Effects of Home-Based Coaching on Mother's Use of Milieu Teaching Strategies and Child Outcomes

Öz

Ev Temelli Koçluk Uygulamalarının Doğal Dil Öğretimi Stratejileri ve Çocuk Çıktıları Üzerindeki Etkileri

Öz

Dil, konuşma ve iletişim becerilerinin erken yaşlardan itibaren gelişimsel dönemlere uygun olarak kazanılması çocukların bağımsız olarak yaşamlarını sürdürebilmeleri açısından oldukça önemlidir. Bu alanlarda yaşanan gecikmelerin olumsuz etkilerini ortadan kaldırmak ya da hafifletmek amacıyla, çocukların dil, konuşma ve iletişim becerilerini geliştirmeye odaklı kanıt temelli müdahaleleri içeren erken müdahale programlarının mümkün olduğu kadar erken yaşlarda sunulması oldukça önemlidir. Erken müdahale programlarının hedeflenen çocuk çıktılarına ulaşabilmesi için kanıta dayalı uygulamaların yüksek uygulama güvenirliğiyle uygulanması gerekir. Bu bağlamda öğretmenler ve ebeveynlerin koçluk ya da mentörlük gibi uygulama destekleri yardımıyla desteklenmeleri üretilen bilginin uygulama ortamlarında kullanılması sağlar. Bu çalışmanın amacı, eğitim oturumunu takiben ev temelli koçluk desteği içeren aile eğitim programının bir özel gereksinimli çocuk annesinin doğal dil öğretimi (DDÖ) stratejilerini doğru uygulama becerilerini edinmesi ve anne tarafından sunulan DDÖ’nün özel gereksinimli küçük bir çocuğun ifade edici dil becerileri üzerindeki etkilerinin incelenmesidir. Araştırmaya bir anne ve dil konuşma yetersizliği olan çocuğu katılmıştır. Araştırmada tek-denekli deneysel desenlerden davranışlar arası çoklu başlama deseni kullanılmıştır. Bulgular eğitim oturumları ardından sunulan ev temelli koçluk desteği içeren aile eğitim programı annenin DDÖ stratejileri olan model olma, talep etme, bekleme süreli öğretim ve fırsat öğretimini uygulama becerilerini edinmesinde, korumasında ve genellemesinde etkili olduğunu göstermektedir. Bunun yanı sıra bulgular anne tarafından sunulan DDÖ stratejilerinin çocuğunun kullandığı sözcüklerdeki ortalama sözce uzunluğunu, farklı sözcük sayısını ve toplam sözcük sayısını artırmada etkili olduğunu göstermektedir. Çalışmanın bulguları alanyazınla karşılaştırılmış ve ileri araştırmalara yönelik öneriler sunulmuştur.

Anahtar Kelimeler

• doğal dil öğretim stratejileri
• ebeveyn koçluğu
• aile eğitimi
• doğal öğretim
• dil ve konuşma bozukluğu

Kaynakça

1. Abbasian, G. R., and Karmalaee-Esmailee, M. (2018). Peer-coaching, EFL teacher’s professional identity development and students’ academic achievements. Theory and Practice in Language Studies, 8(1), 150-16. http://dx.doi.org/10.17507/tpls.0801.19
2. Aktaş, B., and Ciftci-Tekinarslan, I. (2018). The effectiveness of parent training a mothers of children with autism use of mand model techniques. International Journal of Early Childhood Special Education, 10(2), 106-120. https://doi.org/10.20489/intjecse.512378
3. Alpert, C. L., and Kaiser, A. P. (1992). Training parents as milieu language teachers. Journal of Early Intervention, 16(1), 31-52. https://doi.org/10.1177/1053815192016001
4. Amsbary, J., and AFIRM Team. (2017). Naturalistic intervention. National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/Naturalistic-intervention
5. Bilmez, H. (2020). Otizm spektrum bozukluğu olan çocukların ebeveynlerine sunulan koçluk uygulamalarının ebeveynlerin öğretim becerileri ve çocuklarının iletişim becerileri üzerindeki etkileri [Yayımlanmamış doktora tezi]. Anadolu Üniversitesi.
6. Black, L.I., Vahratian, A., and Hoffman, H.J. (2015). Communication disorders and use of intervention services among children aged 3–17years: United States, 2012. US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics. https://files.eric.ed.gov/fulltext/ED563897.pdf
7. Brodin, J., and Renblad, K. (2020). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 190(14), 2205-2213. https://doi.org/10.1080/03004430.2018.1564917
8. Brown, J. A., and Woods, J. J. (2015). Effects of a triadic parent-implemented home-based communication intervention for toddlers. Journal of Early Intervention, 37(1), 44-68. https://doi.org/10.1177/1053815115589350

