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Peer-Mediated interventions and Individuals with Autism Spectrum Disorders: Literature Review

Yıl 2019, , 1041 - 1062, 31.12.2019
https://doi.org/10.17679/inuefd.454241

Öz

The purpose of this study is to present current information on research
studies on peer-mediated interventions (PMI) in the teaching of skills in all
developmental areas to individuals from all age groups with autism spectrum
disorders (ASD) and to show if this intervention method is effective.
Systematic searches were conducted in electronic databases including Academic
Search Complete, Google Scholar and ERIC. 
A total of 26 articles assessing the effectiveness of PMI that were
published in internationally refereed journals between 2007-2017 have been
reached. As a result, it has been revealed that PMI methods can be used
effectively in teaching different types of skills to individuals with ASD from
different age groups. The reported outcomes were mostly positive but the
studies are limited because treatment fidelity was only rarely assessed. 

Kaynakça

  • American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (DSM-IV) Sourcebook (Vol. 1). American Psychiatric Pub.
  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (DSM-IV-R) Washington, DC: Author.
  • American Psychiatric Association. (2012). Diagnostic and statistical manual of mental disorders (DSM-V). American Psychiatric Pub.
  • American Speech Language Hearing Association. (2006). Principles for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span. https://www.asha.org/policy/tr2006-00143/
  • Bandura, A. (1978). Social learning theory of aggression. Journal of communication, 28(3), 12-29.
  • Bass, J. D. ve Mulick, J. A. (2007). Social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools, 44(7), 727-735.
  • Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J. ve Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3(4), 876-889.
  • Chang, Y. C. ve Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 27, 1-10.
  • *Chung, K. M., Reavis, S., Mosconi, M., Drewry, J., Matthews, T. ve Tassé, M. J. (2007). Peer-mediated social skills training program for young children with high-functioning autism. Research in Developmental Disabilities, 28(4), 423-436.
  • DiSalvo, C. A. ve Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17(4), 198-207.
  • Demir, Ş. (2000). Otizm Spektrum Bozukluğu Olan Çocuklara Sosyal Becerilerin Öğretimi. E. Tekin-İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri içinde (s.367-415). Upper Saddle River, NJ: Prentice Hall.
  • English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills-training program. Exceptional Children, 63(2), 229-243.
  • * Gardner, K. F., Carter, E. W., Gustafson, J. R., Hochman, J. M., Harvey, M. N., Mullins, T. S. ve Fan, H. (2014). Effects of peer networks on the social interactions of high school students with autism spectrum disorders. Research and Practice for Persons with Severe Disabilities, 39(2), 100-118.
  • Grandin, T. (1995). How people with autism think. In Learning and Cognition in Autism (s. 137-156). Springer, Boston, MA.
  • Goldstein, H., Schneider, N. ve Thiemann, K. (2007). Peer-mediated social communication intervention: When clinical expertise informs treatment development and evaluation. Topics in Language Disorders, 27(2), 182-199.
  • Gough, D., Oliver, S. ve Thomas, J. (Ed.) (2017). An introduction to systematic reviews. Sage Pub.
  • * Harper, C. B., Symon, J. B. ve Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38(5), 815-826
  • Hillier, A., Fish, T., Cloppert, P. ve Beversdorf, D. Q. (2007). Outcomes of a social and vocational skills support group for adolescents and young adults on the autism spectrum. Focus on Autism and Other Developmental Disabilities, 22(2), 107-115.
  • *Hochman, J. M., Carter, E. W., Bottema-Beutel, K., Harvey, M. N. ve Gustafson, J. R. (2015). Efficacy of peer networks to increase social connections among high school students with and without autism spectrum disorder. Exceptional Children, 82(1), 96-116.
  • *Hughes, C., Kaplan, L., Bernstein, R., Boykin, M., Reilly, C., Brigham, N., ... ve Harvey, M. (2012). Increasing social interaction skills of secondary school students with autism and/or intellectual disability: A review of interventions. Research and Practice for Persons with Severe Disabilities, 37(4), 288-307.
  • *Kamps, D., Mason, R., Thiemann-Bourque, K., Feldmiller, S., Turcotte, A. ve Miller, T. (2014). The Use of Peer Networks to Increase Communicative Acts of First Grade Students with Autism Spectrum Disorders. Focus Autism Other Developmental Disabilities. 29(4): 230–245. doi:10.1177/1088357614539832.
  • *Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R. ve Cox, S. (2015). A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: a randomized trial in kindergarten and first grade. Journal of autism and developmental disorders, 45(6), 1809-1824.
  • *Kamps, D. M., Mason, R. ve Heitzman-Powell, L. (2017). Peer Mediation Interventions to Improve Social and Communication Skills for Children and Youth with Autism Spectrum Disorders. İçinde Handbook of Social Skills and Autism Spectrum Disorder (s. 257-283). Springer, Cham.
  • *Kasari, C., Rotheram‐Fuller, E., Locke, J. ve Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431-439.
  • *Koegel, L. K., Vernon, T. W., Koegel, R. L., Koegel, B. L. ve Paullin, A. W. (2012). Improving social engagement and initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions, 14(4), 220-227.
  • Koegel, L. K., Ashbaugh, K., Koegel, R. L., Detar, W. J. ve Regester, A. (2013). Increasing socialization in adults with Asperger's syndrome. Psychology in the Schools, 50(9), 899-909.
  • *Krebs, M. L., McDaniel, D. ve Neeley, R. A. (2010). The Effects of Peer Training on the Social Interactions of Children with Autism Spectrum Disorders. Education, 131(2), 393-405.
  • *Lee, S., Odom, S. L. ve Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9(2), 67-79.
  • *Liber, D. B., Frea, W. D. ve Symon, J. B. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38(2), 312-323.
