Araştırma Makalesi
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Otizmli Küçük Çocuklar için Araştırma-Temelli Uygulamalar: Ulusal Kaynak Konseyi ve Ulusal Otizm Spekturum Bozuklukları Uzmanlık Gelişim Merkezinin Yönerge ve Tavsiyeleri

Yıl 2010, Cilt: 2 Sayı: 1, 45 - 56, 01.03.2010
https://doi.org/10.20489/intjecse.107957

Öz

Ulusal Araştırma Konseyi otizm spekturum bozuklukları olan çocuklara sağlanan eğitim programları için amaçlar, ihtiyaç alanları ve temel tavsiyeler belirlemektedir. Ulusal Otizm Spekturum Bozuklukları Uzmanlık Gelişim Merkezi erken çocukluk ve ilköğretim programları için araştırma temelli uygulamaları tanımlamaktadır. Bu iki kuruluşun çalışmalarına vurgu yaparak, bu çalışma, erken çocukluk özel eğitimindeki otizm spekturum bozuklukları olan çocuklar için etkili, araştırma-temelli müdahaleler kullanan eğitimsel programlar oluşturmada uzmanlara rehberlik sağlamaktadır.

Kaynakça

  • American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association.
  • Buysse, V., & Wesley, P. (2006). Making sense of evidence-based practice: Reflections and recommendations. In Buysse, V. & Wesley, P. (Eds.), Evidence-based practice in the early childhood field. Washington, D. C.: ZERO TO THREE Press, 225-244.
  • Dawson, G., & Osterling, J. (1997). Early intervention in autism: The effectiveness of early intervention. In Guralnick, M. (Ed.), The effectiveness of early intervention, Baltimore, MD: Brookes, 307–326.
  • Eikeseth, S., Smith, T., Jahr, K., & Eldevik, S. (2007). Outcome for children with autism who began intensive behavioral treatment between ages 4 and 7: A coparison controlled study. Behavior Modification, 31, 264-278.
  • Gersten, R., Fuchs, L., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. (2005). Quality indicators for group experimental and quasi-experimental research in speciail education. Exceptional Children, 71, 149-164.
  • Harris, S., & Handleman, J. (2000). Age and IQ at intake as predictors of placement for young children with autism: A four to six-year follow-up. Journal of Autism and Developmental Disorders, 21, 281–290.
  • Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.
  • Hoyson, M., Jamieson, B., & Strain, P. (1984). Individualized group instruction of normally developing and autistic-like children: The LEAP curriculum model. Journal of the Division of Early Childhood, 8, 157-172.
  • Hume, K., Bellini, S. & Pratt, C. (2005). The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Topics in Early Childhood Special Education, 25(4), 195-207.
  • Levy, S., Kim, A., Olive, M. (2006). Interventions for young children with autism: A synthesis of the literature. Focus on Autism and Other Developmental Disabilities, 21(1), 55-62.
  • Lord, C. (1995). Follow-up of two-year-olds referred for possible autism. Journal of Child Psychology and Psychiatry and Allied Disciplines, 36, 1365–1382.
  • McEachin, J., Smith, T., & Lovaas, O. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97, 359–372.
  • Nathan, P., & Gorman, J. (2007). A guide to treatments that work (3rd ed.). New York: Oxford University Press.
  • National Research Council (2001) Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Lord, C. & McGee, J. (Eds.). Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
  • Odom, S.L., Boyd, B., Hall, L., & Hume, K. (2009). An evaluation of comprehensive treatment programs for learners with Autism Spectrum Disorders. Manuscript submitted for publication.
  • Odom, S., Collet-Klingenberg, L., Rogers, S., & Hatton, D. (in press). Evidenced-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure.
  • Odom, S., Brantlinger, E., Gersten, R., Horner, R., Thompson, B., & Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence- based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research.
  • Rogers, S. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of Clinical Child Psychology, 27, 168–179.
  • Rogers, S., Hayden, D., Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006). Teaching young nonverbal children with autism useful speech: A pilot study of the Denver model and PROMPT interventions. Journal of Autism and Developmental Disorders, 36, 1007-1024.
  • Rogers, S., & Vismara, L. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37, 8-38.
  • Schopler, E., Mesibov, G., Hearsey, K. (1995). Structured teaching in the TEACCH system. In Schopler, E. & Mesibov, G. (Eds.), Learning and cognition in autism. New York: Kluwer Academic/Plenum, 243-267.
  • Simpson, R. (2005). Evidence-Based Practices and Students With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 20(3) 140- 149.
  • Simpson, R. (2008). Autism Spectrum Disorders: Interventions and Treatments For Children And Youth. Sage Publications Chennai.
  • Smith-Myles, B., Grossman, B., Aspy, R., & Henry, S. (2009). Planning a Comprehensive Program for Young Children with Autism Spectrum Disorders. International Journal of Early Childhood Special Education (INT-JECSE),1(2) 164-180.
  • U.S. Department of Education. (2008). No Child Left Behind. Retrieved from http://www.ed.gov/nclb/landing.jhtml.
  • Webb, S., & Jones, E. (2009). Early identification of autism: Early characteristics, onset of symptoms, and diagnostic stability. Infants and Young Children, 22 (2) 100- 118.
  • Woods, J. & Wetherby, A. (2003). Early Identification of and Intervention for Infants and Toddlers Who Are at Risk for Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools, 34, 180-193.

