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Koçluk Uygulamalarının Otizm Spektrum Bozukluğu Olan Çocuklar ve Anneleri Üzerindeki Etkileri

Yıl 2024, , 433 - 445, 30.09.2024
https://doi.org/10.17556/erziefd.1452426

Öz

Bu çalışmada, Otizm Spektrum Bozukluğu (OSB) olan çocukların annelerine sunulan koçluğun, annelerin öğretim uygulamaları basamaklarını sunma becerilerini arttırması ve annelerin öğretim uygulamalarının çocukların ortak dikkate tepki verme becerilerini kazanmaları üzerindeki etkilerini incelemek amaçlanmıştır. Araştırmaya, 4 ile 7 yaş arasındaki OSB tanısı almış üç çocuk ve anneleri dâhil edilmiştir. Araştırmanın sonuçlar göstermektedir ki katılımcıların uygulama evresi sonunda hedef becerileri edinme düzeylerinde artış bulunmaktadır. Birinci, üçüncü ve beşinci haftalardaki izleme oturumları sonuçlarına göre katılımcı çiftlerin hedef becerileri edinim düzeylerini koruduklarına ilişkin verilere ulaşılmıştır. Genelleme oturumları öntest-sontest sonuçlarına göre, tüm anneler uygulama basamaklarının tamamını uygulama sonrasında doğru olarak sunmuş oldukları ve çocukların katılım sırasına göre hedef beceriyi %80, %96 ve %85 düzeylerinde sergiledikleri görülmektedir. Ayrıca, araştırmada sosyal geçerlik verileri araştırma öncesi, sırası ve sonrasında toplanmış olup annelerin çocuklarına sunacakları öğretim uygulamalarına yönelik görüşleri bulgular kısmında belirtilmiştir.

