicel ve nitel araştırma yöntemleriyle tasarlanması ve (e) sosyal tepki davranışlarından (sözel ifade, yüz ifadesi, jestler, tonlama) en az birinin öğretiminin hedeflenmesi açısından incelenmiştir ve 36 çalışma araştırma kapsamına alınmıştır. Çalışmanın sonucunda, son yıllardaki çalışmalarda farklı yaşlarda olan OSB olan bireylere, tüm sosyal tepki davranışlarının öğretimi için çoğunlukla ve etkili olarak teknoloji temelli uygulamaların kullanıldığı görülmüştür. Araştırmanın bulguları tartışılarak ileri araştırmalara yönelik önerilerde bulunulmuştur.

Teşekkür

Araştırmadaki kodlayıcılar arası güvenirlik verilerinin toplanmasında ve analizinde katkısı olan Arş. Gör. Çetin TOPUZ'a çok teşekkür ederiz.

Kaynakça

  • Akmanoğlu, N. (2015). Effectiveness of teaching naming facial expression to children with autism via video modeling. Educational Sciences: Theory & Practice, 15(2), 519-537. https://doi.org/10.12738/estp.2015.2.2603
  • Almeida, L. M., Silva, D. P. D., Theodório, D. P., Silva, W. W., Rodrigues, S. C. M., Scardovelli, T. A., Da Slva, A. P. & Bissaco, M. A. S.(2019). ALTRIRAS: A computer game for training children with autism spectrum disorder in the recognition of basic emotions. International Journal of Computer Games Technology, 2019, 1-16. https://doi.org/10.1155/2019/4384896
  • Alzyoudi, M., Sartawi, A., & Almuhiri, O. (2015). The impact of video modelling on improving social skills in children with autism. British Journal of Special Education, 42(1), 53-68. https://doi.org/10.1111/1467-8578.12057
  • Axe, J. B., & Evans, C. J. (2012). Using video modeling to teach children with PDD-NOS to respond to facial expressions. Research in Autism Spectrum Disorders, 6(3), 1176-1185. https://doi.org/10.1016/j.rasd.2012.03.007
  • Berggren, S., Fletcher-Watson, S., Milenkovic, N., Marschik, P. B., Bölte, S., & Jonsson, U. (2018). Emotion recognition training in autism spectrum disorder: A systematic review of challenges related to generalizability. Developmental Neurorehabilitation, 21(3), 141-154. https://doi.org/10.1080/17518423.2017.1305004
  • Buitelaar, J. K., Van der Wees, M., Swaab–Barneveld, H. A. N. N. A., & Van der Gaag, R. J. (1999). Theory of mind and emotion-recognition functioning in autistic spectrum disorders and in psychiatric control and normal children. Development and Psychopathology, 11(1), 39-58. https://doi.org/10.1017/s0954579499001947
  • Carbone, V. J., O'Brien, L., Sweeney-Kerwin, E. J., & Albert, K. M. (2013). Teaching eye contact to children with autism: A conceptual analysis and single case study. Education and Treatment of Children, 36(2), 139-159. https://doi.org/10.1353/etc.2013.0013
  • Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5(1), 12-21. https://doi.org/10.1177/10983007030050010101
  • 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(6), 537-552. https://doi.org/10.1017/s1360641701322773
  • Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33(3), 371-393. https://doi.org/10.1353/etc.0.0104
  • Chen, C. H., Lee, I. J., & Lin, L. Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55, 477-485. https://doi.org/10.1016/j.chb.2015.09.033
  • Corbett, B. A. (2003). Video modeling: A window into the world of autism. The Behavior Analyst Today, 4(3), 367-377. https://doi.org/10.1037/h0100025
  • Daou, N., Hady, R. T., & Poulson, C. L. (2016). Teaching children with autism spectrum disorder to recognize and express emotion: A review of the literature. International Electronic Journal of Elementary Education, 9(2), 419-432. https://doi.org/10.1016/j.rasd.2014.01.005
  • Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28(1), 33-42. https://doi.org/10.1177/07419325070280010401
  • Fridenson-Hayo, S., Berggren, S., Lassalle, A., Tal, S., Pigat, D., Meir-Goren, N., Reilly, H. O., Ben-Zur, S., Bölte, S., Baron-Cohen, S., & Golan, O. (2017). ‘Emotiplay’: A serious game for learning about emotions in children with autism: Results of a cross-cultural evaluation. European Child & Adolescent Psychiatry, 26(8), 979-992. https://doi.org/10.1007/s00787-017-0968-0
