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Assimilative Practice and Developmental Intervention

Yıl 2013, Cilt: 5 Sayı: 1, 45 - 65, 01.03.2013
https://doi.org/10.20489/intjecse.107926

Öz

It is proposed that developmental learning is integrally tied to children engaging in massive practice of their existing skills and concepts. This is based upon observations that: children's spontaneous play is characterized by their producing behaviors typical for their developmental age; children repeat these behaviors thousands of times before transitioning to higher developmental levels; and children's rate of practicing behaviors associated with their current functioning is correlated with their development. Massive practice corresponds to the concept of assimilation which Piaget identified as one of the two processes involved in developmental learning. Results from intervention research studies that accelerated children's development by increasing their rate of practice are presented. Although the concept of assimilative practice is overlooked as an essential learning activity in early intervention, the difficulties of promoting maintenance and generalization which are often encountered in early intervention may be addressed by integrating a focus on assimilation into contemporary practice.

Kaynakça

  • Adolph, K.E., Vereijken, B., Shrout P.E. (2003). What changes in infant walking and why? Child Development 74 (2): 475-497.
  • Adolph, K. E., Cole, W. G., Komati, M., Garciaguirre, J. S., Badaly, D., Lingeman, J. M., Chan, G., & Sotsky, R. B. (2012). How do you learn to walk? Thousands of steps and dozens of falls per day. Psychological Science, 23, 1387=1394.
  • Bayley, N.(1993). Bayley Scales of Infant Development (2nd edition). San Antonio, TX: The Psychological Corporation.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator mediator variable distinction in social psychological research: .Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology,31(6), 1173-ll82. Bornstein, M., & Tamis-LeMonda, C. S. (1997). Maternal responsiveness and infant mental abilities: Specific predictive relations. Infant Behavior and Development, 20, 283–296.
  • Brunner, D.L., & Seung, H.K. (2009). Communication-based treatments for Autism Spectrum Disorders: a literature review. Communication Disorders Quarterly, 31 (1), 15-41.
  • Camarata, S. M., Nelson, K. E., & Camarata, M. N. (1994). Comparison of conversational-recasting and imitative procedures for training grammatical structures in children with specific language impairment. Journal of Speech and Hearing Research, 37, 1414–1423.
  • Childress, D.C. (2004). Special instruction and natural environments: Best practice in early intervention. Infants and Young Children, 17(2), 162-170.
  • Fewell RR, Casal SG, Glick MP, Wheeden CA, Spiker D. (1996). Maternal education and maternal responsiveness as predictors of play competence in low birth weight, premature infants: a preliminary report. Journal of Developmental and Behavioral Pediatrics, 17 (2), 100-104.
  • Furuno, S. (1995). Hawaii Early Learning Profile 0-3.. Palo Alto, CA: Vort.
  • Gladwell, Malcolm (2008). Outliers. Boston, MA: Little, Brown and Company.
  • Guralnick, M. J. (2005). Early intervention for children with intellectual disabilities: Current knowledge and future prospects. Journal of Applied Research in Intellectual Disabilities, 18, 313-324.
  • Guralnick, M. J. (2006). The system of early intervention for children with developmental disabilities: Current status and challenges for the future. In J. W. Jacobson, J. A. Mulick, & J. Rojahn (Eds.). Handbook of mental retardation and developmental disabilities. (pp. 465-480). New York: Plenum.
  • Guralnick, M. J. (2010). Early intervention approaches to enhance the peer-related social competence of young children with developmental delays a historical perspective. Infants and Young Children, 23 (2),73-83.
  • Guralnick, M.J., & Conlon, C. (2007). Early intervention. In M. Batshaw, L. Pelligrino, & N. Roizen (Eds.), Children with Disabilities (6th ed., pp. 511-521). Baltimore: Paul H. Brookes
  • Jernigan, T. L., Bellugi, U., Sowell, E., Doherty, S., & Hesselink, R. (1993). Cerebral morphologic distinctions between WS and DS. Archives of Neurology, 50,1861
  • Johnson-Martin, N.M., Attermeier, S.M., & Hacker, B.J. ( 2004). The Carolina Curriculum for Infants and Toddlers with Special Needs, 3rd edition. Baltimore, MD: Brookes .
