Otizm Spektrum Bozukluğu Olan ve Olmayan Çocukların Sosyal Becerilerini Desteklemek İçin Okul Öncesi Öğretmenlerle Koçluk Kullanmak

Yıl 2012, , 74 - 94, 01.06.2012

Hedda Meadan Michaelene M. Ostrosky Hasan Y. Zaghlawan Seonyeong Yu

https://doi.org/10.20489/intjecse.107941

Öz

Bu çalışmanın amacı öğretmenleri doğal öğretim stratejilerini kullanmaları için eğitmek ve onlara koçluk sağlamak ve doğal stratejilerin otizmi olan ve olmayan küçük çocukların sosyal davranışları üzerine etkisini incelemektedir. Üç okulöncesi öğretmeni doğal öğretim stratejilerini kullanarak otizmi olan ve olmayan çocuklar arasında sosyal etkileşimi nasıl kolaylaştıracaklarını öğrenmek için eğitim ve koçluk oturumlarına katılmışlardır. Eğitim ve koçluğun amacı öğretmenlerin sınıflarında kullandıkları stratejilerin çeşitliliğini artırmaktı. Veriler tek denekli metodoloji kullanılarak seçim/merkezde toplanma zamanında sergilenen öğretmen ve çocuk davranışları üzerinden haftada üç kez olacak şekilde toplanmıştır. Sonuçlar öğretmen ve çocuk davranışlarından değişkenlikler olduğunu ortaya koymuştur. Üç öğretmenden ikisi müdahale sonrasında sosyal ve fiziksel stratejileri kullanmalarını dengelemede daha başarılı olmuşlardır. Genel olarak, müdahale sonrası, çocuklar sosyal oyuna daha fazla katılmışlar ve bireysel oyunda daha az zaman geçirmişlerdir. Uygulama ve araştırma için öneriler tartışılmaktadır.

Anahtar Kelimeler

Otizm Spektrum Bozukluğu, koçluk, okulöncesi öğretmenleri, doğal öğretim, sosyal davranışlar.

Using coaching with preschool teachers to support the social skills of children with and without Autism Spectrum Disorders

Öz

The purpose of this study was to train and coach teachers to use naturalistic teaching strategies and examine the effects of naturalistic strategies on the social behaviors of young children with and without autism. Three preschool teachers participated in training and coaching sessions to learn how to facilitate social interactions between children with and without autism using naturalistic teaching strategies. The goal of the training and coaching was to increase the variety of strategies that the teachers used in their classrooms. Using single case methodology, data were gathered three times each week on teacher and child's behavior during choice/center time. Results indicated variability in teacher and child behavior. Two of the three teachers were more successful in balancing their use of social and physical strategies following intervention. Overall, following intervention, children engaged more in social play and they spent less time in individual play. Implications for practice and research are discussed.

Anahtar Kelimeler

Autism Spectrum Disorders, coaching, preschool teachers, naturalistic teaching, social behaviors.

