Okul öncesi dönemde otizm spektrum bozukluğu olan çocuklarla çalışan öğretmenlerin kullandıkları öğretim yöntem ve tekniklerinin incelenmesi

Öz

Bu araştırmada, okul öncesi dönemde Otizm Spektrum Bozukluğu (OSB) olan çocuklarla çalışan öğretmenlerin kullandıkları öğretim yöntemleri ve süreçlerinin incelenmesi amaçlanmıştır. Araştırma, nitel araştırma yöntemlerinden durum çalışması kullanılarak gerçekleştirilmiştir. Samsun ile İstanbul'daki iki özel eğitim anaokulunda görev yapan ve sınıfında OSB’li çocuk bulunan toplam beş özel eğitim öğretmeni, dört okul öncesi öğretmeni ve bir sınıf öğretmeniyle çalışma yapılmıştır. Veri toplama aracı olarak araştırmacı tarafından uzman görüşü alınarak geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme formuna ek olarak öğretmenlerin öğretim planları ve araştırmacı günlükleri kullanılmıştır. Yarı yapılandırılmış görüşme sorularından elde edilen veriler, betimsel analiz yöntemiyle incelenmiş ve temalar oluşturulmuştur. Ayrıca öğretim planları ile gözlemci günlüklerinden elde edilen veriler de betimsel olarak analiz edilerek, görüşme verileriyle karşılaştırılmıştır. Araştırmanın bulguları incelendiğinde; öğretmenlerin, OSB’li çocuklarla çalışırken en çok sosyal kurallara uymama, takıntılar, saldırganlık ve öfke krizleri gibi problem davranışlarla; dil, iletişim ve sosyalleşme alanlarında yaşanan güçlükler, beslenme problemleri ve performans farklılıklarıyla ilgili sorunlarla karşılaştıkları belirlenmiştir. Öğretmenlerin bir kısmı, sistematik olmamakla birlikte; modeli olma, akran aracılığı ile öğretim ve eşzamanlı ipucuyla öğretim gibi kanıt temelli uygulamaları (KTU) kullandıklarını belirtmiştir. Ancak genel olarak öğretmenlerin KTU'ya ilişkin bilgi düzeylerinin sınırlı olduğu belirlenmiştir. Öğretim sürecinde çoğunlukla geleneksel yöntem ve materyallerin tercih edildiği; öğretim, materyal ve değerlendirme süreçlerinde yeterli uyarlamaların yapılmadığı belirlenmiştir. Öğretmenler; ailelerle iş birliğinin artırılmasını, sınıf mevcutlarının azaltılmasını, seviye gruplarının oluşturulmasını ve öğretim ortamı, materyal ile yöntemlerin çeşitlendirilmesini önermiştir.

Anahtar Kelimeler

• otizm spektrum bozukluğu
• özel eğitim
• okul öncesi eğitim
• kanıt temelli uygulamalar

An examination of the teaching methods and techniques used by teachers working with children with autism spectrum disorder in the preschool period

Öz

In this study, it was aimed to examine the educational methods and processes used by teachers working with preschool children with Autism Spectrum Disorder (ASD). The study was conducted using a case study design from qualitative research methods. The study was conducted with a total of ten teachers working in two special education kindergartens in Samsun and Istanbul, including five special education teachers, four preschool teachers, and one classroom teacher who had children with ASD in their classrooms. A semi-structured interview form developed by the researcher based on expert opinion was used as a data collection tool. In addition to the interview form, teachers' teaching plans and researcher diaries were used as data sources. The data obtained from the semi-structured interview questions were analyzed using descriptive analysis method and themes were formed. In addition, the data obtained from the teaching plans and observer diaries were also analyzed descriptively and compared with the interview data. When the findings of the study were examined, it was determined that teachers mostly encountered problem behaviors such as non-compliance with social rules, obsessions, aggression and temper tantrums; difficulties in language, communication and socialization, feeding problems and performance differences when working with children with ASD. Some of the teachers stated that they used evidence-based practices (EBPs) such as modeling, peer based instruction and simultaneous prompting, although these practices were not implemented systematically. However, in general, it was determined that teachers' knowledge of EBPs was limited. It was determined that traditional methods and materials were mostly preferred in the teaching process and that adequate adaptations were not made in teaching, material and evaluation processes. Teachers suggested that cooperation with families should be increased, class sizes should be reduced, level groups should be formed and teaching environments, materials and methods should be diversified.

