Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2024, , 43 - 58, 31.03.2024
https://doi.org/10.24289/ijsser.1446338

Öz

Kaynakça

  • Akdal, D., & Kargın, T. (2019) The investigating of effectiveness of the SESFAR intervention program aimed supporting at phonological awareness skills. Kastamonu Education Journal, 27(6), 2609–2620. https://doi.org/10.24106/kefdergi.3459
  • Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
  • American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc. https://doi.org/10.1176/appi.books.9780890425596
  • Davidson, M. M., & Ellis-Weismer, S. (2014). Characterization and prediction of early reading abilities in children on the autism spectrum. Journal of Autism and Developmental Disorders, 44, 828-845.
  • Diken, I. H., Ardic, A., Diken, O., & Gilliam, E. J. (2012). Exploring the validity and reliability of Turkish version of Gilliam Autism Rating Scale-2: Turkish standardization study. Education and Science, 37(166), 318- 328.
  • Dynia, J. M., Brock, M. E., Justice, L. M., & Kaderavek, J. N. (2017). Predictors of decoding for children with autism spectrum disorder in comparison to their peers. Research in Autism Spectrum Disorders, 37, 41–48. doi:10.1016/j.rasd.2017.02.003
  • Dynia, J.M., Bean, A., Justice, L. M., & Kaderavek, J. N. (2019). Phonological awareness emergence in preschool children with autism spectrum disorder. Autism & Developmental Language Impairments, 4, 1-15. https://doi.org/10.1177/2396941518822453
  • Dynia, J. M., Lawton, K., Logan, J. A., & Justice, L. M. (2014). Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers. Topics in Early Childhood Special Education, 34(3), 142-153.
  • Fleury, V. P., & Schwartz, I. S. (2017). A modified dialogic reading intervention for preschool children with autism spectrum disorder. Topics in Early Childhood Special Education, 37(1), 16-28.
  • Grindle, C. F., Carl Hughes, J., Saville, M., Huxley, K., & Hastings, R. P. (2013). Teaching early reading skills to children with autism using MimioSprout Early Reading. Behavioral Interventions, 28(3), 203–224.
  • Heimann, M., Nelson, K. E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25, 459-480.
  • Hudson, R. F., Sanders, E. A., Greenway, R., Xie, S., Smith, M., Gasamis, C., ... & Hackett, J. (2017). Effects of emergent literacy interventions for preschoolers with autism spectrum disorder. Exceptional Children, 84(1), 55–75.
  • Kargin, T., Ergul, C., Buyukozturk, S., & Guldenoğlu, B. (2015). A study for developing the test of early literacy for Turkish kindergarten children. Ankara University Faculty of Educational Sciences Journal of Special Education, 16(3), 237-268. https://doi.org/10.1501/Ozlegt_0000000231
  • Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27(1), 49-61.
  • Kazdin, A. E. (2011). Evidence-based treatment research: Advances, limitations, and next steps. American Psychologist, 66(8), 685.
  • Kilic-Tulu, B., Okcun-Akcamus, M. C, & Ergul, C. (2023). Investigation of early literacy skills in children on the autism spectrum: The case of Turkish-speaking children. Journal of Autism and Developmental Disorders, 53(6), 2395-2408.
  • Kimhi, Y., Achtarzad, M., & Tubul‐Lavy, G. (2018). Emergent literacy skills for five kindergartners with autism spectrum disorder: A pilot study. Journal of Research in Special Educational Needs, 18(3), 211-221.
  • Lanter, E. (2009). Emergent literacy development in children with autism spectrum disorders. The University of North Carolina at Chapel Hill.
  • Lanter, E., Freeman, D., & Dove, S. (2013). Procedural and conceptual print-related achievements in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(1), 14–25.
  • Lanter, E., Watson, L. R., Erickson, K. A., & Freeman, D. (2012). Emergent literacy in children with autism: An exploration of developmental and contextual dynamic processes. Language, Speech, and Hearing Services in Schools, 43(3). 308–324. https://doi.org/10.1044/0161-1461(2012/10-0083)
  • Mohammed, A. A., & Mostafa, A. A. (2012). Effectiveness of a phonological awareness training intervention on word recognition ability of children with autism spectrum disorder. Psycho-Educational Research Reviews, 1(1), 2–10.
  • Nation, K., Cocksey, J., Taylor, J. S., & Bishop, D. V. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51(9), 1031-1039.
  • Ricketts, J., Jones, C. R., Happé, F., & Charman, T. (2013). Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43, 807-816.
  • Rosenberg, N. E. (2008). A descriptive analysis of the early literacy skills of preschoolers with autism spectrum disorder. University of Washington
  • Smith Gabig, C. (2010). Phonological awareness and word recognition in reading by children with autism. Communication Disorders Quarterly, 31(2), 67-85.
  • Sucuoğlu, B. (2014). Otizm spektrum bozukluğu olan çocukların değerlendirilmesi. E. Tekin İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri, (ss 46). Vize Yayıncılık.
  • Tekin-İftar, E. (2018). Çoklu yoklama modelleri. Eğitim ve davranış bilimlerinde tek-denekli araştırmalar, 217-243.
  • Tjus, T., Heimann, M., & Nelson, K. E. (1998). Gains in literacy through the use of a specially developed multimedia computer strategy: Positive findings from 13 children with autism. Autism, 2(2), 139-156.
  • Wei, X., Christiano, E. R., Yu, J. W., Wagner, M., & Spiker, D. (2015). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism, 19(2), 200–210.
  • Westerveld, M. F., Paynter, J., Brignell, A., & Reilly, S. (2020). No differences in code-related emergent literacy skills in well-matched 4-year-old children with and without ASD. Journal of Autism and Developmental Disorders, 50, 3060-3065.
  • Westerveld, M. F., Trembath, D., Shellshear, L., & Paynter, J. (2016). A systematic review of the literature on emergent literacy skills of preschool children with autism spectrum disorder. The Journal of Special Education, 50(1), 37–48. https://doi.org/10.1177/00224669156135
  • Whalon, K. J., Al Otaiba, S., & Delano, M. E. (2009). Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 24(1), 3-16. https://doi.org/10.1177/1088357608328515