  • Kim J.M. & Mahoney, G. (2004). Family and parental influences on the development of children with disabilities. Korean Journal of Clinical Psychology, 23 (2), 2812
  • Koegel, L. K., Koegel, R. L., Shoshan, Y. & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. Journal of the Association for Persons with Severe Handicaps, 24, 186-198.
  • Landry, S. H., Smith, K. E., Swank, P. R., Assel, M. A., & Vellet, S. (2001). Does early responsive parenting have a special importance for children’s development or is consistency across early childhood necessary? Developmental Psychology, 37, 387–403.
  • Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42, 627–642.
  • Mahoney, G. (1992). The Maternal Behavior Rating Scale-Revised. Available from the author, Case Western Reserve University, Mandel School of Applied Social Sciences, 10900 Euclid Avenue, Cleveland, Ohio, 44106.
  • Mahoney, G.J. & Kim, J.M. & Lin, C.S. (2007). The Pivotal Behavior Model of Developmental Learning Infants and Young Children. 20 (4), 311-325.
  • Mahoney, G. & MacDonald, J. (2007) Autism and developmental delays in young children: The Responsive Teaching curriculum for parents and professionals.. Austin, TX: PRO-ED.
  • Mahoney, G & Perales, F. (2005). A comparison of the impact of relationship-focused intervention on young children with Pervasive Developmental Disorders and other disabilities. Journal of Developmental and Behavioral Pediatrics,26 (2). Mahoney, G. & Perales, F. (2008) How relationship focused early intervention promotes developmental learning. Down Syndrome Research and Practice, 13 (3), 47-53. Mahoney, G. & Wheeden, C. (1998). Effects of teacher style on the engagement of preschool aged children with special learning needs. Journal of Developmental and Learning Disorders 2(2), 293-315.
  • McWilliam, R. A. (2010). Routines-based early intervention: Supporting young children with special needs and their families. Baltimore, MD: Brookes Publishing.
  • Paavola, L., Kunnari, S., & Moilanen, I. (2005). Maternal responsiveness and infant intentional communication: Implications for the early communicative and linguistic development. Child: Care, Health & Development, 31, 727–735.
  • Pennington, B. F., Moon, J., Edgin, J., Stedron, J., & Nadel, L. (2003). The neuropsychology of Down syndrome: Evidence for hippocampal dysfunction. Child Development, 74, 75-93.
  • Piaget, J. (1963). The psychology of intelligence. Totowa, New Jersey: Littlefield, Adams & Co.
  • Poehlmann, J., & Fiese, B. H. (2001). Parent–infant interaction as a mediator of the relation between neonatal risk status and 12 month cognitive development. Infant Behavior & Development, 24, 171–188.
  • Sandall, S., Hemmeter, M.L., Smith, B.J. & McLean, M.E. (2005). DEC recommended practices: A comprehensive guide for practical application. Missoula, MT: Division for Early Childhood.
  • Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1), 1-+.
  • Siller, M. & Sigman, M. (2002). The behaviors of parents of children with autism predict the subsequent development of their children’s communication. Journal of Autism and Developmental Disorders, 32 (2), 77-89.
  • Siller, M., & Sigman, M. (2008). Modeling longitudinal change in the language abilities of children with autism: Parent behaviors and child characteristics as predictors of change. Developmental Psychology, 44, 1691–1704.
  • Shakesby, P.S. &. Dorman, P.J. (1974). Child's Work: A Learning Guide to Joyful Play. Philadelphia, PA: Running Press.
  • Tamis-LeMonda C.S., Bornstein M.H. & Baumwell, L. (2001) Maternal responsiveness and children's achievement of language milestones.. Child Development, 72 (3), 748-7
  • Ulrich, D.A., Ulrich, B.D., Angulo-Kinzler, R.M. & Yun, J. (2001). Treadmill training of infants with Down syndrome: Evidence-based developmental outcomes. Pediatrics, 108 (5), 42-48.
  • Van Londen, W. M., Juffer, F., & Van IJzendoorn, M. H. (2007). Attachment, cognitive, and motor development in adopted children: Sort-term outcomes after international adoption. Journal of Pediatric Psychology, 32(10), 1249–1258.
  • Yoder, P. J., Spruytenburg, H., Edwards, A., & Davies, B. (1995). Effect of verbal routine contexts and expansions on gains in the mean length of utterance in children with developmental delays. Language, Speech, and Hearing Services in Schools, 26, 21–32.