Kaynakça

  • Adamson, L. B., & Bakeman, R. (1985). Affect and attention: Infants observed with mothers and peers. Child Development, 56(3), 582-593. https://doi.org/10.2307/1129748
  • Adamson, L., & McArthur, D. (1995). Joint attention, affect, and culture. In C. Moore, & P. J. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 205-221). Erlbaum.
  • Adamson, L. B., Bakeman, R., Deckner, D. F., & Romski, M. (2009). Joint engagement and the emergence of language in children with autism and Down syndrome. Journal of Autism and Developmental Disorders, 39(1), 84-96. https://doi.org/10.1007/s10803-008-0601-7
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (5th ed.). American Psychiatric Association.
  • Artman-Meeker, K., Fettig, A., Barton, E., Penney, A., & Zeng, S. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35(3), 183-196. https://doi.org/10.1177/0271121415595550
  • Bilmez, H., Tekin-Iftar, E., & Kircaali-Iftar, E. (2017). Teaching responding to joint attention skills to children with ASD. AUTISM: Recent advances.
  • Bilmez, H. (2020). Otizm spektrum bozukluğu olan çocuklarin ebeveynlerine sunulan koçluk uygulamalarinin ebeveynlerin öğretim becerileri ve çocuklarinin iletişim becerileri üzerindeki etkileri / The effects of coaching on teaching skills of parents and communication skills of their children with autism spectrum disorder [Unpublished doctoral dissertation]. Anadolu University.
  • Bono, M. A., Daley, T., & Sigman, M. (2004). Relations among joint attention amount of intervention and language gain in autism. Journal of Autism and Developmental Disorders, 34(5), 495-505. https://doi.org/10.1007/s10803-004-2545-x
  • Campbell, P. H., & Coletti, C. E. (2013). Early intervention provider use of child caregiver-teaching strategies. Infants & Young Children, 26(3), 235-248. https://doi.org/10.1097/IYC.0b013e318299918f
  • Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 1-174. https://doi.org/10.2307/1166214
  • Centers for Disease Control and Prevention. (2023). Autism spectrum disorder: Data and statistics. https://www.cdc.gov/ncbddd/autism/data.html
  • Maenner MJ, Warren Z, Williams AR, et al. (2023) Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2020. MMWR Surveill Summ 72(No. SS-2):1–14. DOI: http://dx.doi.org/10.15585/mmwr.ss7202a1.
  • Charman, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions: Biological Sciences, 358(1430), 315-324. https://doi.org/10.1098/rstb.2002.1199
  • Chen, L. (2014). The impact of model-lead-test coaching on parents’ implementation of reınforcement, promptıng, and fadıng wıth their children with autism spectrum disorder [Unpublished doctoral dissertation]. West Virginia University.
  • Coulter, G. A., & Grossen, B. (1997). The effectiveness of in-class instructive feedback versus after-class instructive feedback for teachers learning Direct Instruction teaching behaviors. Effective School Practices, 16(4), 21-34.
  • Cattık, M. (2019). Ebeveyn koçluğu araciliğiyla sunulan talep etme-model olmayla öğretimin otizmli çocuklarin sosyal becerilerine etkisi/ The effect of using mand-model procedure trough parent coaching on social skills level of children with autism spectrum disorder [Unpublished doctoral dissertation]. Anadolu University.
  • Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greesnson, J., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics. 125(1), 17-23. https://doi.org/10.1542/peds.2009-0958
  • Diken, İ. H., Ardıç, A., & Diken, Ö. (2011). Gilliam Otistik Bozukluk Derecelendirme Ölçeği – 2 Turkish version. Maya Akademi.
  • Dunst, C. J., Trivette, C., Raab, M., & Masiello, T. L. (2008). Caregiver-mediated everyday language learning practices: Background and foundations. Practically Speaking, 1, 1–7.
  • Ferraioli, S. J., & Harris, S. L. (2011). Teaching joint attention to children with autism through a sibling-mediated behavioral intervention. Behavioral Interventions, 26(4), 261-281. https://doi.org/10.1002/bin.336
  • Fettig, A., Schultz, T. R., & Sreckovic, M. A. (2015). Effects of coaching on the implementation of functional assessment-based parent intervention in reducing challenging behaviors. Journal of Positive Behavior Interventions, 17(3), 170-180. https://doi.org/10.1177/1098300714564164