Kaynakça

• American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed. text rev.). Washington, DC: Author.
• Boyd, B. A., Odom, S. L., Humphreys, B. P., & Sam, A. M. (2010). Infants and toddlers with autism spectrum disorder: Early identification and early intervention. Journal of Early Intervention, 32, 75-98. doi:10.1177/1053815110362690
• Bowman, B., Donovan, M., Bums, S. (Eds,), & the Committee on Early Childhood Pedagogy of the National Research Council, (2000). Eager to team: Educating our Washington. DC: National Academy Press. preschoolers.
• Center for Diseases Control and Prevention (2012). Retrieved from http://www.cdc.gov/index.htm.
• Cook, R., Klein, D., & Tessier, A. (2004). Adapting early childhood curricula for children in
• inclusive settings. Columbus, OH: Pearson Prentice Hall.
• Crozier, S., & Tincani, M. (2005). Using modified social stories to decrease disruptive behavior of a child with autism. Focus on Autism and Other Developmental Disabilities, 20, 150 - 157.
• DiSalvo, C. A., & Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism doi:10.1177/10883576020170040201 Developmental Disabilities, 17(4), 198-207.
• Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22(1), 26-38. doi:10.1177/027112140202200103
• Halle, J. W. (1982). Teaching functional language to the handicapped: An integrative model of natural environment teaching techniques. Journal of The Association for Persons with Severe Handicaps, 7, 29-37.
• Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children who have autism. Topics in Early Childhood Special Education, 22(1), 39-54. doi:10.1177/027112140202200104
• Hart, B. (1985).Naturalistic language training techniques. In S. F. Warren & A. K.
• Rogers-Warren (Eds.), Teaching functional language (pp. 63-88). Austin: Pro-Ed.
• Hart, B., & Risley, T. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411-420. doi:10.1901/jaba.1975.8-411
• Hsieh, W. Y., Hemmeter, M. L., McCollum, J. A., & Ostrosky, M. M. (2009). Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies. Early Childhood Research Quarterly, 24, 229-247.
• Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general education curriculum: Universal Design for Learning. Teaching Exceptional Children, 35(2), 8-17.
• Joseph, G. E., Sandall, S. R., Porter, A., Lane, V., Shapiro, R., & Nolen, E. (2011). School readiness for all children: Using data to support child outcomes. Seattle, WA: National Center on Quality Teaching & Learning, University of Washington.
• Kamps, D., Royer, J., Dugan, E., Kravits, T., Gonzalez-Lopez, A., Garcia, J. & Kane, L. G. (2002). Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68(2), 173-187.
• Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250.
• Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611-620. doi:10.1111/j.1469-7610.2005.01567.x
• Kazdin, A. E. (1980). Acceptability of alternative treatments for deviant child behavior. Journal of Applied Behavior Analysis, 13, 259–273.
• Kazdin, A. E. (2011). Single-case research designs. New York, NY: Oxford.
• Koegel, L. K., Koegel, R. L., Frea, W. D., & Fredeen, R. M. (2001). Identifying early intervention targets for children with autism in inclusive school settings. Behavior Modification, 25(5), 745-761. doi:10.1177/0145445501255005
• Kogan, M. D., Blumberg, S. J., Schieve, L.A., Boyle, C. A., Perrin, J. M., Ghandour, R.
• M. van Dyck, P. C. (2009). Prevalence of Parent-Reported Diagnosis of Autism Spectrum Disorder Among Children in the US, 2007. Pediatrics, 124(4), 1–9
• Kohler, F. W., Anthony, L. J., Steighner, S. A., & Hoyson, M. (2001). Teaching social
• interaction skills in the integrated preschool: An examination of naturalistic tactics. Topics in Early Childhood Special Education, 21(2), 93-103. doi:10.1177/027112140102100203
• Kretlow, A. G., Wood, C. L., & Cooke, N. L. (2011). Using in-service and coaching to increase kindergarten teachers’ accurate delivery of group instructional units. The Journal of Special Education, 44, 234-246. doi:10.1177/0022466909341333
• Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children
• with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30, 183-193. doi:10.1023/A:1005558101038
• Meadan, H., Ostrosky, M. M., Zaghlawan, H. Y., & Yu, S. Y. (2009). Promoting the social and communicative behavior of young children with Autism Spectrum Disorders: A review of parent-implemented intervention studies. Topics in Early Childhood Special Education, 29(2), 90-104.
• McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351-372. doi:10.1023/A:1020537805154
• Odom, S. L., McConnell, S. R., McEvoy, M. A., Peterson, C., Ostrosky, M. M.,
• Chandler, L. K… Favazza, P. (1999). Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19(2), 75-91. doi:10.1177/027112149901900202
• Peth-Pierce, R. (2000). A good beginning: Sending America’s children to school with the social and emotional competence they need to succeed. Bethesda, MD: Child Mental Health Foundations and Agencies Network (FAN), National Institute of Mental Health.
• Pisha, B. & Coyne, P. (2001). Smart from the start: The promise of Universal Design for Learning. Remedial and Special Education, 22(4), 197-203.
• Rogers, S. J. (2000). Intervention that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30, 399-409. doi:10.1023/A:1005543321840
• Sandall, S. R., & Schwartz, I.S. (2002). Building blocks for teaching preschoolers with
• special needs. Baltimore: Brookes.
• Schwartz, I. (July, 2005). Blending approaches to meet the needs of young children with autism: The DATA project. Paper presented at the 12th International Conference on Learning, Granada, Spain.
• Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of
• early childhood development. Washington, DC: National Academy.
• Squires, J., Bricker, D., Twombly, E., Yockelson, S., Davis, M. S., & Younghee, K. (2002). Ages & stages questionnaire: Social emotional (ASQ:SE). Baltimore: Brookes.
• Webster-Stratton, C. & Reid, M. J. (2004). Strengthening social and emotional competence in young children - The foundation for early school readiness and success: Incredible years classroom social skills and problem-solving curriculum. Infants and Young Children, 17 (2), 96-113.
• Wetherby, A., & Prizant, B. (1993). Communication and Symbolic Behavior Scale-Normed Edition. Chicago, IL: Applied Symbolix.
• Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203- 214.