Anahtar Kelimeler

• autism spectrum disorder
• special education
• preschool education
• evidence-based practices

Kaynakça

1. Agosta, E., Graetz, J. E., Mastropiere, M. A. & Scruggs, T. (2004). Teacher-Researchers partnership to improve social behavior through social stories. Intervention in School and Clinic, 39(5), 276-287. https://doi.org/10.1177/105345120403900504
2. Ahlers, K. P., Gabrielsen, T. P., Lewis, D., Brady, A. M., & Litchford, A. (2017). Supporting individuals with autism spectrum disorder in understanding and coping with complex social emotional issues. School Psychology International, 38(6), 586-607. https://doi.org/10.1177/014303431771994
3. Akarsu, E., & Atbaşı, Z. (2021). Eğitim uygulama okullarında öğrenim gören öğrencilerin bireyselleştirilmiş eğitim programlarının çeşitli değişkenlere göre incelenmesi. Trakya Eğitim Dergisi, 11(1), 301-314. https://doi.org/10.24315/tred.712420
4. Akdağ, F. (2022). Otizm spektrum bozukluğu olan çocuklara sosyal beceri öğretiminde temel tepki öğretiminin etkililiği [Yayınlanmamış Yüksek Lisans Tezi]. Ankara Üniversitesi
5. Aktan, O. (2023). Öğretmenlerin özel gereksinimli bireylere yönelik sosyal kabul düzeylerinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Erken Görünüm. https://doi.org/10.21565/ozelegitimdergisi.1123503
6. Allam, F. C., & Martin, M. M. (2021). Issues and challenges in special education: A qualitative analysis from teacher’s perspective. Southeast Asia Early Childhood Journal, 10(1), 37–49. https://doi.org/10.37134/saecj.vol10.1.4.2021
7. Al-Shammari, L. (2006). Special education teachers’ attitudes toward autistic students in the autism school in the state of Kuwaiti: A case study. Journal of Instructional Psychology, 33(3), 170-178. https://www.researchgate.net/publication/273444637_Special_education_teachers'_attitudes_toward_autistic_students_in_the_Autism_School_in_the_State_of_Kuwait_A_case_study
8. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.