  • Foster, L., Dunn, W., & Mische-Lawson, L. (2013). Coaching mothers of children with autism: A qualitative study for occupational therapy practice. Physical & Occupational Therapy in Pediatrics, 33(2), 253-263. https://doi.org/10.3109/01942638.2012.747581
  • Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8(2), 79–87. https://doi.org/10.1177/10983007060080020601
  • Isaksen, J., & Holth, P. (2009). An operant approach to teaching joint attention skills to children with autism. Behavioral Intervention, 24(4), 215-236. https://doi.org/10.1002/bin.292
  • Jones, E. A., Carr, E. G., & Feeley, K. M. (2006). Multiple effects of joint attention intervention for children with autism. Behavior Modification, 30(6), 782-834. https://doi.org/10.1177/0145445506289392
  • Jones, E. A., & Feeley, K. M. (2007). Parent implemented joint attention intervention for preschoolers with autism. Journal of Speech-Language Pathology and Applied Behavior Analysis, 2(3), 253-268. http://dx.doi.org/10.1037/h0100223
  • Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children’s development. Infants & Young Children, 16(1), 9–21. https://doi.org/10.1097/00001163-200301000-00003
  • Kemp, P., & Turnbull, A. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305-324. https://doi.org/10.1097/IYC.0000000000000018
  • Kırcaali-İftar, G. (2015). Otizm spektrum bozukluğu (Autism spectrum disorder). (2nd ed.). Daktylos.
  • Koegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26, 347-359. https://doi.org/10.1007/BF02172479
  • Lane, J. D., Ledford, J. R., Shepley, C., Mataras, T. K., Ayres, K. M., & Davis, A. B. (2016). A brief coaching intervention for teaching naturalistic strategies to parents. Journal of Early Intervention, 38(3), 135-150. https://doi.org/10.1177/1053815116663178
  • Lee, J. F., Schieltz, K. M., Suess, A. N., Wacker, D. P., Romani, P. W., Lindgren, S. D., Kopelman, T. G., & Padilla-Dalmau, Y. C. (2015). Guidelines for developing telehealth services and troubleshooting problems with telehealth technology when coaching parents to conduct functional analyses and functional communication training in their homes. Behavior Analysis in Practice, 8, 190–200. https://doi.org/10.1007/s40617-014-0031-2
  • Lewy, A. L., & Dawson, G. (1992). Social stimulation and joint attention in young autistic children. Journal of Abnormal Child Psychology, 20(6), 555–566. https://doi.org/10.1007/BF00911240
  • Loveland, K. A & Landry, S. H. (1986). Joint attention and language in autism and language delay. Journal of Autism and Developmental Disorders, 16(3), 335-349. https://doi.org/10.1007/BF01531663
  • Ludlow, A., Skelly, C., & Rohleder, P. (2012). Challenges faced by parents of children diagnosed with autism spectrum disorder. Journal of Health Psychology, 17(5), 702-711. https://doi.org/10.1177/1359105311422955
  • MacDuff, J. L., Ledo, R., McClannahan, L. E., & Krantz, P. J. (2007). Using scripts and script-fading procedures to promote bids for joint attention by young children with autism. Research in Autism Spectrum Disorders, 1(4), 281–290. https://doi.org/10.1016/j.rasd.2006.11.003
  • Martins, M. P., & Harris, S. L. (2006) Teaching children with autism to respond to joint attention initations. Child & Family Behavior Therapy, 28(1), 51-68. https://doi.org/10.1300/J019v28n01_04
  • McKnight, M. L., O’Malley-Keighran, M. P., & Carroll, C. (2016). ‘Just wait then and see what he does’: a speech act analysis of healthcare professionals’ interaction coaching with parents of children with autism spectrum disorders. International Journal of Language and Communication and Disorder, 51(6), 757-768. https://doi.org/10.1111/1460-6984.12246
  • McWilliam, R. A. (2012). Implementing and preparing for home visits. Topics in Early Childhood Education, 31(4), 224–231. https://doi.org/10.1177/0271121411426488
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Effects of Coaching Practices on Children with Autism Spectrum Disorder and Their Mothers