Özümleyici Uygulama ve Gelişimsel Müdahale

Yıl 2013, Cilt: 5 Sayı: 1, 45 - 65, 01.03.2013
https://doi.org/10.20489/intjecse.107926

Öz

Gelişimsel öğrenmenin tamamıyla çocukların mevcut beceri ve kavramlarını çok fazla pratik etmesi ile bağlantılı olduğu iddia edilmektedir. Bu iddia şu gözlemlere dayanmaktadır: çocukların kendi kendilerine oyun oynamaları kendi gelişimsel yaşlarına uygun tipik davranışlar üretmeleri ile karakterize edilmektedir; daha üst gelişimsel seviyelere geçmeden önce çocuklar bu davranışları binlerce kez tekrarlamaktadırlar ve çocukların mevcut işlevsellikleriyle bağlantılı davranışları pratik etme oranları gelişimleriyle ilişkilidir. Çok fazla pratik etme, Piaget'in gelişimsel öğrenme ile ilgili iki süreçten biri olarak belirttiği özümleme kavramına karşılık gelmektedir. Çocukların gelişimlerini pratik etme oranlarını artırarak hızlandıran müdahale araştırma çalışmalarının sonuçları sunulmaktadır. Erken müdahalede önemli bir öğrenme etkinliği olarak özümleme uygulamaları kavramı göz ardı edilmesine rağmen, erken müdahalede sıklıkla karşılaşılan sürdürmeyi ve genellemeyi destekleme zorlukları çağdaş uygulamalara özümlemeyi bütünleştirerek ele alınabilmektedir.