9. Arslan, D. (2020). Otizm Spektrum Bozukluğu olan bireylerde Uygulamalı Davranış Analizi temelli eğitimin etkililiği [Yayınlanmamış Yüksek Lisans Tezi]. Gazi Üniversitesi
10. Berk, L. E. (2018). Development through the lifespan (7th ed.). Pearson Education.
11. Billingsley, B., Israel, M. & Smith, S. (2011). Supporting new special education teachers. How online resources and web 2.0 technologies can help. Teaching Exceptional Children, 43(5), 20-29. https://doi.org/10.1177/004005991104300
12. Birkan, B. (2013). Etkinlik Çizelgeleri: Otizmli Çocuklara Bağımsızlık, Sosyal Etkileşim ve Seçim Yapmayı Kazandırma. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(01), 61-76. https://doi.org/10.1501/Ozlegt_0000000176
13. Bishop, A. G., Brownell, M. T., Klinger, J. K., Leko, M. M., & Galman, S. A. C. (2010). Differences in beginning special education teachers: The influence of personal attributes, preparition, and school environment on classroom reading practices. Leraning Disability Quarterly, 33, 75-92. https://doi.org/10.2307/25701435
14. Bozkuş Genç, G., & Vuran, S. (2015). Sosyal becerilerin öğretiminde temel tepki öğretimiyle yürütülen araştırmaların incelenmesi. Eğitim ve Bilim, 40(177), 203-216. https://doi.org/10.15390/EB.2015.2885
15. Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. The Journal of Special Education, 43(1), 3-11. https://doi.org/10.1177/0022466908315563
16. Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & 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. https://doi.org/10.1016/j.rasd.2009.04.003
17. Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135–144. https://doi.org/10.1177/001440291307900201
18. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
19. Dawson, G., & Burner, K. (2011). Behavioral interventions in children and adolescents with autism spectrum disorder: A review of recent findings. Current Opinion in Pediatrics, 23(6), 616–620. https://doi.org/10.1097/MOP.0b013e32834cf082
20. Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17-e23. https://doi.org/10.1542/peds.2009-0958
21. Delano, M. & Snell, M. E. (2006).The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Intervention, 8(1), 29-42. https://doi.org/10.1177/109830070600800105
22. Demirel, Ö. (2021). Eğitimde program geliştirme: Kuramdan uygulamaya. Pegem Akademi.
23. Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15(3), 163–169. https://doi.org/10.1177/108835760001500307
24. Dominick, K.C., Davis, N.O., Lainhart, J., Tager-Flusberg, H. ve Folstein, S. (2007). Atypical behaviors in children with autism and children with a history of language impairments. Research in Developmental Disabilities, 28, 145–162.
25. Edelson, S. M. (2022). Understanding challenging behaviors in autism spectrum disorder: A multi-component, interdisciplinary model. Journal of Personalized Medicine, 12(7), 1127. https://doi.org/10.3390/jpm12071127
26. Eisenhower, A. S., Blacher, J., & Bush, H. H. (2015). Student–Teacher Relationships and School Adjustment: The Role of Child Behavior Problems. Journal of School Psychology, 53(2), 119–133. https://doi.org/10.1016/j.jsp.2014.12.005
27. Ergenekon, Y. (2016). Otizm spektrum bozukluğu olan bireyler için eğitim-öğretim uygulamaları. A. Cavkaytar (Ed.), Otizm spektrum bozukluğu içinde (ss. 211-249). Ankara: Grafik-Ofset Yayınları.
28. Fodstad, J. C., & Matson, J. L. (2008). A comparison of feeding and mealtime problems in adults with intellectual disabilities with and without autism. Journal of Developmental and Physical Disabilities, 20(6), 541-550. https://doi.org/10.1007/s10882-008-9116-6
29. Gan, H. Su, Y. Zhang, L. Huang, G. Lai, C. Lv, Y. Li, Y. (2023). Questionnaire-based analysis of autism spectrum disorders and gastrointestinal symptoms in children and adolescents: a systematic review and meta-analysis. Front Pediatr. 11:1120728. https://doi.org/10.3389/fped.2023.1120728
30. Genç-tosun, D., & Kurt, O. (2014). Otizm Spektrum Bozukluğu ve Video Modelle Öğretim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(03), 37-50. https://doi.org/10.1501/Ozlegt_0000000213