Yıl 2024, , 433 - 445, 30.09.2024
https://doi.org/10.17556/erziefd.1452426

Öz

The researchers aim to investigate the influence of coaching on mothers of children with autism spectrum disorder (ASD) with the purpose of instructing them in the use of the least-to-most prompting process for teaching their children how to engage in joint attention. In addition, they will examine the impact of the least-to-most prompting procedure on the children's outcomes in relation to their capacity to engage in joint attention. The study deployed a multiple baseline design with mother-child dyads. The study comprised three sets of dyads. All children aged four to seven are diagnosed with ASD in addition to intellectual disability. The results indicate that mothers effectively acquired teaching behaviours by applying the least-to-most prompting technique through coaching, achieving a perfect accuracy rate of 100%. In addition, these learned behaviours were regularly sustained for durations of one, three, and five weeks, and were effectively employed in diverse circumstances and with distinct persons. Moreover, the findings indicated that children with ASD effectively acquired the capacity to react to shared attention, maintained this ability over a period of time, and utilised it in different situations and with different individuals. Overall, the mothers conveyed positive perspectives regarding the social validity of the study.

Kaynakça

  • Adamson, L. B., & Bakeman, R. (1985). Affect and attention: Infants observed with mothers and peers. Child Development, 56(3), 582-593. https://doi.org/10.2307/1129748
  • Adamson, L., & McArthur, D. (1995). Joint attention, affect, and culture. In C. Moore, & P. J. Dunham (Eds.), Joint attention: Its origins and role in development (pp. 205-221). Erlbaum.
  • Adamson, L. B., Bakeman, R., Deckner, D. F., & Romski, M. (2009). Joint engagement and the emergence of language in children with autism and Down syndrome. Journal of Autism and Developmental Disorders, 39(1), 84-96. https://doi.org/10.1007/s10803-008-0601-7
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. (5th ed.). American Psychiatric Association.
  • Artman-Meeker, K., Fettig, A., Barton, E., Penney, A., & Zeng, S. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35(3), 183-196. https://doi.org/10.1177/0271121415595550
  • Bilmez, H., Tekin-Iftar, E., & Kircaali-Iftar, E. (2017). Teaching responding to joint attention skills to children with ASD. AUTISM: Recent advances.
  • Bilmez, H. (2020). Otizm spektrum bozukluğu olan çocuklarin ebeveynlerine sunulan koçluk uygulamalarinin ebeveynlerin öğretim becerileri ve çocuklarinin iletişim becerileri üzerindeki etkileri / The effects of coaching on teaching skills of parents and communication skills of their children with autism spectrum disorder [Unpublished doctoral dissertation]. Anadolu University.
  • Bono, M. A., Daley, T., & Sigman, M. (2004). Relations among joint attention amount of intervention and language gain in autism. Journal of Autism and Developmental Disorders, 34(5), 495-505. https://doi.org/10.1007/s10803-004-2545-x
  • Campbell, P. H., & Coletti, C. E. (2013). Early intervention provider use of child caregiver-teaching strategies. Infants & Young Children, 26(3), 235-248. https://doi.org/10.1097/IYC.0b013e318299918f
  • Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 1-174. https://doi.org/10.2307/1166214
  • Centers for Disease Control and Prevention. (2023). Autism spectrum disorder: Data and statistics. https://www.cdc.gov/ncbddd/autism/data.html
  • Maenner MJ, Warren Z, Williams AR, et al. (2023) Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2020. MMWR Surveill Summ 72(No. SS-2):1–14. DOI: http://dx.doi.org/10.15585/mmwr.ss7202a1.
  • Charman, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions: Biological Sciences, 358(1430), 315-324. https://doi.org/10.1098/rstb.2002.1199
  • Chen, L. (2014). The impact of model-lead-test coaching on parents’ implementation of reınforcement, promptıng, and fadıng wıth their children with autism spectrum disorder [Unpublished doctoral dissertation]. West Virginia University.
  • Coulter, G. A., & Grossen, B. (1997). The effectiveness of in-class instructive feedback versus after-class instructive feedback for teachers learning Direct Instruction teaching behaviors. Effective School Practices, 16(4), 21-34.
  • Cattık, M. (2019). Ebeveyn koçluğu araciliğiyla sunulan talep etme-model olmayla öğretimin otizmli çocuklarin sosyal becerilerine etkisi/ The effect of using mand-model procedure trough parent coaching on social skills level of children with autism spectrum disorder [Unpublished doctoral dissertation]. Anadolu University.
  • Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greesnson, J., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: the Early Start Denver Model. Pediatrics. 125(1), 17-23. https://doi.org/10.1542/peds.2009-0958