Evidence-based Practices for Young Children with Autism Spectrum Disorders: Guidelines and Recommendations from the National Resource Council and National Professional Development Center on Autism Spectrum Disorders

Yıl 2010, Cilt: 2 Sayı: 1, 45 - 56, 01.03.2010
https://doi.org/10.20489/intjecse.107957

Öz

The National Research Council has identified goals, areas of need, and basic recommendations for educational programs serving children with autism spectrum disorders. The National Professional Development Center on Autism Spectrum Disorders has identified evidence-based practices for early childhood and elementary programming. Highlighting the work produced by these two organizations, this article provides professionals with guidance in setting up educational programs that use effective, research-based interventions for young children with autism spectrum disorders in early childhood special education.

Kaynakça

  • American Psychiatric Association (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association.
  • Buysse, V., & Wesley, P. (2006). Making sense of evidence-based practice: Reflections and recommendations. In Buysse, V. & Wesley, P. (Eds.), Evidence-based practice in the early childhood field. Washington, D. C.: ZERO TO THREE Press, 225-244.
  • Dawson, G., & Osterling, J. (1997). Early intervention in autism: The effectiveness of early intervention. In Guralnick, M. (Ed.), The effectiveness of early intervention, Baltimore, MD: Brookes, 307–326.
  • Eikeseth, S., Smith, T., Jahr, K., & Eldevik, S. (2007). Outcome for children with autism who began intensive behavioral treatment between ages 4 and 7: A coparison controlled study. Behavior Modification, 31, 264-278.
  • Gersten, R., Fuchs, L., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. (2005). Quality indicators for group experimental and quasi-experimental research in speciail education. Exceptional Children, 71, 149-164.
  • Harris, S., & Handleman, J. (2000). Age and IQ at intake as predictors of placement for young children with autism: A four to six-year follow-up. Journal of Autism and Developmental Disorders, 21, 281–290.
  • Horner, R., Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179.
  • Hoyson, M., Jamieson, B., & Strain, P. (1984). Individualized group instruction of normally developing and autistic-like children: The LEAP curriculum model. Journal of the Division of Early Childhood, 8, 157-172.
  • Hume, K., Bellini, S. & Pratt, C. (2005). The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Topics in Early Childhood Special Education, 25(4), 195-207.
  • Levy, S., Kim, A., Olive, M. (2006). Interventions for young children with autism: A synthesis of the literature. Focus on Autism and Other Developmental Disabilities, 21(1), 55-62.
  • Lord, C. (1995). Follow-up of two-year-olds referred for possible autism. Journal of Child Psychology and Psychiatry and Allied Disciplines, 36, 1365–1382.
  • McEachin, J., Smith, T., & Lovaas, O. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97, 359–372.
  • Nathan, P., & Gorman, J. (2007). A guide to treatments that work (3rd ed.). New York: Oxford University Press.
  • National Research Council (2001) Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Lord, C. & McGee, J. (Eds.). Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
  • Odom, S.L., Boyd, B., Hall, L., & Hume, K. (2009). An evaluation of comprehensive treatment programs for learners with Autism Spectrum Disorders. Manuscript submitted for publication.
  • Odom, S., Collet-Klingenberg, L., Rogers, S., & Hatton, D. (in press). Evidenced-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure.
  • Odom, S., Brantlinger, E., Gersten, R., Horner, R., Thompson, B., & Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence- based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research.
  • Rogers, S. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of Clinical Child Psychology, 27, 168–179.
  • Rogers, S., Hayden, D., Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006). Teaching young nonverbal children with autism useful speech: A pilot study of the Denver model and PROMPT interventions. Journal of Autism and Developmental Disorders, 36, 1007-1024.
  • Rogers, S., & Vismara, L. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37, 8-38.
  • Schopler, E., Mesibov, G., Hearsey, K. (1995). Structured teaching in the TEACCH system. In Schopler, E. & Mesibov, G. (Eds.), Learning and cognition in autism. New York: Kluwer Academic/Plenum, 243-267.
  • Simpson, R. (2005). Evidence-Based Practices and Students With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 20(3) 140- 149.
  • Simpson, R. (2008). Autism Spectrum Disorders: Interventions and Treatments For Children And Youth. Sage Publications Chennai.
  • Smith-Myles, B., Grossman, B., Aspy, R., & Henry, S. (2009). Planning a Comprehensive Program for Young Children with Autism Spectrum Disorders. International Journal of Early Childhood Special Education (INT-JECSE),1(2) 164-180.
  • U.S. Department of Education. (2008). No Child Left Behind. Retrieved from http://www.ed.gov/nclb/landing.jhtml.
  • Webb, S., & Jones, E. (2009). Early identification of autism: Early characteristics, onset of symptoms, and diagnostic stability. Infants and Young Children, 22 (2) 100- 118.
  • Woods, J. & Wetherby, A. (2003). Early Identification of and Intervention for Infants and Toddlers Who Are at Risk for Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools, 34, 180-193.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Kitap Değerlendirmesi
Yazarlar

L. Lynn Stansberry-brusnahan Bu kişi benim

Lana L. Collet-klingenberg Bu kişi benim

Yayımlanma Tarihi 1 Mart 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 2 Sayı: 1

Kaynak Göster

APA Stansberry-brusnahan, L. L., & Collet-klingenberg, L. L. (2010). Evidence-based Practices for Young Children with Autism Spectrum Disorders: Guidelines and Recommendations from the National Resource Council and National Professional Development Center on Autism Spectrum Disorders. International Journal of Early Childhood Special Education, 2(1), 45-56. https://doi.org/10.20489/intjecse.107957