31. Gordon, K., Pasco, G., McElduff, F., Wade, A., Howlin, P., & Charman, T. (2011). A communication-based intervention for nonverbal children with autism: What changes? Who benefits? Journal of Consulting and Clinical Psychology, 79(4), 447–457. https://doi.org/10.1037/a0024379
32. Gray, C. (2010). The new social story book (Revised and expanded 10th anniversary ed.). Future Horizons.
33. Greenway, R., McCollow, M., Hudson, R. F., Peck, C., & Davis, C. A. (2013). Autonomy and accountability: Teacher perspectives on evidence-based practice and decisionmaking for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 48(4), 456-468. https://www.jstor.org/stable/24232503
34. Güleç Aslan, Y, (2016). Otizm Spektrum Bozukluğu (OSB): Eğitim ve Öğretim Süreci. (İ. H. Diken & H. Bakkaloğlu). Zihinsel Yetersizliği ve Otizm Spektrum Bozukluğu içinde. Pegem Akademi
35. Güleç-aslan, Y. (2014). Temel Eşleme Becerilerinin Öğretiminde Ayrık Denemelerle Öğretim (ADÖ) Süreci. Sakarya University Journal of Education, 4(1), 24-48. https://doi.org/10.19126/suje.53488
36. Güleç-Aslan, Y. (2017). Otizm spektrum bozukluğu olan çocuklarla çalışan eğitimcilerin uygulamalı davranış analizine yönelik algıları. Hacettepe Üniversitesi Eğitim Bilimleri Dergisi, 32, 1013-1032. https://doi:10.16986/HUJE.2017027228
37. Güven, D., & Diken, İ. H. (2014). Otizm spektrum bozukluğu olan okul öncesi çocuklara yönelik sosyal beceri öğretim müdahaleleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(01), 19-38.
38. Hume, K., Plavnick, J., & Odom, S. (2012). Promoting task accuracy and independence in students with autism across educational settings through the use of individual work systems. Journal of Autism and Developmental Disorders, 42(10), 2084–2099. https://doi.org/10.1007/s10803-012-1457-1
39. Ivey, M. L., Juane Heflin, L., & Alberto, P. (2004). The Use of Social Stories to Promote Independent Behaviors in Novel Events for Children With PDD-NOS. Focus on Autism and Other Developmental Disabilities, 19(3), 164-176. https://doi.org/10.1177/10883576040190030401
40. Jasper, M. (2005). Using reflective writing within research. Journal of Research in Nursing, 10(3), 247–260. https://doi.org/10.1177/174498710501000
41. Kim, S. H., & Lord, C. (2020). The behavioral manifestations of autism spectrum disorders. In F. Volkmar (Ed.), Autism and Pervasive Developmental Disorders (2nd ed., pp. 73–110). Cambridge University Press. https://doi.org/10.1017/9781108682872.006
42. Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169-183. https://doi.org/10.1080/00461520.2013.804395
43. Koçak, F. (2020). Otizm Spektrum Bozukluğu olan öğrencilerle çalışan öğretmenlere problem davranışlarla baş etme becerisi kazandırmaya dönük olarak hazırlanan eğitim programının etkililiği [Yayınlanmamış Doktora Tezi]. Necmettin Erbakan Üniversitesi
44. Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, & academic development. Paul H. Brookes Publishing Co.
45. Kozlowski A. M., Matson J. L. and Sipes M. (2012) Differences in challenging behaviors between children with high functioning autism and asperger’s disorder. Journal of Developmental and Physical Disabilities, 24(4), 359-371.
46. Kurt, O. (2012). Otizm spektrum bozukluğu ve bilimsel dayanaklı uygulamalar. E. Tekin-İftar (Ed.), Otizm spektrum bozukluğu olan çocuklar ve eğitimleri içinde (ss. 83-120). Vize Yayıncılık.
47. Kurt, O. ve Subaşı Yurtçu, A. B. (2017). Otizm Spektrum Bozukluğu olan bireylere yönelik kapsamlı uygulamalar. Sakarya University Journal of Education, 7(1), 155-182. https://doi.org/10.19126/suje.273808
48. Lasheras I, Real-López M, Santabárbara J. (2023). Prevalence of gastrointestinal symptoms in autism spectrum disorder: A meta-analysis. An Pediatr (Engl Ed). 99(2),102-110. https://doi.org/10.1016/j.anpede.2023.07.003
49. Lindor E., Sivaratnam C., May T., Stefanac N., Howells K. & Rinehart N., (2019). Problem behavior in ASD: Considering core symptom severity and accompanying sleep disturbance. Front Psychiatry, 10(487), https://doi.org/10.3389/fpsyt.2019.00487
50. Litras, S., Moore, D. W. & Anderson, A. (2010). Using video self modelled social stories to teach social skills to a young child with autism. Hindawi Publishing Corporation Autism Research and Treatment, article ID: 834979. https://doi.org/10.1155/2010/834979
51. Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2020). Autism spectrum disorder. The Lancet, 392(10146), 508-520 https://doi.org/10.1016/S0140-6736(18)31129-2
52. Matson, J. L., Mahan, S., & Hess, J. A. (2010). Stereotypies and repetitive behavior in children with autism spectrum disorders. In J. L. Matson & P. Sturmey (Eds.), International handbook of autism and pervasive developmental disorders (pp. 379–393). Springer. https://doi.org/10.1080/17518420902936730
53. Matson, J. L., Wilkins, J., and Macken, J. (2008). The relationship of challenging behaviors to severity and symptoms of autism spectrum disorders. Journal of Mental Health Research in Intellectual Disabilities, 2(1), 29-44
54. Metin, H., & Metin, Z. (2025). Özel eğitim öğretmenliğine alan değişikliği yaparak geçen öğretmenlerin bireyselleştirilmiş eğitim programı hazırlama ve uygulamaya yönelik görüşlerinin belirlenmesi. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 15(1), 114-132. https://doi.org/10.48146/odusobiad.1409001
55. National Autism Center. (2015). Evidence-based practice and autism in the schools: A guide to providing appropriate interventions to students with autism spectrum disorder (2nd ed.). National Autism Center.
56. National Research Council. (2001). Educating children with autism. National Academies Press.
57. Odluyurt, S., & Çattık, M. (2018). Otizm Spektrum Bozukluğu Olan Bireyler İçin Teknoloji Temelli Müdahale Yöntemleri. Kastamonu Education Journal, 26(6), 1851-1861. https://doi.org/10.24106/kefdergi.2203
58. Odom, S. L., Boyd, B. A., Hall, L. J. ve Hume, K. (2010a). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425-436. https://doi.org/10.1007/s10803-009-0825-1
59. Odom, S. L., Collet-Klingenberg, L., Rogers, S. J. ve Hatton, D. D. (2010b). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 275-282. https://doi.org/10.1080/10459881003785506
60. Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2012). Teaching strategies: A guide to effective instruction (10th ed.). Wadsworth Cengage Learning.
61. Özbey, D. S. (2010). Okul öncesi çocuklarda uyum ve davranış problemleriyle başa çıkmada ailenin rolü. Sosyal Politika Çalışmaları Dergisi, 21(21), 9-18. https://doi.org/10.21560/spcd.34877
62. Özdemir, S. (2008). Using multimedia social stories to increase appropriate social engagement in young children with autism. The Turkish Online Journal of Educational Technology, 7(3), 80-88. https://files.eric.ed.gov/fulltext/EJ1102920.pdf
63. Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
64. Roberts, J. & Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084-1096. https://doi.org/10.1080/13603116.2016.1145267
65. Robertson, K., Chamberlain, B., & Kasari, C. (2003). General education teachers’ relationships with included students with autism. Journal of Autism and Developmental Disorders, 33(2), 123–130. https://doi.org/10.1023/A:1022979108096
66. Rogers, M. F. & Myles, B. S. (2001). Using social stories and comic strip conversations to interpret social situations for an adolescent with asperger syndrome. Intervention in School and Clinic, 36, 310-313. https://doi.org/10.1080/13603116.2016.1145267
67. Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 37(1), 8-38. https://doi.org/10.1080/15374410701817808
68. Russell, C. K., & Kelly, N. H. (2002). Research as interacting dialogic processes: Implications for reflexivity. Forum: Qualitative Social Research, 3(3). https://doi.org/10.17169/fqs-3.3.831
69. Preece, D., Symeou, L., Stošić, J., Troshanska, J., Mavrou, K., Theodorou, E. ve Frey Škrinjar, J. (2017). Accessing parental perspectives to inform the development of parent training in autism in south-eastern Europe. European Journal of Special Needs Education, 32(2), 252-269. https://doi.org/10.1080/08856257.2016.1223399
70. Safer-Lichtenstein, J., Kenworthy, L., Verbalis, A., Ba, C., Mikulich-Gilbertson, S., Anthony, B. J., & Anthony, L. G. (2024). Observing Executive Functioning of Neurodivergent Students and Supporting Practices of Their Teachers in the Classroom. Journal of Autism and Developmental Disorders. https://doi.org/10.1177/27546330241258817