  • Diken, İ. H., Ardıç, A., & Diken, Ö. (2011). Gilliam Otistik Bozukluk Derecelendirme Ölçeği – 2 Turkish version. Maya Akademi.
  • Dunst, C. J., Trivette, C., Raab, M., & Masiello, T. L. (2008). Caregiver-mediated everyday language learning practices: Background and foundations. Practically Speaking, 1, 1–7.
  • Ferraioli, S. J., & Harris, S. L. (2011). Teaching joint attention to children with autism through a sibling-mediated behavioral intervention. Behavioral Interventions, 26(4), 261-281. https://doi.org/10.1002/bin.336
  • Fettig, A., Schultz, T. R., & Sreckovic, M. A. (2015). Effects of coaching on the implementation of functional assessment-based parent intervention in reducing challenging behaviors. Journal of Positive Behavior Interventions, 17(3), 170-180. https://doi.org/10.1177/1098300714564164
  • Foster, L., Dunn, W., & Mische-Lawson, L. (2013). Coaching mothers of children with autism: A qualitative study for occupational therapy practice. Physical & Occupational Therapy in Pediatrics, 33(2), 253-263. https://doi.org/10.3109/01942638.2012.747581
  • Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8(2), 79–87. https://doi.org/10.1177/10983007060080020601
  • Isaksen, J., & Holth, P. (2009). An operant approach to teaching joint attention skills to children with autism. Behavioral Intervention, 24(4), 215-236. https://doi.org/10.1002/bin.292
  • Jones, E. A., Carr, E. G., & Feeley, K. M. (2006). Multiple effects of joint attention intervention for children with autism. Behavior Modification, 30(6), 782-834. https://doi.org/10.1177/0145445506289392
  • Jones, E. A., & Feeley, K. M. (2007). Parent implemented joint attention intervention for preschoolers with autism. Journal of Speech-Language Pathology and Applied Behavior Analysis, 2(3), 253-268. http://dx.doi.org/10.1037/h0100223
  • Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children’s development. Infants & Young Children, 16(1), 9–21. https://doi.org/10.1097/00001163-200301000-00003
  • Kemp, P., & Turnbull, A. (2014). Coaching with parents in early intervention: An interdisciplinary research synthesis. Infants & Young Children, 27(4), 305-324. https://doi.org/10.1097/IYC.0000000000000018
  • Kırcaali-İftar, G. (2015). Otizm spektrum bozukluğu (Autism spectrum disorder). (2nd ed.). Daktylos.
  • Koegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26, 347-359. https://doi.org/10.1007/BF02172479
  • Lane, J. D., Ledford, J. R., Shepley, C., Mataras, T. K., Ayres, K. M., & Davis, A. B. (2016). A brief coaching intervention for teaching naturalistic strategies to parents. Journal of Early Intervention, 38(3), 135-150. https://doi.org/10.1177/1053815116663178
  • Lee, J. F., Schieltz, K. M., Suess, A. N., Wacker, D. P., Romani, P. W., Lindgren, S. D., Kopelman, T. G., & Padilla-Dalmau, Y. C. (2015). Guidelines for developing telehealth services and troubleshooting problems with telehealth technology when coaching parents to conduct functional analyses and functional communication training in their homes. Behavior Analysis in Practice, 8, 190–200. https://doi.org/10.1007/s40617-014-0031-2
  • Lewy, A. L., & Dawson, G. (1992). Social stimulation and joint attention in young autistic children. Journal of Abnormal Child Psychology, 20(6), 555–566. https://doi.org/10.1007/BF00911240
  • Loveland, K. A & Landry, S. H. (1986). Joint attention and language in autism and language delay. Journal of Autism and Developmental Disorders, 16(3), 335-349. https://doi.org/10.1007/BF01531663
  • Ludlow, A., Skelly, C., & Rohleder, P. (2012). Challenges faced by parents of children diagnosed with autism spectrum disorder. Journal of Health Psychology, 17(5), 702-711. https://doi.org/10.1177/1359105311422955
  • MacDuff, J. L., Ledo, R., McClannahan, L. E., & Krantz, P. J. (2007). Using scripts and script-fading procedures to promote bids for joint attention by young children with autism. Research in Autism Spectrum Disorders, 1(4), 281–290. https://doi.org/10.1016/j.rasd.2006.11.003
  • Martins, M. P., & Harris, S. L. (2006) Teaching children with autism to respond to joint attention initations. Child & Family Behavior Therapy, 28(1), 51-68. https://doi.org/10.1300/J019v28n01_04
  • McKnight, M. L., O’Malley-Keighran, M. P., & Carroll, C. (2016). ‘Just wait then and see what he does’: a speech act analysis of healthcare professionals’ interaction coaching with parents of children with autism spectrum disorders. International Journal of Language and Communication and Disorder, 51(6), 757-768. https://doi.org/10.1111/1460-6984.12246
  • McWilliam, R. A. (2012). Implementing and preparing for home visits. Topics in Early Childhood Education, 31(4), 224–231. https://doi.org/10.1177/0271121411426488
  • Moore, H. W., Barton, E. E., & Chironis, M. (2014). A program for improving toddler communication through parent coaching. Topics in Early Childhood Special Education, 33(4), 212-224. https://doi.org/10.1177/0271121413497520