The effectiveness of the SESFAR intervention program in supporting the phonological awareness of children with autism spectrum disorder

Yıl 2024, , 43 - 58, 31.03.2024
https://doi.org/10.24289/ijsser.1446338

Öz

The purpose of this research was to determine the effectiveness of the Phonological Awareness Intervention Program in supporting the phonological awareness skills of two six- and seven-year-old children with autism spectrum disorder. Additionally, we collected follow-up and generalization data. The social validity data were evaluated by social comparison and subjective evaluation methods. The findings from the study showed that children with autism acquired phonological awareness skills with the Phonological Awareness Intervention Program presented with the direct instruction method. They maintained these skills in the follow-up sessions held after 1, 3, and 5 weeks and could generalize them to different people, tools, and settings. On the other hand, the social validity findings showed that children with autism who were the study participants exhibited similar phonological awareness skills to their peers. The findings obtained from the parents and teachers of the participating children indicated the study's social validity.

Kaynakça

  • Akdal, D., & Kargın, T. (2019) The investigating of effectiveness of the SESFAR intervention program aimed supporting at phonological awareness skills. Kastamonu Education Journal, 27(6), 2609–2620. https://doi.org/10.24106/kefdergi.3459
  • Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
  • American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). American Psychiatric Publishing, Inc. https://doi.org/10.1176/appi.books.9780890425596
  • Davidson, M. M., & Ellis-Weismer, S. (2014). Characterization and prediction of early reading abilities in children on the autism spectrum. Journal of Autism and Developmental Disorders, 44, 828-845.
  • Diken, I. H., Ardic, A., Diken, O., & Gilliam, E. J. (2012). Exploring the validity and reliability of Turkish version of Gilliam Autism Rating Scale-2: Turkish standardization study. Education and Science, 37(166), 318- 328.
  • Dynia, J. M., Brock, M. E., Justice, L. M., & Kaderavek, J. N. (2017). Predictors of decoding for children with autism spectrum disorder in comparison to their peers. Research in Autism Spectrum Disorders, 37, 41–48. doi:10.1016/j.rasd.2017.02.003
  • Dynia, J.M., Bean, A., Justice, L. M., & Kaderavek, J. N. (2019). Phonological awareness emergence in preschool children with autism spectrum disorder. Autism & Developmental Language Impairments, 4, 1-15. https://doi.org/10.1177/2396941518822453
  • Dynia, J. M., Lawton, K., Logan, J. A., & Justice, L. M. (2014). Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers. Topics in Early Childhood Special Education, 34(3), 142-153.
  • Fleury, V. P., & Schwartz, I. S. (2017). A modified dialogic reading intervention for preschool children with autism spectrum disorder. Topics in Early Childhood Special Education, 37(1), 16-28.
  • Grindle, C. F., Carl Hughes, J., Saville, M., Huxley, K., & Hastings, R. P. (2013). Teaching early reading skills to children with autism using MimioSprout Early Reading. Behavioral Interventions, 28(3), 203–224.
  • Heimann, M., Nelson, K. E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25, 459-480.
  • Hudson, R. F., Sanders, E. A., Greenway, R., Xie, S., Smith, M., Gasamis, C., ... & Hackett, J. (2017). Effects of emergent literacy interventions for preschoolers with autism spectrum disorder. Exceptional Children, 84(1), 55–75.