  • *Loftin, R. L., Odom, S. L. ve Lantz, J. F. (2008). Social interaction and repetitive motor behaviors. Journal of Autism and Developmental Disorders, 38(6), 1124-1135.Kırcaali-İftar, G. (2007). Otizm spektrum bozukluğu. İstanbul: Daktylos Yayınları.
  • *Kohler, F. W., Greteman, C., Raschke, D. ve Highnam, C. (2007). Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers. Topics in Early Childhood Special Education, 27(3), 155-163.
  • *Mason, R., Kamps, D., Turcotte, A., Cox, S., Feldmiller, S. ve Miller, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(3), 334-344.
  • 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.
  • *McFadden, B., Kamps, D. ve Heitzman-Powell, L. (2014). Social communication effects of peer-mediated recess intervention for children with autism. Research in autism spectrum disorders, 8(12), 1699-1712.
  • Myles, B. S., Simpson, R. L., Ormsbee, C. K. ve Erickson, C. (1993). Integrating preschool children with autism with their normally developing peers: Research findings and best practices recommendations. Focus on Autistic Behavior, 8(5), 1-19.
  • National Autism Center (2015). National standards report. http://www.nationalautismcenter.org/pdf/NAC Standards Erişim Tarihi: 20.07.2018.
  • *Nelson, C., Nelson, A. R., McDonnell, A. P., Johnston, S. S. ve Crompton, A. (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities, 165-181.
  • *Nigam, R. ve Wendt, O. (2010). Peer-mediated naturalistic teaching, both with and without a speech-generating device, has transient effect on communicative behaviors in preschool children with autism spectrum disorders. Evidence-based Communication Assessment and Intervention, 4(1), 27–31.
  • Odom, S. L., Cox, A. W. ve Brock, M. E. National Professional Development Center on Autism Spectrum Disorders.(2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79, 233-251.
  • *Odluyurt, S. (2013). A Comparison of the Effects of Direct Modeling and Video Modeling Provided by Peers to Students with Autism Who Are Attending in Rural Play Teaching in an Inclusive Setting. Educational Sciences: Theory and Practice, 13(1), 536-540.
  • Odluyurt, S., Tekin-Iftar, E. ve Adalioglu, I. (2012). Does Treatment Integrity Matter in Promoting Learning Among Children With Developmental Disabilities?. Topics in Early Childhood Special Education, 32(3), 143-150.
  • *Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I. ve Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and other developmental disabilities, 23(1), 15-28.
  • *Özaydın, L., İftar, E. T. ve Kaner, S. (2008). Arkadaşlık becerilerini geliştirme programının özel gereksinimi olan okul öncesi çocuklarının sosyal etkileşimlerine etkisi.
  • Reichow, B. ve Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149-166.
  • Ryan, J. B., Reid, R. ve Epstein, M. H. (2004). Peer-mediated intervention studies on academic achievement for students with EBD: A review. Remedial and Special Education, 25(6), 330-341.
  • *Petursdottir, A. L., McComas, J., McMaster, K. ve Horner, K. (2007). The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder. Journal of Applied Behavior Analysis, 40(2), 353-357.
  • Pınar, E. S. ve Çiftçi-Tekinarslan, İ. (2003). Zihin engelli birey için hazırlanan akran aracılı sosyal beceri öğretimprogramının etkililiğini incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(02), 13-30.
  • *Sira, B. K. ve Fryling, M. J. (2012). Using peer modeling and differential reinforcement in the treatment of food selectivity. Education and Treatment of Children, 35(1), 91-100.
  • Sperry, L., Neitzel, J. ve Engelhardt-Wells, K. (2010). Peer-mediated instruction and intervention strategies for students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 256-264.
  • Tekin-Iftar, E. (2003). Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. Education and Training in Developmental Disabilities, .. ( ), 77-94.
  • Thiemann-Bourque, K. S. (2010). Instruction using the Picture Exchange Communication System appears to enhance generalization of communication skills among children with autism in comparison to Responsive Education and Prelinguistic Milieu Teaching. Evidence-Based Communication Assessment and Intervention, 4(4), 192-195.
  • Thiemann, K.ve Kamps, D. (2008). Promoting social communication competence of children with autism in integrated environments. Educating Children and Youth with Autism, 267-298.
  • Thiemann-Bourque, K. (2013). Peer-mediated intervention. In Encyclopedia of Autism Spectrum Disorders (s.2152-2161). Springer, New York, NY.
  • Tuncer, A. T. ve Kahveci, G. (2009). Az gören 8. sınıf öğrencilerine kavram haritasıyla özet çıkarma becerisinin akran aracılığı ile öğretimi. Türk Eğitim Bilimleri Dergisi, 7(4), 853-877.
  • Trembath, D., Balandin, S., Togher, L. ve Stancliffe, R. J. (2009). Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual and Developmental Disability, 34(2), 173-186.
  • *Trottier, N., Kamp, L. ve Mirenda, P. (2011). Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines. Augmentative and Alternative Communication, 27(1), 26-39.
  • Utley, C.A., Mortweet, S.L. ve Greenwood, C.R. (1998). Peer¬ mediated instruction and intervenions. In. E.L. Meyen., G.A. Vergason, R. J. Whelan, (Ed.). Educating students with mild disabilities: Strategies and methods. (s. 339¬374). Denver: Love Publishing Company.
  • Wang, S.Y., Cui, Y. ve Parilla, R. (2011). Examining the effectiveness of peer-mediated and video-modeling social skills interventions for children with autism spectrum disorders: A meta-analysis in single-case research using HLM. Research in Autism Spectrum Disorders, 5, 562–569.
  • Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J. ve Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of autism and developmental disorders, 45(4), 1070-1083.
  • Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... ve Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of autism and developmental disorders, 45(7), 1951-1966.
  • Yıldırım, S. ve İftar, E. T. (2002). Akranların Sunduğu Sabit Bekleme Süreli Öğretim Gelişimsel Geriliği Olan Öğrencilere Tanıtıcı Levhaların Öğretiminde Etkili -midir? Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 3(2). 67-84.

Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alanyazın Taraması

Yıl 2019, , 1041 - 1062, 31.12.2019
https://doi.org/10.17679/inuefd.454241

Öz

Akran aracılı uygulamalar, normal gelişim gösteren çocuklara, aynı yaşta ya
da benzer gelişim düzeyindeki özel gereksinimli akranlarını akademik ya da
sosyal beceriler yönünden desteklemeyi amaçlayan sistemler olarak
tanımlanmaktadır. Bu çalışmanın amacı; otizm spektrum bozukluğu (OSB) olan bireylere
farklı akran aracılı uygulamaların kullanıldığı araştırmalara ilişkin güncel
bilgi sunmak ve sonuçlara dayalı önerilerde bulunmaktır. Bu amaçla; OSB olan bireyleri
farklı gelişim alanlarında desteklemek üzere kullanılan akran aracılı
uygulamaların etkililiğini değerlendiren ve uluslararası hakemli dergilerde
2007-2017 yılları arasında yayımlanmış toplam 26 makale incelenmiştir.
Araştırmalara ERIC, Akademik Search Complete ve Google Scholar veri
tabanlarında yapılan elektronik taramalar sonucu ulaşılmıştır. Belirlenen
makaleler temel betimsel özellikler, yöntemsel özellikler ve makalelerin amaç
ve sonuç bulguları kategorileri açısından incelenmiştir. Sonuçta, akran aracılı
uygulamaların erken çocukluk döneminden yetişkinliğe geçiş dönemine kadar olan
süreçte OSB olan bireylere çoğunlukla sosyal etkileşim, iletişim, oyun
becerilerin öğretiminde doğal ya da yapılandırılmış öğretim ortamlarında etkili
olarak kullanılabilen,  uygulamalar
olduğu ortaya konmuştur. Bunun yanı sıra akran aracılı uygulamalar kullanılarak
öğretim fırsatlarının daha fazla kullanılabileceği ve öğrenilen becerilerin
genellenme olasılığının arttığı doğal ortamlarda ve büyük grup düzenlemeleriyle
gerçekleştirilen araştırmalara gereksinim olduğu düşünülmektedir.