  • Fusaroli, R., Lambrechts, A., Bang, D., Bowler, D. M., & Gaigg, S. B. (2017). Is voice a marker for Autism spectrum disorder? A systematic review and meta‐analysis. Autism Research, 10(3), 384-407. https://doi.org/10.1101/046565
  • Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism and Developmental Disorders, 35(5), 545-556. https://doi.org/10.1007/s10803-005-0014-9
  • Gepner, B., Deruelle, C., & Grynfeltt, S. (2001). Motion and emotion: A novel approach to the study of face processing by young autistic children. Journal of Autism and Developmental Disorders, 31(1), 37-45. https://doi.org/10.1023/a:1005609629218
  • Gev, T., Rosenan, R., & Golan, O. (2017). Unique effects of the transporters animated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial. Autism Research, 10(5), 993-1003. https://doi.org/10.1002/aur.1717
  • Golan, O., Ashwin, E., Granader, Y., McClintock, S., Day, K., Leggett, V. & Baron-Cohen, S.(2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders, 40(3), 269-279. https://doi.org/10.1007/s10803-009-0862-9
  • Golan, O., Baron-Cohen, S., & Golan, Y. (2008). The ‘reading the mind in films’ task [child version]: Complex emotion and mental state recognition in children with and without autism spectrum conditions. Journal of Autism and Developmental Disorders, 38(8), 1534-1541. https://doi.org/10.1007/s10803-007-0533-7
  • Goldin‐Meadow, S. (2000). Beyond words: The importance of gesture to researchers and learners. Child Development, 71(1), 231-239. https://doi.org/10.1111/1467-8624.00138 Gordon, I., Pierce, M. D., Bartlett, M. S., & Tanaka, J. W. (2014). Training facial expression production in children on the autism spectrum. Journal of Autism and Developmental Disorders, 44(10), 2486-2498. https://doi.org/10.1007/s10803-014-2118-6
  • Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147-185. https://doi.org/10.1901/jaba.2003.36-147.
  • Harms, M. B., Martin, A., & Wallace, G. L. (2010). Facial emotion recognition in autism spectrum disorders: A review of behavioral and neuroimaging studies. Neuropsychology Review, 20(3), 290–322. https://doi.org/10.1007/s11065-010-9138-6
  • Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Wimsatt, F. C. & Biasini, F. J. (2011). Avatar assistant: Improving social skills in students with an ASD through a computer-based intervention. Journal of Autism and Developmental Disorders, 41(11), 1543-1555. https://doi.org/10.1007/s10803-011-1179-z
  • Hu, X., Zheng, Q., &Lee, G. T. (2018). Using peer-mediated LEGO® play intervention to ımprove social interactions for chinese children with autism in an inclusive setting. Journal of Autism and Developmental Disorders, 48(7), 2444-2457. https://doi.org/10.1007/s10803-018-3502-4
  • Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders, 37(8), 1446-1456. https://doi.org/10.1007/s10803-006-0221-z
  • Kabashi, L., & Kaczmarek, L. A. (2017). Evaluating the efficacy of video-based instruction (VBI) on improving social initiation skills of children with autism spectrum disorder (ASD): A review of literature. Review Journal of Autism and Developmental Disorders, 4(1), 61-81. https://doi.org/10.1007/s40489-016-0098-5
  • Karabekir, E. P., & Akmanoğlu, N. (2018). Effectiveness of video modeling presented via smartboard for teaching social response behavior to children with autism. Education and Training in Autism and Developmental Disabilities, 53(4), 363-377. https://www.jstor.org/stable/26563479
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  • Maione, L., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8(2), 106-118. https://doi.org/10.1177/10983007060080020201
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Evaluation of Studies on Teaching Social Response Behaviors to Individuals with Autism Spectrum Disorders

