Otizm Spektrum Bozukluğu Olan Çocuklarda Okuma Anlamayı Geliştirme: Teknoloji Destekli Anafirik Referans Desteği

Öz

Bu çalışma, bilgisayar tabanlı görsel ipuçlarını araştırmacı tarafından sunulan sözel yönlendirmeyle birleştiren teknoloji aracılı bir anaforik referans müdahalesinin, Otizm Spektrum Bozukluğu (OSB) tanılı dört çocuğun okuduğunu anlama becerileri üzerindeki etkilerini incelemiştir. İzleme uzantılı, randomize çoklu başlangıç düzeyi tek-denekli deseni kullanılarak, öğrencilerin anlama sorularına verdikleri yanıtlar başlangıç düzeyi (baseline), müdahale ve izleme aşamaları boyunca analiz edilmiş, ayrıca müdahale öncesi ve sonrasında standartlaştırılmış okuma değerlendirmeleri uygulanmıştır. Görsel analiz, etki büyüklüğü indeksleri (PND, PEM, PAND) ve çok düzeyli modelleme yoluyla, dört katılımcının tamamı müdahale aşamasında istatistiksel olarak anlamlı okuduğunu anlama kazanımları göstermiştir. Ancak bu kazanımlar, destek kaldırıldıktan sonra tüm katılımcılarda aynı düzeyde korunmamıştır: ortalama izleme etkisi istatistiksel olarak anlamlı bulunmamış ve sonuçlar katılımcılar arasında farklılaşmıştır. Öğrencilerin müdahaleye ilişkin algıları genel olarak olumlu olmuştur. Bu bulgular, OSB'li öğrencilere yönelik anaforik referans öğretimi üzerine yapılan önceki araştırmaları genişletmekte; bilgisayar tabanlı anaforik desteklerin uygulanabilir, düşük yoğunluklu bir okuma müdahalesi olabileceğine dair ön bulgular sunmakta ve kazanımların kalıcılığı ile genellenebilirliğine ilişkin ileri araştırma ihtiyacını vurgulamaktadır. Anahtar sözcük: otizm, okuma, anlama, anaforik zamir.

Anahtar Kelimeler

• otizm
• okuma
• anlama
• anaforik zamir

Improving Reading Comprehension in Children with ASD: Technology-Mediated Anaphoric Reference Support

Öz

This study investigated the effects of a technology-mediated anaphoric reference intervention, which combined computer-based visual cues with researcher-delivered verbal prompting, on the reading comprehension of four children with Autism Spectrum Disorder (ASD). Using a randomized multiple-baseline single-case design with a follow-up extension, students' responses to comprehension questions were analyzed across baseline, intervention, and follow-up phases, and standardized pre- and post-intervention reading assessments were administered. Across visual analysis, effect-size indices (PND, PEM, PAND), and multilevel modeling, all four participants showed statistically significant gains in reading comprehension during the intervention phase. However, these gains were not uniformly maintained after support was withdrawn. The average follow-up effect was not statistically significant, and the outcomes varied across participants. Students' perceptions of the intervention were generally positive. These findings extend prior research on anaphoric reference instruction for students with ASD and offer preliminary support for computer-based anaphoric supports as a feasible, low-intensity reading intervention, while highlighting the need for further research on maintenance and generalization of gains.

Anahtar Kelimeler

• autism
• reading
• comprehension
• anaphoric pronoun

Kaynakça

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