Kaynakça

  • American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (DSM-IV) Sourcebook (Vol. 1). American Psychiatric Pub.
  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (DSM-IV-R) Washington, DC: Author.
  • American Psychiatric Association. (2012). Diagnostic and statistical manual of mental disorders (DSM-V). American Psychiatric Pub.
  • American Speech Language Hearing Association. (2006). Principles for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span. https://www.asha.org/policy/tr2006-00143/
  • Bandura, A. (1978). Social learning theory of aggression. Journal of communication, 28(3), 12-29.
  • Bass, J. D. ve Mulick, J. A. (2007). Social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools, 44(7), 727-735.
  • Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J. ve Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3(4), 876-889.
  • Chang, Y. C. ve Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 27, 1-10.
  • *Chung, K. M., Reavis, S., Mosconi, M., Drewry, J., Matthews, T. ve Tassé, M. J. (2007). Peer-mediated social skills training program for young children with high-functioning autism. Research in Developmental Disabilities, 28(4), 423-436.
  • DiSalvo, C. A. ve Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17(4), 198-207.
  • Demir, Ş. (2000). Otizm Spektrum Bozukluğu Olan Çocuklara Sosyal Becerilerin Öğretimi. E. Tekin-İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri içinde (s.367-415). Upper Saddle River, NJ: Prentice Hall.
  • English, K., Goldstein, H., Shafer, K., & Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills-training program. Exceptional Children, 63(2), 229-243.
  • * Gardner, K. F., Carter, E. W., Gustafson, J. R., Hochman, J. M., Harvey, M. N., Mullins, T. S. ve Fan, H. (2014). Effects of peer networks on the social interactions of high school students with autism spectrum disorders. Research and Practice for Persons with Severe Disabilities, 39(2), 100-118.
  • Grandin, T. (1995). How people with autism think. In Learning and Cognition in Autism (s. 137-156). Springer, Boston, MA.
  • Goldstein, H., Schneider, N. ve Thiemann, K. (2007). Peer-mediated social communication intervention: When clinical expertise informs treatment development and evaluation. Topics in Language Disorders, 27(2), 182-199.
  • Gough, D., Oliver, S. ve Thomas, J. (Ed.) (2017). An introduction to systematic reviews. Sage Pub.
  • * Harper, C. B., Symon, J. B. ve Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38(5), 815-826
  • Hillier, A., Fish, T., Cloppert, P. ve Beversdorf, D. Q. (2007). Outcomes of a social and vocational skills support group for adolescents and young adults on the autism spectrum. Focus on Autism and Other Developmental Disabilities, 22(2), 107-115.
  • *Hochman, J. M., Carter, E. W., Bottema-Beutel, K., Harvey, M. N. ve Gustafson, J. R. (2015). Efficacy of peer networks to increase social connections among high school students with and without autism spectrum disorder. Exceptional Children, 82(1), 96-116.
  • *Hughes, C., Kaplan, L., Bernstein, R., Boykin, M., Reilly, C., Brigham, N., ... ve Harvey, M. (2012). Increasing social interaction skills of secondary school students with autism and/or intellectual disability: A review of interventions. Research and Practice for Persons with Severe Disabilities, 37(4), 288-307.
  • *Kamps, D., Mason, R., Thiemann-Bourque, K., Feldmiller, S., Turcotte, A. ve Miller, T. (2014). The Use of Peer Networks to Increase Communicative Acts of First Grade Students with Autism Spectrum Disorders. Focus Autism Other Developmental Disabilities. 29(4): 230–245. doi:10.1177/1088357614539832.
  • *Kamps, D., Thiemann-Bourque, K., Heitzman-Powell, L., Schwartz, I., Rosenberg, N., Mason, R. ve Cox, S. (2015). A comprehensive peer network intervention to improve social communication of children with autism spectrum disorders: a randomized trial in kindergarten and first grade. Journal of autism and developmental disorders, 45(6), 1809-1824.
  • *Kamps, D. M., Mason, R. ve Heitzman-Powell, L. (2017). Peer Mediation Interventions to Improve Social and Communication Skills for Children and Youth with Autism Spectrum Disorders. İçinde Handbook of Social Skills and Autism Spectrum Disorder (s. 257-283). Springer, Cham.
  • *Kasari, C., Rotheram‐Fuller, E., Locke, J. ve Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431-439.
  • *Koegel, L. K., Vernon, T. W., Koegel, R. L., Koegel, B. L. ve Paullin, A. W. (2012). Improving social engagement and initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions, 14(4), 220-227.
  • Koegel, L. K., Ashbaugh, K., Koegel, R. L., Detar, W. J. ve Regester, A. (2013). Increasing socialization in adults with Asperger's syndrome. Psychology in the Schools, 50(9), 899-909.
  • *Krebs, M. L., McDaniel, D. ve Neeley, R. A. (2010). The Effects of Peer Training on the Social Interactions of Children with Autism Spectrum Disorders. Education, 131(2), 393-405.
  • *Lee, S., Odom, S. L. ve Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9(2), 67-79.
  • *Liber, D. B., Frea, W. D. ve Symon, J. B. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38(2), 312-323.
  • *Loftin, R. L., Odom, S. L. ve Lantz, J. F. (2008). Social interaction and repetitive motor behaviors. Journal of Autism and Developmental Disorders, 38(6), 1124-1135.Kırcaali-İftar, G. (2007). Otizm spektrum bozukluğu. İstanbul: Daktylos Yayınları.
  • *Kohler, F. W., Greteman, C., Raschke, D. ve Highnam, C. (2007). Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers. Topics in Early Childhood Special Education, 27(3), 155-163.
  • *Mason, R., Kamps, D., Turcotte, A., Cox, S., Feldmiller, S. ve Miller, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(3), 334-344.