  • Kargin, T., Ergul, C., Buyukozturk, S., & Guldenoğlu, B. (2015). A study for developing the test of early literacy for Turkish kindergarten children. Ankara University Faculty of Educational Sciences Journal of Special Education, 16(3), 237-268. https://doi.org/10.1501/Ozlegt_0000000231
  • Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27(1), 49-61.
  • Kazdin, A. E. (2011). Evidence-based treatment research: Advances, limitations, and next steps. American Psychologist, 66(8), 685.
  • Kilic-Tulu, B., Okcun-Akcamus, M. C, & Ergul, C. (2023). Investigation of early literacy skills in children on the autism spectrum: The case of Turkish-speaking children. Journal of Autism and Developmental Disorders, 53(6), 2395-2408.
  • Kimhi, Y., Achtarzad, M., & Tubul‐Lavy, G. (2018). Emergent literacy skills for five kindergartners with autism spectrum disorder: A pilot study. Journal of Research in Special Educational Needs, 18(3), 211-221.
  • Lanter, E. (2009). Emergent literacy development in children with autism spectrum disorders. The University of North Carolina at Chapel Hill.
  • Lanter, E., Freeman, D., & Dove, S. (2013). Procedural and conceptual print-related achievements in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(1), 14–25.
  • Lanter, E., Watson, L. R., Erickson, K. A., & Freeman, D. (2012). Emergent literacy in children with autism: An exploration of developmental and contextual dynamic processes. Language, Speech, and Hearing Services in Schools, 43(3). 308–324. https://doi.org/10.1044/0161-1461(2012/10-0083)
  • Mohammed, A. A., & Mostafa, A. A. (2012). Effectiveness of a phonological awareness training intervention on word recognition ability of children with autism spectrum disorder. Psycho-Educational Research Reviews, 1(1), 2–10.
  • Nation, K., Cocksey, J., Taylor, J. S., & Bishop, D. V. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51(9), 1031-1039.
  • Ricketts, J., Jones, C. R., Happé, F., & Charman, T. (2013). Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43, 807-816.
  • Rosenberg, N. E. (2008). A descriptive analysis of the early literacy skills of preschoolers with autism spectrum disorder. University of Washington
  • Smith Gabig, C. (2010). Phonological awareness and word recognition in reading by children with autism. Communication Disorders Quarterly, 31(2), 67-85.
  • Sucuoğlu, B. (2014). Otizm spektrum bozukluğu olan çocukların değerlendirilmesi. E. Tekin İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri, (ss 46). Vize Yayıncılık.
  • Tekin-İftar, E. (2018). Çoklu yoklama modelleri. Eğitim ve davranış bilimlerinde tek-denekli araştırmalar, 217-243.
  • Tjus, T., Heimann, M., & Nelson, K. E. (1998). Gains in literacy through the use of a specially developed multimedia computer strategy: Positive findings from 13 children with autism. Autism, 2(2), 139-156.
  • Wei, X., Christiano, E. R., Yu, J. W., Wagner, M., & Spiker, D. (2015). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism, 19(2), 200–210.
  • Westerveld, M. F., Paynter, J., Brignell, A., & Reilly, S. (2020). No differences in code-related emergent literacy skills in well-matched 4-year-old children with and without ASD. Journal of Autism and Developmental Disorders, 50, 3060-3065.
  • Westerveld, M. F., Trembath, D., Shellshear, L., & Paynter, J. (2016). A systematic review of the literature on emergent literacy skills of preschool children with autism spectrum disorder. The Journal of Special Education, 50(1), 37–48. https://doi.org/10.1177/00224669156135
  • Whalon, K. J., Al Otaiba, S., & Delano, M. E. (2009). Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on Autism and other Developmental Disabilities, 24(1), 3-16. https://doi.org/10.1177/1088357608328515
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Sosyolojisi
Bölüm Araştırma Makaleleri
Yazarlar