Yıl 2022, Cilt: 51 Sayı: 2, 718 - 759, 31.08.2022
https://doi.org/10.14812/cuefd.849623

Öz

The purpose of the study was to descriptively examine the demographic, methodological and outcome measures of the studies using different interventions to teach social response behaviors including understanding and expressing emotions, verbal expression, facial expression, gesture and intonation to the individuals with ASD during over twenty years. We scanned a whole literature from overall online databases of a university using multiple key words and identified total 114 studies. The studies were examined for the inclusion criteria as follows: (a) publication between January 2000 and May 2020, (b) publication in a Turkish and/or English peer-reviewed journal, (c) including at least one participant with autism, (d) employing a qualitatively or quantitatively research design, (e) targeting at least one of social response behaviors including verbal expression, facial expression, gesture and intonation. After that 36 studies were included in this review study. As a result of the study it is note worthy that technology-based interventions were used for teaching all social response behaviors mostly and effectively in the current studies to the individuals with ASD who differ in age. The findings were discussed and future research was recommended.

Kaynakça

  • Akmanoğlu, N. (2015). Effectiveness of teaching naming facial expression to children with autism via video modeling. Educational Sciences: Theory & Practice, 15(2), 519-537. https://doi.org/10.12738/estp.2015.2.2603
  • Almeida, L. M., Silva, D. P. D., Theodório, D. P., Silva, W. W., Rodrigues, S. C. M., Scardovelli, T. A., Da Slva, A. P. & Bissaco, M. A. S.(2019). ALTRIRAS: A computer game for training children with autism spectrum disorder in the recognition of basic emotions. International Journal of Computer Games Technology, 2019, 1-16. https://doi.org/10.1155/2019/4384896
  • Alzyoudi, M., Sartawi, A., & Almuhiri, O. (2015). The impact of video modelling on improving social skills in children with autism. British Journal of Special Education, 42(1), 53-68. https://doi.org/10.1111/1467-8578.12057
  • Axe, J. B., & Evans, C. J. (2012). Using video modeling to teach children with PDD-NOS to respond to facial expressions. Research in Autism Spectrum Disorders, 6(3), 1176-1185. https://doi.org/10.1016/j.rasd.2012.03.007
  • Berggren, S., Fletcher-Watson, S., Milenkovic, N., Marschik, P. B., Bölte, S., & Jonsson, U. (2018). Emotion recognition training in autism spectrum disorder: A systematic review of challenges related to generalizability. Developmental Neurorehabilitation, 21(3), 141-154. https://doi.org/10.1080/17518423.2017.1305004
  • Buitelaar, J. K., Van der Wees, M., Swaab–Barneveld, H. A. N. N. A., & Van der Gaag, R. J. (1999). Theory of mind and emotion-recognition functioning in autistic spectrum disorders and in psychiatric control and normal children. Development and Psychopathology, 11(1), 39-58. https://doi.org/10.1017/s0954579499001947
  • Carbone, V. J., O'Brien, L., Sweeney-Kerwin, E. J., & Albert, K. M. (2013). Teaching eye contact to children with autism: A conceptual analysis and single case study. Education and Treatment of Children, 36(2), 139-159. https://doi.org/10.1353/etc.2013.0013
  • Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5(1), 12-21. https://doi.org/10.1177/10983007030050010101
  • 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(6), 537-552. https://doi.org/10.1017/s1360641701322773
  • Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33(3), 371-393. https://doi.org/10.1353/etc.0.0104