  • 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.
  • *McFadden, B., Kamps, D. ve Heitzman-Powell, L. (2014). Social communication effects of peer-mediated recess intervention for children with autism. Research in autism spectrum disorders, 8(12), 1699-1712.
  • Myles, B. S., Simpson, R. L., Ormsbee, C. K. ve Erickson, C. (1993). Integrating preschool children with autism with their normally developing peers: Research findings and best practices recommendations. Focus on Autistic Behavior, 8(5), 1-19.
  • National Autism Center (2015). National standards report. http://www.nationalautismcenter.org/pdf/NAC Standards Erişim Tarihi: 20.07.2018.
  • *Nelson, C., Nelson, A. R., McDonnell, A. P., Johnston, S. S. ve Crompton, A. (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities, 165-181.
  • *Nigam, R. ve Wendt, O. (2010). Peer-mediated naturalistic teaching, both with and without a speech-generating device, has transient effect on communicative behaviors in preschool children with autism spectrum disorders. Evidence-based Communication Assessment and Intervention, 4(1), 27–31.
  • Odom, S. L., Cox, A. W. ve Brock, M. E. National Professional Development Center on Autism Spectrum Disorders.(2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79, 233-251.
  • *Odluyurt, S. (2013). A Comparison of the Effects of Direct Modeling and Video Modeling Provided by Peers to Students with Autism Who Are Attending in Rural Play Teaching in an Inclusive Setting. Educational Sciences: Theory and Practice, 13(1), 536-540.
  • Odluyurt, S., Tekin-Iftar, E. ve Adalioglu, I. (2012). Does Treatment Integrity Matter in Promoting Learning Among Children With Developmental Disabilities?. Topics in Early Childhood Special Education, 32(3), 143-150.
  • *Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I. ve Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and other developmental disabilities, 23(1), 15-28.
  • *Özaydın, L., İftar, E. T. ve Kaner, S. (2008). Arkadaşlık becerilerini geliştirme programının özel gereksinimi olan okul öncesi çocuklarının sosyal etkileşimlerine etkisi.
  • Reichow, B. ve Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149-166.
  • Ryan, J. B., Reid, R. ve Epstein, M. H. (2004). Peer-mediated intervention studies on academic achievement for students with EBD: A review. Remedial and Special Education, 25(6), 330-341.
  • *Petursdottir, A. L., McComas, J., McMaster, K. ve Horner, K. (2007). The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder. Journal of Applied Behavior Analysis, 40(2), 353-357.
  • Pınar, E. S. ve Çiftçi-Tekinarslan, İ. (2003). Zihin engelli birey için hazırlanan akran aracılı sosyal beceri öğretimprogramının etkililiğini incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(02), 13-30.
  • *Sira, B. K. ve Fryling, M. J. (2012). Using peer modeling and differential reinforcement in the treatment of food selectivity. Education and Treatment of Children, 35(1), 91-100.
  • Sperry, L., Neitzel, J. ve Engelhardt-Wells, K. (2010). Peer-mediated instruction and intervention strategies for students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 256-264.
  • Tekin-Iftar, E. (2003). Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. Education and Training in Developmental Disabilities, .. ( ), 77-94.
  • Thiemann-Bourque, K. S. (2010). Instruction using the Picture Exchange Communication System appears to enhance generalization of communication skills among children with autism in comparison to Responsive Education and Prelinguistic Milieu Teaching. Evidence-Based Communication Assessment and Intervention, 4(4), 192-195.
  • Thiemann, K.ve Kamps, D. (2008). Promoting social communication competence of children with autism in integrated environments. Educating Children and Youth with Autism, 267-298.
  • Thiemann-Bourque, K. (2013). Peer-mediated intervention. In Encyclopedia of Autism Spectrum Disorders (s.2152-2161). Springer, New York, NY.
  • Tuncer, A. T. ve Kahveci, G. (2009). Az gören 8. sınıf öğrencilerine kavram haritasıyla özet çıkarma becerisinin akran aracılığı ile öğretimi. Türk Eğitim Bilimleri Dergisi, 7(4), 853-877.
  • Trembath, D., Balandin, S., Togher, L. ve Stancliffe, R. J. (2009). Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual and Developmental Disability, 34(2), 173-186.
  • *Trottier, N., Kamp, L. ve Mirenda, P. (2011). Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines. Augmentative and Alternative Communication, 27(1), 26-39.
  • Utley, C.A., Mortweet, S.L. ve Greenwood, C.R. (1998). Peer¬ mediated instruction and intervenions. In. E.L. Meyen., G.A. Vergason, R. J. Whelan, (Ed.). Educating students with mild disabilities: Strategies and methods. (s. 339¬374). Denver: Love Publishing Company.
  • Wang, S.Y., Cui, Y. ve Parilla, R. (2011). Examining the effectiveness of peer-mediated and video-modeling social skills interventions for children with autism spectrum disorders: A meta-analysis in single-case research using HLM. Research in Autism Spectrum Disorders, 5, 562–569.
  • Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J. ve Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of autism and developmental disorders, 45(4), 1070-1083.
  • Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... ve Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of autism and developmental disorders, 45(7), 1951-1966.
  • Yıldırım, S. ve İftar, E. T. (2002). Akranların Sunduğu Sabit Bekleme Süreli Öğretim Gelişimsel Geriliği Olan Öğrencilere Tanıtıcı Levhaların Öğretiminde Etkili -midir? Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 3(2). 67-84.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Serhat Odluyurt 0000-0001-5861-0627