Işıl Terzioğlu 0000-0002-8573-6441

Elif Sazak Duman 0000-0003-3530-9588

Erken Görünüm Tarihi 26 Mart 2024
Yayımlanma Tarihi 31 Mart 2024
Gönderilme Tarihi 2 Mart 2024
Kabul Tarihi 26 Mart 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Terzioğlu, I., & Sazak Duman, E. (2024). The effectiveness of the SESFAR intervention program in supporting the phonological awareness of children with autism spectrum disorder. International Journal of Social Sciences and Education Research, 10(1), 43-58. https://doi.org/10.24289/ijsser.1446338
AMA Terzioğlu I, Sazak Duman E. The effectiveness of the SESFAR intervention program in supporting the phonological awareness of children with autism spectrum disorder. International Journal of Social Sciences and Education Research. Mart 2024;10(1):43-58. doi:10.24289/ijsser.1446338
Chicago Terzioğlu, Işıl, ve Elif Sazak Duman. “The Effectiveness of the SESFAR Intervention Program in Supporting the Phonological Awareness of Children With Autism Spectrum Disorder”. International Journal of Social Sciences and Education Research 10, sy. 1 (Mart 2024): 43-58. https://doi.org/10.24289/ijsser.1446338.
EndNote Terzioğlu I, Sazak Duman E (01 Mart 2024) The effectiveness of the SESFAR intervention program in supporting the phonological awareness of children with autism spectrum disorder. International Journal of Social Sciences and Education Research 10 1 43–58.
IEEE I. Terzioğlu ve E. Sazak Duman, “The effectiveness of the SESFAR intervention program in supporting the phonological awareness of children with autism spectrum disorder”, International Journal of Social Sciences and Education Research, c. 10, sy. 1, ss. 43–58, 2024, doi: 10.24289/ijsser.1446338.
ISNAD Terzioğlu, Işıl - Sazak Duman, Elif. “The Effectiveness of the SESFAR Intervention Program in Supporting the Phonological Awareness of Children With Autism Spectrum Disorder”. International Journal of Social Sciences and Education Research 10/1 (Mart 2024), 43-58. https://doi.org/10.24289/ijsser.1446338.
JAMA Terzioğlu I, Sazak Duman E. The effectiveness of the SESFAR intervention program in supporting the phonological awareness of children with autism spectrum disorder. International Journal of Social Sciences and Education Research. 2024;10:43–58.
MLA Terzioğlu, Işıl ve Elif Sazak Duman. “The Effectiveness of the SESFAR Intervention Program in Supporting the Phonological Awareness of Children With Autism Spectrum Disorder”. International Journal of Social Sciences and Education Research, c. 10, sy. 1, 2024, ss. 43-58, doi:10.24289/ijsser.1446338.
Vancouver Terzioğlu I, Sazak Duman E. The effectiveness of the SESFAR intervention program in supporting the phonological awareness of children with autism spectrum disorder. International Journal of Social Sciences and Education Research. 2024;10(1):43-58.

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