  • Morales, M., Mundy, P., & Rojas, J. (1998). Following the direction of gaze and language development in 6-month olds. Infant Behavior & Development, 21(2), 373-377. https://doi.org/10.1016/S0163-6383(98)90014-5
  • Mundy, P. (1995). Joint attention and social-emotional approach behavior in children with autism. Development and Psychopathology, 7(1), 63-82. https://doi.org/10.1017/S0954579400006349
  • Mundy, P. C. (2016). Autism and joint attention: Development, neuroscience, and clinical fundamentals. Guilford Publications.
  • Mundy, P., Block, J., Delgado, C., Pomares, Y., Vaughan Van Hecke, A., & Venezia Parlade, M. (2007). Individual differences and the development of joint attention in infancy. Child Development, 78(3), 938–854. https://doi.org/10.1111/j.1467-8624.2007.01042.x
  • Paparella, T., Goods. K. S., Freeman, S., & Kasari, C. (2001). The emergence of nonverbal joint attention and requesting skills in young children with autism. Journal of Communication Disorders, 44(6), 569-583. https://doi.org/10.1016/j.jcomdis.2011.08.002
  • Reinke, W. M., Lewis-Palmer, & T. Martin, E. (2007). The effect of visual performance feedback on teacher use of behavior-specific praise. Behavior Modification, 31(3), 247-263. https://doi.org/10.1177/0145445506288967
  • Rocha, M. L., Schreibman, L., & Stahmer, A.C. (2007). Effectiveness of training parents to teach joint attention in children with autism. Journal of Early Intervention, 29(2), 154-172. https://doi.org/10.1177/105381510702900207
  • Rush, D. D., Shelden, M. L., & Hanft, B. E. (2003). Coaching families and colleagues: A process or collaboration in natural settings. Infants & Young Children, 16, 33–47. DOI: https://doi.org/10.1097/00001163-200301000-00005
  • Simpson, D. B. S. (2015). Coaching as a family as a family-centered, occupational therapy intervention for autism: A literature review. Journal of Occupational Therapy, Schools, & Early Intervention, 8(2), 109-125. https://doi.org/10.1080/19411243.2015.1040941
  • Stein, M. R. S., & Thorkildsen, R. J. (1999). Parent involvement in education: Insights and applications from the research. Phi Delta Kappa Inc.
  • Taylor, B. A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal of Applied Behavior Analysis, 41(3), 377–391. https://doi.org/10.1901/jaba.2008.41-377
  • Tekin-İftar, E. (2012). Çoklu başlama düzeyi modelleri [Multiple baseline designs]. In (Ed E. Tekin-İftar), Eğitim ve davranış bilimlerinde tek denekli araştırmalar [Single subject research in educational and behavioral sciences] (pp. 181-216). Türk Psikologlar Dernegi [Turkish Psychological Association].
  • Tekin-Iftar, E., Collins, B. C., Spooner, F., & Olcay-Gul, S. (2017). Coaching teachers to use simultaneous prompting procedure to teach core content to students with autism. Teacher Education and Special Education, 40(3) 225-245. https://doi.org/10.1177/0888406417703751
  • Temel, F., Ersoy, O., Avcı, N., & Turla, A. (2005). Gazi Early Childhood Development Assessment. Rekmay
  • Tunc-Paftalı, A., & Tekin-Iftar, E. (2021). E-coaching preschool teachers to use simultaneous prompting to teach children with autism spectrum disorder. Teacher Education and Special Education, 44(3), 255-273. https://doi.org/10.1177/0888406420925014
  • Tuncel, E. (2017). Nesne göstererek ortak dikkat başlatmanın otizmli çocuklara öğretiminde video modelle öğretimin etkililiği / Effectiveness of video modeling on teaching bids for joint attention by showing an object to children with autism. [Unpublished master dissertation]. Anadolu University.
  • Watson, L. R., Crais, E. R., Baranek, G. T., Dykstra, J. R., & Wilson, K. P. (2013). Communicative gesture use in infants with and without autism: a retrospective home video study. American Journal of Speech- Language Pathology, 22, 25-39. https://doi.org/10.1044/1058-0360(2012/11-0145)
  • Whalen, C., & Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, 44(3), 456-468. https://doi.org/10.1111/1469-7610.00135
  • Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorder, 36(5), 655-664. https://doi.org/10.1007/s10803-006-0108-z
  • Woods, J., Wilcox, M. J., Friedman, M., & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family-centered supports and services. Language, Speech, and Hearing Services to Schools, 42(3), 379–392. https://doi.org/10.1044/0161-1461(2011/10-0016).
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Otizm ve Spekrum Bozukluğu Eğitimi
Bölüm Erken Görünüm
Yazarlar

Aynur Gıcı Vatansever 0000-0001-6377-620X

Emine Ahmetoğlu 0000-0001-7974-7921

Erken Görünüm Tarihi 27 Eylül 2024
Yayımlanma Tarihi 30 Eylül 2024
Gönderilme Tarihi 13 Mart 2024
Kabul Tarihi 27 Ağustos 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Gıcı Vatansever, A., & Ahmetoğlu, E. (2024). Effects of Coaching Practices on Children with Autism Spectrum Disorder and Their Mothers. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(3), 433-445. https://doi.org/10.17556/erziefd.1452426