Esra Orum Çattık Bu kişi benim

Yayımlanma Tarihi 31 Aralık 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Odluyurt, S., & Orum Çattık, E. (2019). Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alanyazın Taraması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 1041-1062. https://doi.org/10.17679/inuefd.454241
AMA Odluyurt S, Orum Çattık E. Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alanyazın Taraması. INUEFD. Aralık 2019;20(3):1041-1062. doi:10.17679/inuefd.454241
Chicago Odluyurt, Serhat, ve Esra Orum Çattık. “Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alanyazın Taraması”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20, sy. 3 (Aralık 2019): 1041-62. https://doi.org/10.17679/inuefd.454241.
EndNote Odluyurt S, Orum Çattık E (01 Aralık 2019) Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alanyazın Taraması. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20 3 1041–1062.
IEEE S. Odluyurt ve E. Orum Çattık, “Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alanyazın Taraması”, INUEFD, c. 20, sy. 3, ss. 1041–1062, 2019, doi: 10.17679/inuefd.454241.
ISNAD Odluyurt, Serhat - Orum Çattık, Esra. “Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alanyazın Taraması”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20/3 (Aralık 2019), 1041-1062. https://doi.org/10.17679/inuefd.454241.
JAMA Odluyurt S, Orum Çattık E. Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alanyazın Taraması. INUEFD. 2019;20:1041–1062.
MLA Odluyurt, Serhat ve Esra Orum Çattık. “Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alanyazın Taraması”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 20, sy. 3, 2019, ss. 1041-62, doi:10.17679/inuefd.454241.
Vancouver Odluyurt S, Orum Çattık E. Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alanyazın Taraması. INUEFD. 2019;20(3):1041-62.

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