9. Cook, B., Buysse, V., Klingner, J., Landrum, T., McWilliam, R., Tankersley, M., and Test, D. (2014). Council for Exceptional Children: Standards for evidence-based practices in special education. Teaching Exceptional Children, 46(6), 206.
10. Çattık, M. (2019). Ebeveyn koçluğu aracılığıyla sunulan talep etme-model olmayla öğretimin otizmli çocukların sosyal becerilerine etkisi [Yayımlanmamış doktora tezi]. Anadolu Üniversitesi.
11. Dunst, C. J., Bruder, M. B., Trivette, C. M., and Hamby, D. W. (2006). Everyday activity settings, natural learning environments, and early intervention practices. Journal of Policy and Practice in Intellectual Disabilities, 3(1), 3-10. https://doi.org/10.1111/j.1741-1130.2006.00047.x
12. Fixsen, D., Blase, K., Metz, A., and Van Dyke, M. (2013). Statewide implementation of evidence-based programs. Exceptional Children, 79(2), 213-230. https://doi.org/10.1177/001440291307900206
13. Gallagher, T. L., and Bennett, S. M. (2018). The six “P” model: principles of coaching for inclusion coaches. International Journal of Mentoring and Coaching in Education, 7(1), 19-34. https://doi.org/10.1108/IJMCE-03-2017-0018
14. Gast, D. L., Lloyd, B. P., and Ledford, J. R. (2018). Multiple baseline and multiple probe designs. In J. R. Ledford & D. L. Gast (Eds.), Single case research methodology: Applications in special education and behavioral sciences (3rd ed., pp. 239– 281). Routledge.
15. Hampton, L. H., Harty, M., Fuller, E. A., and Kaiser, A. P. (2019). Enhanced milieu teaching for children with autism spectrum disorder in South Africa. International journal of speech-language pathology, 21(6), 635-645. https://doi.org/10.1080/17549507.2018.1559357
16. Hancock, T. B., and Kaiser, A. P. (2006). Enhanced Milieu Teaching. In R. McCauley & M. Fey (Eds.), Treatment of language disorders in children (pp. 203–233). Paul H. Brookes
17. Hatcher, A., and Page, J. (2020). Parent-implemented language intervention for teaching enhanced milieu teaching strategies to parents of low-socioeconomic status. Journal of Early Intervention, 42(2), 122-142. https://doi.org/10.1177/1053815119873085
18. Hemmeter, M. L., and Kaiser, A. P. (1994). Enhanced milieu teaching: Effects of parent-implemented language intervention. Journal of Early Intervention, 18(3), 269-289. https://doi.org/10.1177/105381519401800303
19. Hester, P. P., Kaiser, A. P., Alpert, C. L., and Whiteman, B. (1996). The generalized effects of training trainers to teach parents to implement milieu teaching. Journal of Early Intervention, 20(1), 30-51. https://doi.org/10.1177/105381519602000105
20. Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., and Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders. 51(11), 4013–4032. https://doi.org/10.1007/s10803-020-04844-2
21. Ingersoll, B., and Wainer, A. (2013). Initial efficacy of Project ImPACT: A parent-mediated social communication intervention for young children with ASD. Journal of Autism and Developmental Disorders, 43(12), 2943-2952. https://doi.org/10.1007/s10803-013-1840-9
22. Iacono, T. A., Chan, J. B., and Waring, R. E. (1998). Efficacy of a parent‐implemented early language intervention based on collaborative consultation. International Journal of Language & Communication Disorders, 33(3), 281-303. https://doi.org/10.1080/136828298247758
23. Kaiser, A. P., Hancock, T. B., and Hester, P. P. (1998). Parents as cointerventionists: Research on applications of naturalistic language teaching procedures. Infants & Young Children, 10(4), 46-55.
24. Kaiser, A. P., Hancock, T. B., and Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11(4), 423-446. https://doi.org/10.1207/s15566935eed1104_4
25. Kaiser, A. P., Hester, P. P., Alpert, C. L., and Whiteman, B. C. (1995). Preparing parent trainers: An experimental analysis of effects on trainers, parents, and children. Topics in Early Childhood Special Education, 15(4), 385-414. https://doi.org/10.1177/027112149501500401
26. Kaiser, A. P., Ostrosky, M. M., and Alpert, C. L. (1993). Training teachers to use environmental arrangement and milieu teaching with nonvocal preschool children. Journal of the Association for Persons with Severe Handicaps, 18(3), 188-199. https://doi.org/10.1177/154079699301800305
27. Kaiser, A. P., and Roberts, M. Y. (2013). Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities. Journal of Speech, Language, and Hearing Research, 56(1), 295–309.https://doi.org/10.1044/1092-4388(2012/11-0231.