  • Chen, C. H., Lee, I. J., & Lin, L. Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55, 477-485. https://doi.org/10.1016/j.chb.2015.09.033
  • Corbett, B. A. (2003). Video modeling: A window into the world of autism. The Behavior Analyst Today, 4(3), 367-377. https://doi.org/10.1037/h0100025
  • Daou, N., Hady, R. T., & Poulson, C. L. (2016). Teaching children with autism spectrum disorder to recognize and express emotion: A review of the literature. International Electronic Journal of Elementary Education, 9(2), 419-432. https://doi.org/10.1016/j.rasd.2014.01.005
  • Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28(1), 33-42. https://doi.org/10.1177/07419325070280010401
  • Fridenson-Hayo, S., Berggren, S., Lassalle, A., Tal, S., Pigat, D., Meir-Goren, N., Reilly, H. O., Ben-Zur, S., Bölte, S., Baron-Cohen, S., & Golan, O. (2017). ‘Emotiplay’: A serious game for learning about emotions in children with autism: Results of a cross-cultural evaluation. European Child & Adolescent Psychiatry, 26(8), 979-992. https://doi.org/10.1007/s00787-017-0968-0
  • Fusaroli, R., Lambrechts, A., Bang, D., Bowler, D. M., & Gaigg, S. B. (2017). Is voice a marker for Autism spectrum disorder? A systematic review and meta‐analysis. Autism Research, 10(3), 384-407. https://doi.org/10.1101/046565
  • Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism and Developmental Disorders, 35(5), 545-556. https://doi.org/10.1007/s10803-005-0014-9
  • Gepner, B., Deruelle, C., & Grynfeltt, S. (2001). Motion and emotion: A novel approach to the study of face processing by young autistic children. Journal of Autism and Developmental Disorders, 31(1), 37-45. https://doi.org/10.1023/a:1005609629218
  • Gev, T., Rosenan, R., & Golan, O. (2017). Unique effects of the transporters animated series and of parental support on emotion recognition skills of children with ASD: Results of a randomized controlled trial. Autism Research, 10(5), 993-1003. https://doi.org/10.1002/aur.1717
  • Golan, O., Ashwin, E., Granader, Y., McClintock, S., Day, K., Leggett, V. & Baron-Cohen, S.(2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders, 40(3), 269-279. https://doi.org/10.1007/s10803-009-0862-9
  • Golan, O., Baron-Cohen, S., & Golan, Y. (2008). The ‘reading the mind in films’ task [child version]: Complex emotion and mental state recognition in children with and without autism spectrum conditions. Journal of Autism and Developmental Disorders, 38(8), 1534-1541. https://doi.org/10.1007/s10803-007-0533-7
  • Goldin‐Meadow, S. (2000). Beyond words: The importance of gesture to researchers and learners. Child Development, 71(1), 231-239. https://doi.org/10.1111/1467-8624.00138 Gordon, I., Pierce, M. D., Bartlett, M. S., & Tanaka, J. W. (2014). Training facial expression production in children on the autism spectrum. Journal of Autism and Developmental Disorders, 44(10), 2486-2498. https://doi.org/10.1007/s10803-014-2118-6
  • Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147-185. https://doi.org/10.1901/jaba.2003.36-147.
  • Harms, M. B., Martin, A., & Wallace, G. L. (2010). Facial emotion recognition in autism spectrum disorders: A review of behavioral and neuroimaging studies. Neuropsychology Review, 20(3), 290–322. https://doi.org/10.1007/s11065-010-9138-6
  • Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Wimsatt, F. C. & Biasini, F. J. (2011). Avatar assistant: Improving social skills in students with an ASD through a computer-based intervention. Journal of Autism and Developmental Disorders, 41(11), 1543-1555. https://doi.org/10.1007/s10803-011-1179-z
  • Hu, X., Zheng, Q., &Lee, G. T. (2018). Using peer-mediated LEGO® play intervention to ımprove social interactions for chinese children with autism in an inclusive setting. Journal of Autism and Developmental Disorders, 48(7), 2444-2457. https://doi.org/10.1007/s10803-018-3502-4
  • Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders, 37(8), 1446-1456. https://doi.org/10.1007/s10803-006-0221-z
  • Kabashi, L., & Kaczmarek, L. A. (2017). Evaluating the efficacy of video-based instruction (VBI) on improving social initiation skills of children with autism spectrum disorder (ASD): A review of literature. Review Journal of Autism and Developmental Disorders, 4(1), 61-81. https://doi.org/10.1007/s40489-016-0098-5
  • Karabekir, E. P., & Akmanoğlu, N. (2018). Effectiveness of video modeling presented via smartboard for teaching social response behavior to children with autism. Education and Training in Autism and Developmental Disabilities, 53(4), 363-377. https://www.jstor.org/stable/26563479
  • Lacava, P. G., Golan, O., Baron-Cohen, S., & Smith Myles, B. (2007). Using assistive technology to teach emotion recognition to students with Asperger syndrome: A pilot study. Remedial and Special Education, 28(3), 174-181. https://doi.org/10.1177/07419325070280030601
  • Leaf, J. B., Oppenheim-Leaf, M. L., Dotson, W. H., Johnson, V. A., Courtemanche, A. B., Sheldon, J. B. & Sherman, J. A. (2011). Effects of no-no prompting on teaching expressive labeling of facial expressions to children with and without a pervasive developmental disorder. Education and Training in Autism and Developmental Disabilities, 46(2), 186-203. http://www.jstor.org/stable/23879690
  • LeBlanc, L. A., Coates, A. M., Daneshvar, S., Charlop‐Christy, M. H., Morris, C., & Lancaster, B. M. (2003). Using video modeling and reinforcement to teach perspective‐taking skills to children with autism. Journal of Applied Behavior Analysis, 36(2), 253-257. https://doi.org/10.1901/jaba.2003.36-253
  • Lee, C. S., Lam, S. H., Tsang, S. T., Yuen, C. M., & Ng, C. K. (2018). The effectiveness of technology-based intervention in improving emotion recognition through facial expression in people with autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 5(2), 91-104. https://doi.org/10.1007/s40489-017-0125-1
  • Lozier, L. M., Vanmeter, J. W., & Marsh, A. A. (2014). Impairments in facial affect recognition associated with autism spectrum disorders: A meta-analysis. Development and Psychopathology, 26(4), 933-945. https://doi.org/10.1017/S0954579414000479
  • Maione, L., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8(2), 106-118. https://doi.org/10.1177/10983007060080020201
  • McCann, J., & Peppé, S. (2003). Prosody in autism spectrum disorders: A critical review. International Journal of Language and Communication Disorders, 38(4), 325-350. https://doi.org/10.1080/1368282031000154204
  • Nikopoulos, C. K., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Autism and Developmental Disorders, 37(4), 678-693. https://doi.org/10.1007/s10803-006-0195-x
  • Romero, N. L. (2017). A pilot study examining a computer-based intervention to improve recognition and understanding of emotions in young children with communication and social deficits. Research in Developmental Disabilities, 65, 35-45. https://doi.org/10.1016/j.ridd.2017.04.007
  • Serret, S., Hun, S., Iakimova, G., Lozada, J., Anastassova, M., Santos, A., Vesperini, S. & Askenazy, F. (2014). Facing the challenge of teaching emotions to individuals with low-and high-functioning autism using a new serious game: A pilot study. Molecular Autism, 5(1), 37. https://doi.org/10.1186/2040-2392-5-37
  • Shriberg, L. D., Paul, R., McSweeny, J. L., Klin, A., Cohen, D. J., & Volkmar, F. R. (2001). Speech and prosody characteristics of adolescents and adults with high-functioning autism and Asperger syndrome. Journal of Speech, Language, and Hearing Research, 44(5), 1097-1115. https://doi.org/10.1044/1092-4388
