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Otistik Çocuklar İçin Davranışsal Eğitim Programı (OÇİDEP) Ev Uygulamasının Bir Çocukla İncelenmesi

Yıl 2009, Cilt: 10 Sayı: 01, 1 - 25, 01.02.2009
https://doi.org/10.1501/Ozlegt_0000000130

Öz

Kaynakça

  • Anderson, R. S. & Romanczyk, G. R. (1999). Early intervention for young children with autism: Continuum-based behavioral models. JASH, 24, 162-173.
  • Bibby, P., Eikeseth, S., Martin, T. N., Mudford, O. C., & Reeves, D. (2002). Progress and outcomes for children with autism receiving parent-managed intensive interventions. Research in Developmental Disabilities, 23, 81-104.
  • Birnbrauer, S. J. & Leach, J. D. (1993). The Murdoch Early Intervention Program after 2 years. Behaviour Change, 10, 63-74.
  • Bogdan, C. R. & Biklen, K. S. (1998). Qualitative research for education. Boston: Jossey-Bass Publishers.
  • Boyd, D. R. & Corley, J. M. (2001). Outcome survey of early intensive behavioral intervention for young children with autism in a community setting. Autism, 5, 430-441.
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
  • Brooks-Gunn, J., Berlin, J. L., & Fuligni, S. A. (2000). Early childhood intervention programs: What about the family? P. J., Shonkoff ve J. S., Meisels (Ed.). Handbook of early childhood intervention (s. 549-589). İngiltere: Cambridge University Press.
  • Butter, M. E., Mulick, A. J., & Metz, B. (2006). Eight case reports of learning recovery in children with pervasive developmental disorders after early intervention. Behavioral Interventions, 21, 227-243.
  • Chasson, S. G., Harris, E. G., & Neely, J. W. (2007). Cost comparison of early intensive behavioral intervention and special education for children with autism. Journal of Child and Family Studies, 16, 401-413.
  • Cohen, H., Amerine-Dickens, M., & Smith, T. (2006). Early intensive behavioral treatment: replication of the UCLA Model in a community setting. Developmental and Behavioral Pediatrics, 27, 145-155.
  • Corsello, M. C. (2005). Early intervention in autism. Infants and Young Children, 18, 74- 85.
  • Creswell, W. J. (2005). Educational research. Upper Saddle River, NJ: Pearson.
  • Devlin, D. S. & Harber, M. M. (2004). Collaboration among parents and professionals with discrete trial training in the treatment for autism. Education and Training in Developmental Disabilities, 39, 291-300.
  • Dib, N. & Sturmey, P. (2007). Reducing student stereotypy by improving teachers’ implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 40, 339-343.
  • Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with autism. Behavior Modification, 26, 49-68.
  • Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2007). Outcome for children with autism who began intensive behavioral treatment between ages 4 to 7: A comparison controlled study. Behavior Modification, 31, 264-278.
  • Eikeseth, S. Hayward,D., Gale, C., Gitlesen, J., & Eldevik, S. (2009). Intensity of supervision and outcome for receiving early and intensive behavioral interventions: A preliminary study. Research in Autism Spectrum Disorders, 3, 67-73.
  • Eldevik, S., Eikeseth, S., Jahr, E., & Smith, T. (2006). Effects of low-intensity behavioral treatment for children with autism and mental retardation. Developmental Disorders, 36, 211-224.
  • Ferraioli, S., Hughes, C., & Smith, T. (2005). A model for problem solving in discrete trial training for children with autism. Journal of Early and Intensive Behavior Intervention, 2, 224-246
  • Ganz, B. J., Bourgeois, C. B., Flores, M. M., & Campos, A. B. (2008). Implementing visually cued imitation training with children with autism spectrum disorders and developmental delays. Journal of Positive Behavior Interventions, 10, 56-66.