28. Kaiser, A. P., Scherer, N. J., Frey, J. R., and Roberts, M. Y. (2017). The effects of enhanced milieu teaching with phonological emphasis on the speech and language skills of young children with cleft palate: A pilot study. American Journal of Speech-Language Pathology, 26(3), 806-818. https://doi.org/10.1044/2016_AJSLP-16-0008 Kapçı, E. G., Kucuker, S., and Uslu, R. I. (2015). Erken gelişim evreleri envanteri. Eğiten Kitapevi.
29. Kim, S., and Kang, V. Y. (2021). The effect of enhanced milieu teaching on vocabulary acquisition for Korean American children with Down syndrome. The Journal of Special Education, 55(2), 113-126. https://doi.org/10.1177/0022466920973452
30. Koegel, R. L., Bimbela, A., and Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26(3), 347-359. https://doi.org/10.1007/BF02172479
31. Lipkin, P. H., Macias, M. M., Norwood, K. W., Brei, T. J., Davidson, L. F., Davis, B. E., ..., and Voigt, R. G. (2020). Promoting optimal development: identifying infants and young children with developmental disorders through developmental surveillance and screening. Pediatrics, 145(1), 1-19.
32. Lüke, C., Ritterfeld, U., Grimminger, A., Rohlfing, K. J., and Liszkowski, U. (2020). Integrated communication system: Gesture and language acquisition in typically developing children and children with LD and DLD. Frontiers in Psychology, 11(118), 1-13. https://doi.org/10.3389/fpsyg.2020.00118
33. Mancil, G. R., Conroy, M. A., and Haydon, T. F. (2009). Effects of a modified milieu therapy intervention on the social communicative behaviors of young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(1), 149-163. https://doi.org/10.1007/s10803-008-0613-3
34. Matson, J. L., Benavidez, D. A., Compton, L. S., Paclawskyj, T., and Baglio, C. (1996). Behavioral treatment of autistic persons: A review of research from 1980 to the present. Research in Developmental Disabilities, 17(6), 433-465. https://doi.org/10.1016/S0891-4222(96)00030-3
35. Maviş, İ. (2012). Dil ve konuşma bozukluğu olan öğrenciler. İ. H. Diken (Ed.), Özel eğitime gereksinimi olan öğrenciler ve özel eğitim içinde (pp 318-354). Pegem Akademi.
36. Meadan, H., Meyer, L. E., Snodgrass, M. R, and Halle, J. W. (2013). Coaching parents of young children with autism in rural areas using internet-based technologies: A pilot program. Rural Special Education Quarterly, 32(3), 3 -10. https://doi.org/10.1177/8756870513032003
37. Miller, J. F., and Chapman, R. S. (2008). Systematic Analysis of Language Transcripts (SALT) University of Wisconsin-Madison, Waisman Center
38. Moes, D. R., and Frea, W. D. (2002). Contextualized behavioral support in early intervention for children with autism and their families. Journal of Autism and Developmental Disorders, 32(6), 519-533. https://doi.org/10.1023/A:1021298729297
39. Movahedazarhouligh, S. (2021). Parent-implemented interventions and family-centered service delivery approaches in early intervention and early childhood special education. Early Child Development and Care, 191(1), 1-12. https://doi.org/10.1080/03004430.2019.1603148
40. Odom, S. L., Boyd, B. A., Hall, L. J., and Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Development Disorder, 40(2010), 425–436. https://doi.org/10.1007/s10803-009-0825-1
41. Öncü l, N. (2015). Review of the articles related with early childhood special education in Turkey. International Journal of Early Childhood Special Education, 6(2), 247-284. https://doi.org/10.20489/intjecse.75598
42. Parker, R. I., Vannest, K. J., Davis, J. L., and Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau- U. Behavior Therapy, 42(2), 284-299. https://doi.org/10.1016/j.beth.2010.08.006
43. Peterson, P., Carta, J. J., and Greenwood, C. (2005). Teaching enhanced milieu language teaching skills to parents in multiple risk families. Journal of Early Intervention, 27(2), 94-109. https://doi.org/10.1177/105381510502700205
44. Philp, J., Ellis, P. K., Scherer, N. J., and Lien, K. M. (2021). Enhanced milieu teaching with phonological emphasis: A pilot telepractice parent training study for toddlers with clefts. Children, 8(9), 1-19 https://doi.org/10.3390/children8090736
45. Quinn, E. D., Kaiser, A. P., and Ledford, J. (2021). Hybrid telepractice delivery of enhanced milieu teaching: Effects on caregiver implementation and child communication. Journal of Speech, Language, and Hearing Research, 64(8), 3074-3099. https://doi.org/10.1044/2021_JSLHR-20-00430
46. Rakap, S. (2015). Effect sizes as result interpretation aids in single-subject experimental research: Description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11-33. https://doi.org/10.1111/1467-8578.12091
47. Rakap, S. (2016). Özel eğitimde bilimsel dayanaklı uygulamalar. V. Aksoy (Ed.), Özel eğitim içinde (s. 181-211). Pegem Akademi.