  • So, W. C., Wong, M. K. Y., Lam, W. Y., Cheng, C. H., Yang, J. H., Huang, Y., Ng, P., Wong, W. L., Ho, C. L., Yeung, K. L. & Lee, C. C.(2018). Robot-based intervention may reduce delay in the production of intransitive gestures in Chinese-speaking preschoolers with autism spectrum disorder. Molecular Autism, 9(1), 34. https://doi.org/10.1186/s13229-018-0217-5
  • So, W. C., Wong, M. Y., Cabibihan, J. J., Lam, C. Y., Chan, R. Y., & Qian, H. H. (2016). Using robot animation to promote gestural skills in children with autism spectrum disorders. Journal of Computer Assisted Learning, 32(6), 632-646. https://doi.org/10.1111/jcal.12159
  • So, W. C., Wong, M. K. Y., Lam, C. K. Y., Lam, W. Y., Chui, A. T. F., Lee, T. L., Ng, H. M., Chan, C. H. & Fok, D. C. W. (2018). Using a social robot to teach gestural recognition and production in children with autism spectrum disorders. Disability and Rehabilitation: Assistive Technology, 13(6), 527-539. https://doi.org/10.1080/17483107.2017.1344886
  • Solomon, M., Goodlin-Jones, B. L., & Anders, T. F. (2004). A social adjustment enhancement intervention for high functioning autism, Asperger’s syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders, 34(6), 649-668. https://doi.org/10.1007/s10803-004-5286-y
  • Sowden, H., Perkins, M., & Clegg, J. (2008). The co-development of speech and gesture in children with autism. Clinical Linguistics & Phonetics, 22(10-11), 804-813. https://doi.org/10.1080/02699200801919745
  • Tardif, C., Lainé, F., Rodriguez, M., & Gepner, B. (2007). Slowing down presentation of facial movements and vocal sounds enhances facial expression recognition and induces facial–vocal imitation in children with autism. Journal of Autism and Developmental Disorders, 37(8), 1469-1484. https://doi.org/10.1007/s10803-006-0223-x
  • Trevisan, D.A., Hoskyn, M., & Birmingham, E. (2018). Facial expression production in autism: A meta-analysis. Autism Research, 11(2), 1586-1601. https://doi.org/10.1002/aur.2037
  • Tsang, V. (2018). Eye-tracking study on facial emotion recognition tasks in individuals with high-functioning autism spectrum disorders. Autism, 22(2), 161-170. https://doi.org/10.1177/1362361316667830
  • Uljarevic, M., & Hamilton, A. (2013). Recognition of emotions in autism: A formal meta-analysis. Journal of autism and Developmental Disorders, 43(7), 1517-1526. https://doi.org/10.1007%252Fs10803-012-1695-5
  • Weiss, M. J., & Harris, S. L. (2001). Teaching social skills to people with autism. Behavior modification, 25(5), 785-802. https://doi.org/10.1177/0145445501255007
  • Williams, B. T., Gray, K. M., & Tonge, B. J. (2012). Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme. Journal of Child Psychology and Psychiatry, 53(12), 1268-1276. https://doi.org/10.1111/j.1469-7610.2012.02593.x
  • Yan, Y., Liu, C., Ye, L., & Liu, Y. (2018). Using animated vehicles with real emotional faces to improve emotion recognition in Chinese children with autism spectrum disorder. PloS One, 13(7), 1-6. https://doi.org/10.1371/journal.pone.0200375
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Selin Gökçe

Burcu Ülke Kürkçüoğlu 0000-0003-0187-9742

Yayımlanma Tarihi 31 Ağustos 2022
Gönderilme Tarihi 28 Aralık 2020
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 2

Kaynak Göster

APA Gökçe, S., & Ülke Kürkçüoğlu, B. (2022). Evaluation of Studies on Teaching Social Response Behaviors to Individuals with Autism Spectrum Disorders. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 51(2), 718-759. https://doi.org/10.14812/cuefd.849623

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