Kaynakça

  • Adolph, K.E., Vereijken, B., Shrout P.E. (2003). What changes in infant walking and why? Child Development 74 (2): 475-497.
  • Adolph, K. E., Cole, W. G., Komati, M., Garciaguirre, J. S., Badaly, D., Lingeman, J. M., Chan, G., & Sotsky, R. B. (2012). How do you learn to walk? Thousands of steps and dozens of falls per day. Psychological Science, 23, 1387=1394.
  • Bayley, N.(1993). Bayley Scales of Infant Development (2nd edition). San Antonio, TX: The Psychological Corporation.
  • Baron, R. M., & Kenny, D. A. (1986). The moderator mediator variable distinction in social psychological research: .Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology,31(6), 1173-ll82. Bornstein, M., & Tamis-LeMonda, C. S. (1997). Maternal responsiveness and infant mental abilities: Specific predictive relations. Infant Behavior and Development, 20, 283–296.
  • Brunner, D.L., & Seung, H.K. (2009). Communication-based treatments for Autism Spectrum Disorders: a literature review. Communication Disorders Quarterly, 31 (1), 15-41.
  • Camarata, S. M., Nelson, K. E., & Camarata, M. N. (1994). Comparison of conversational-recasting and imitative procedures for training grammatical structures in children with specific language impairment. Journal of Speech and Hearing Research, 37, 1414–1423.
  • Childress, D.C. (2004). Special instruction and natural environments: Best practice in early intervention. Infants and Young Children, 17(2), 162-170.
  • Fewell RR, Casal SG, Glick MP, Wheeden CA, Spiker D. (1996). Maternal education and maternal responsiveness as predictors of play competence in low birth weight, premature infants: a preliminary report. Journal of Developmental and Behavioral Pediatrics, 17 (2), 100-104.
  • Furuno, S. (1995). Hawaii Early Learning Profile 0-3.. Palo Alto, CA: Vort.
  • Gladwell, Malcolm (2008). Outliers. Boston, MA: Little, Brown and Company.
  • Guralnick, M. J. (2005). Early intervention for children with intellectual disabilities: Current knowledge and future prospects. Journal of Applied Research in Intellectual Disabilities, 18, 313-324.
  • Guralnick, M. J. (2006). The system of early intervention for children with developmental disabilities: Current status and challenges for the future. In J. W. Jacobson, J. A. Mulick, & J. Rojahn (Eds.). Handbook of mental retardation and developmental disabilities. (pp. 465-480). New York: Plenum.
  • Guralnick, M. J. (2010). Early intervention approaches to enhance the peer-related social competence of young children with developmental delays a historical perspective. Infants and Young Children, 23 (2),73-83.
  • Guralnick, M.J., & Conlon, C. (2007). Early intervention. In M. Batshaw, L. Pelligrino, & N. Roizen (Eds.), Children with Disabilities (6th ed., pp. 511-521). Baltimore: Paul H. Brookes
  • Jernigan, T. L., Bellugi, U., Sowell, E., Doherty, S., & Hesselink, R. (1993). Cerebral morphologic distinctions between WS and DS. Archives of Neurology, 50,1861
  • Johnson-Martin, N.M., Attermeier, S.M., & Hacker, B.J. ( 2004). The Carolina Curriculum for Infants and Toddlers with Special Needs, 3rd edition. Baltimore, MD: Brookes .
  • Kim J.M. & Mahoney, G. (2004). Family and parental influences on the development of children with disabilities. Korean Journal of Clinical Psychology, 23 (2), 2812
  • Koegel, L. K., Koegel, R. L., Shoshan, Y. & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. Journal of the Association for Persons with Severe Handicaps, 24, 186-198.
  • Landry, S. H., Smith, K. E., Swank, P. R., Assel, M. A., & Vellet, S. (2001). Does early responsive parenting have a special importance for children’s development or is consistency across early childhood necessary? Developmental Psychology, 37, 387–403.
  • Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42, 627–642.
  • Mahoney, G. (1992). The Maternal Behavior Rating Scale-Revised. Available from the author, Case Western Reserve University, Mandel School of Applied Social Sciences, 10900 Euclid Avenue, Cleveland, Ohio, 44106.
  • Mahoney, G.J. & Kim, J.M. & Lin, C.S. (2007). The Pivotal Behavior Model of Developmental Learning Infants and Young Children. 20 (4), 311-325.
  • Mahoney, G. & MacDonald, J. (2007) Autism and developmental delays in young children: The Responsive Teaching curriculum for parents and professionals.. Austin, TX: PRO-ED.
  • Mahoney, G & Perales, F. (2005). A comparison of the impact of relationship-focused intervention on young children with Pervasive Developmental Disorders and other disabilities. Journal of Developmental and Behavioral Pediatrics,26 (2). Mahoney, G. & Perales, F. (2008) How relationship focused early intervention promotes developmental learning. Down Syndrome Research and Practice, 13 (3), 47-53. Mahoney, G. & Wheeden, C. (1998). Effects of teacher style on the engagement of preschool aged children with special learning needs. Journal of Developmental and Learning Disorders 2(2), 293-315.
  • McWilliam, R. A. (2010). Routines-based early intervention: Supporting young children with special needs and their families. Baltimore, MD: Brookes Publishing.
  • Paavola, L., Kunnari, S., & Moilanen, I. (2005). Maternal responsiveness and infant intentional communication: Implications for the early communicative and linguistic development. Child: Care, Health & Development, 31, 727–735.
  • Pennington, B. F., Moon, J., Edgin, J., Stedron, J., & Nadel, L. (2003). The neuropsychology of Down syndrome: Evidence for hippocampal dysfunction. Child Development, 74, 75-93.
  • Piaget, J. (1963). The psychology of intelligence. Totowa, New Jersey: Littlefield, Adams & Co.
  • Poehlmann, J., & Fiese, B. H. (2001). Parent–infant interaction as a mediator of the relation between neonatal risk status and 12 month cognitive development. Infant Behavior & Development, 24, 171–188.
  • Sandall, S., Hemmeter, M.L., Smith, B.J. & McLean, M.E. (2005). DEC recommended practices: A comprehensive guide for practical application. Missoula, MT: Division for Early Childhood.
  • Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1), 1-+.
  • Siller, M. & Sigman, M. (2002). The behaviors of parents of children with autism predict the subsequent development of their children’s communication. Journal of Autism and Developmental Disorders, 32 (2), 77-89.
  • Siller, M., & Sigman, M. (2008). Modeling longitudinal change in the language abilities of children with autism: Parent behaviors and child characteristics as predictors of change. Developmental Psychology, 44, 1691–1704.
  • Shakesby, P.S. &. Dorman, P.J. (1974). Child's Work: A Learning Guide to Joyful Play. Philadelphia, PA: Running Press.
  • Tamis-LeMonda C.S., Bornstein M.H. & Baumwell, L. (2001) Maternal responsiveness and children's achievement of language milestones.. Child Development, 72 (3), 748-7
  • Ulrich, D.A., Ulrich, B.D., Angulo-Kinzler, R.M. & Yun, J. (2001). Treadmill training of infants with Down syndrome: Evidence-based developmental outcomes. Pediatrics, 108 (5), 42-48.
  • Van Londen, W. M., Juffer, F., & Van IJzendoorn, M. H. (2007). Attachment, cognitive, and motor development in adopted children: Sort-term outcomes after international adoption. Journal of Pediatric Psychology, 32(10), 1249–1258.
  • Yoder, P. J., Spruytenburg, H., Edwards, A., & Davies, B. (1995). Effect of verbal routine contexts and expansions on gains in the mean length of utterance in children with developmental delays. Language, Speech, and Hearing Services in Schools, 26, 21–32.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Gerald Mahoney Bu kişi benim

Yayımlanma Tarihi 1 Mart 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 5 Sayı: 1

Kaynak Göster

APA Mahoney, G. (2013). Assimilative Practice and Developmental Intervention. International Journal of Early Childhood Special Education, 5(1), 45-65. https://doi.org/10.20489/intjecse.107926