48. Rakap, S. (2017a). Okul öncesi dönemde kaynaştırma eğitimi uygulamalarının desteklenmesinde doğal öğretim yaklaşımları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(03), 471-492. https://doi.org/10.21565/ozelegitimdergisi.319665
49. Rakap, S. (2017b). Impact of coaching on preservice teachers’ use of embedded instruction in inclusive preschool classrooms. Journal of Teacher Education, 68(2), 125-139. https://doi.org/10.1177/0022487116685753
50. Rakap, S., Balikci, S., and Gulboy, E. (2023). The effects of a parent training intervention on Turkish mothers’ implementation of milieu teaching strategies and corollary child outcomes. International Journal of Speech-Language Pathology. Under Review
51. Rakap, S., and Rakap, S. (2014). Parent-implemented naturalistic language interventions for young children with disabilities: A systematic review of single-subject experimental research studies. Educational Research Review, 13(2014), 35-51. https://doi.org/10.1016/j.edurev.2014.09.001
52. Raulston, T. J., Hansen, S. G., Frantz, R., Machalicek, W., and Bhana, N. (2020). A parent-implemented playdate intervention for young children with autism and their peers. Journal of Early Intervention, 42(4), 303-320. https://doi.org/10.1177/10538151198809
53. Roberts, M. Y., and Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: a meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180–199. http://dx.doi.org/10.1044/1058-0360(2011/10-005)
54. Rosenbaum, S., Simon, P., and National Academies of Sciences, Engineering, and Medicine. (2016). Supplemental security income for children with speech and language disorders. In Speech and Language Disorders in Children: Implications for the Social Security Administration’s Supplemental Security Income Program. National Academies Press (US).
55. Roth, F. P., Speece, D. L., and Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. The Journal of Educational Research, 95(5), 259-272. https://doi.org/10.1080/00220670209596600
56. Scherer, N. J., Kaiser, A. P., Frey, J. R., Lancaster, H. S., Lien, K., and Roberts, M. Y. (2020). Effects of a naturalistic intervention on the speech outcomes of young children with cleft palate. International Journal of Speech-Language Pathology, 22(5), 549-558.
57. Slane, M. M. (2020). Using behavioral skills training to teach behavioral interventions and milieu teaching: A systematic review of the literature and empirical investigation. [Unpublished Doctoral Dissertation]. The University of Georgia
58. Snow, P., and Powell, M. (2012). Youth (in) justice: Oral language competence in early life and risk for engagement in antisocial behaviour in adolescence. Trends and Issues in Crime and Criminal Justice, 435 (2012), 1-6.
59. Snyder, P. A., Rakap, S., Hemmeter, M. L., McLaughlin, T. W., Sandall, S., and McLean, M. E. (2015). Naturalistic instructional approaches in early learning: A systematic review. Journal of Early Intervention, 37(1), 69-97. https://doi.org/10.1177/1053815115595461
60. Solish, A., and Perry, A. (2008). Parents’ involvement in their children’s behavioral intervention programs: Parent and therapist perspectives. Research in Autism Spectrum Disorders, 2(4), 728-738. https://doi.org/10.1016/j.rasd.2008.03.001
61. Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., ..., and Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. FPG Child Development Institute. https://files.eric.ed.gov/fulltext/ED609029.pdf
62. Topbaş, S., Konrot, A., and Ege, P. (2002). Dil ve konuşma terapistliği: Türkiye’de gelişmekte olan bir bilim dalı. Anadolu Üniversitesi Yayınları.
63. Topbaş, S., and Güven, S. (2014). Türkçe erken dil gelişimi testi kullanım kılavuzu. Detay Yayıncılık. Travers, J. C. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52(4), 195-203. https://doi.org/10.1177/1053451216659466
64. Warren, S. F., and Kaiser, A. P. (1986). Incidental language teaching: A critical review. Journal of Speech and Hearing Disorders, 51(4), 291-299. https://doi.org/10.1044/jshd.5104.291
65. What Works Clearinghouse. (2022). Standards handbook (version 4.1). Institute of Education Sciences. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/Final_WWC-HandbookVer5.0-0-508.pdf
66. Yakın, M. (2009). Aile eğitiminin annelerin doğal dil sağaltım tekniklerini kullanmalarında etkililiği [Yayımlanmamış yüksek lisans tezi]. Gazi Üniversitesi.
67. Young, A. R., Beitchman, J. H., Johnson, C., Douglas, L., Atkinson, L., Escobar, M., and Wilson, B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children. Journal of Child Psychology and Psychiatry,43(5), 635-645. https://doi.org/10.1111/1469-7610.00052