71. Sansosti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43–57. https://doi.org/10.1177/10983007060080010601
72. Sanz-Cervera, P., Fernández-Andrés, I., Pastor-Cerezuela, G., & Tárraga-Mínguez, R. (2018). The effectiveness of TEACCH intervention in autism spectrum disorder: A review study. Papeles Del Psicólogo, 39(1), 40-50. https://doi.org/10.23923/pap.psicol2018.2851
73. Sekaran, U. (2002). Research methods for business: A skill building approach, Fourth ed. USA: John Wiley & Sons.
74. Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., … & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428. https://doi.org/10.1007/s10803-015-2407-8
75. Simpson, R. L. (2005). Evidence-Based Practices and Students With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140-149. https://doi.org/10.1177/10883576050200030201
76. Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86–92. https://doi.org/10.1177/108835760101600204
77. Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., ... & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 50(11), 4291–4309. https://doi.org/10.1007/s10803-020-04685-1
78. Sundberg, M. L., & Partington, J. W. (1999). The need for both discrete trial and natural environment language training for children with autism. In P. M. Ghezzi, W. L. Williams, & J. E. Carr (Eds.), Autism: Behavior Analytic Perspectives (ss. 139-156). Reno, NV: Context Press.
79. Quill, K. A. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27(6), 697–714. https://doi.org/10.1023/A:1025806900162
80. Tekin-İftar, E., & Acar, G. (2020). Otizm spektrum bozukluğu olan bireylere öğretim: Kuram, araştırma ve uygulama. Ankara: Vize Yayıncılık.
81. Toper-Korkmaz, Ö., & Diken, İ. H. (2013). Temel tepki öğretimi-TTÖ (Pivotal Response Treatment-PRT) ile gerçekleştirilen etkililik araştırmalarının betimsel analizi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(1), 41-55. https://doi.org/10.1501/Ozlegt_0000000179
82. Töret, G., Özdemir, S., Selimoğlu, Ö. G., & Özkubat, U. (2014). Otizmli çocuğa sahip olan ebeveynlerin çocuklarının günlük yaşam özellikleri, günlük oyun etkileşimleri, problem davranışlar ve iletişim stillerine ilişkin görüşleri. Ege Eğitim Dergisi, 15(1), 1-44.
83. Turhan, C. & Vuran, S. (2015). Otizm spektrum bozukluğu gösteren çocuklara sosyal beceri öğretiminde sosyal öykü ve video model uygulamalarının etkililik ve verimlilikleri. International Journal of Early Childhood Special Education, 7(2), 294 – 315. https://dergipark.org.tr/tr/download/article-file/716714
84. Ünlü, E. (2012). Anne-babalara sunulan otizm spektrum bozukluğu gösteren çocuklara yönelik ayruk denemelerle öğretim programının (adösep) etkililiği [Yayımlanmamış Doktora Tezi]. Anadolu Üniversitesi
85. Volkmar, F. R., & McPartland, J. C. (2014). From Kanner to DSM-5: Autism as an evolving diagnostic concept. Annual Review of Clinical Psychology, 10, 193-212. https://doi.org/10.1146/annurev-clinpsy-032813-153710
86. Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... & 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, 1951-1966. https://doi.org/10.1007/s10803-014-2351-z
87. Zane, T., Davis, C., & Rosswurm, M. (2008). The cost of fad treatments in autism.Journal of Early and Intensive Behavior Intervention, 5(2), 44–51. https://doi.org/10.1037/h0100418
88. Zwaigenbaum, L., Bauman, M. L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., ... & Natowicz, M. R. (2015). Early intervention for children with autism spectrum disorder under 3 years of age: Recommendations for practice and research. Pediatrics, 136(Supplement_1), S60–S81. https://doi.org/10.1542/peds.2014-3667E
89. Yıldırım, A., & Şimşek, H. (2021). Nitel araştırma yöntemleri (12. baskı). Seçkin Yayıncılık.
90. Yıldırım, Ç. T., Şenol, A. G., & Yıkmış, A. (2023). Özel Eğitim Öğretmenlerinin Akademik Beceri Öğretiminde Materyal Kullanımına Yönelik Deneyimlerinin İncelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(4), 2213-2233. https://doi.org/10.17240/aibuefd.2023..-1352849