  • Gay, L. R., Mills, E. G., & Airasian, P. (2006). Educational research (Sekizinci Baskı). Upper Saddle River, NJ: Pearson Prentice Hall.
  • Green, G., Brennan, C. L., & Fein, D. (2002). Intensive behavioral treatment for a toddler at high risk for autism. Behavior Modification, 26, 69-102.
  • Gündüz, M. & Yıldız, C. (2008). Türk yazılı kültüründe komşuluk [Elektronik sürüm]. Elektronik Sosyal Bilimler Dergisi, 7, 123- 138.
  • Harris, L. S., Handleman, S. J., Gordon, R., Kristoff, B., & Fuentes, F. (1991). Changes in cognitive and language functioning of preschool children with autism. Journal of Autism and Developmental Disorders, 21, 281-290.
  • Harris, L. S. & Handleman, S. 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, 30, 137-142.
  • Hastings, P. R. & Symes, D. M. (2002). Early intensive behavioral intervention for children with autism: Parental therapeutic self-efficacy. Research in Developmental Disabilities, 23, 332-341.
  • Hayward, D. W., Gale, C. M., & Eikeseth, S. (2009). Intensive behavioral intervention for young children with autism: A research-based service model. Research in Autism Spectrum Disorders, 3, 571-580.
  • Heflin L. J. & Alaimo, D. F. (2007). Students with autism spectrum disorders: Effective instructional practices. Columbus, Ohio: Pearson.
  • Howard, S. J., Sparkman, C. R., Cohen, G. C., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatment for young children with autism. Disabilities, 26, 359-383.
  • Howard, F. V., Williams, B. F., & Lepper, C. (2005). Very young children with special needs. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 150-165.
  • Jacobson, J. W., Mulick, J. A., & Green, G. (1998). Cost-benefit estimates for early intensive behavioral intervention for young children with autism: General model and single state case. Behavioral Interventions, 13, 201-226.
  • Jensen, K. V. & Sinclair, V. L. (2002). Treatment of autism in young children: behavioral intervention and applied behavior analysis. Infants and Young Children, 14, 42-52.
  • Kırcaali-İftar, G. (2005). Otistik özellik gösteren çocuklara iletişim becerilerinin kazandırılması. İstanbul: YA-PA.
  • Kırcaali-İftar, G. (2006). Otistik çocuklar için davranışsal eğitim programı (OÇİDEP). Yayımlanmamış eğitim semineri notları.
  • Kırcaali-İftar, G. (2007).Otizm spektrum bozukluğu. İstanbul: Daktylos Yayınları.
  • Kırcaali-İftar, G. (2007). Otistik çocuklar için davranışsal eğitim programı (OÇİDEP). Yayımlanmamış kurs notları.
  • Kırcaali-İftar, G. (2007). Otistik Çocuklar İçin Davranışsal Eğitim Programı İzleme Aracı (OÇİDEP-İZ). Yayımlanmamış değerlendirme aracı.
  • Krauss, W. M. (2000). Two generations of family research in early intervention. J. M. Guralnick (Ed.). The effectiveness of early intervention (s. 611-625). London: Paul H. Brookes.
  • Kuder, S. J. (2003). Teaching students with language and communication disabilities. Boston: Pearson.
  • LeBlanc, M. P., Ricciardi, N. J., & Luiselli, K. J. (2005). Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention. Education and Treatment of Children, 28, 76-82.
  • Leiter, R. G. (1979). Instruction manual for the Leiter International Performance Scale. Wood Dale, IL: Stoelting.
  • Lovaas, O. I. (1981). Teaching developmentally disabled children: The me book. Baltimore, MD: University Park Press.
  • Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3- 9.
  • Lovaas, O. I. (2003). Teaching individuals with developmentay delays: Basic intervention techniques. Austin, Texas: Pro-Ed.
  • Luiselli, K. J., Cannon, O.B., Ellis, T. J., & Sisson, W. R. (2000). Home-based behavioral intervention for young children with autism/pervasive developmental disorder. Autism, 4, 426-438.
  • MacDuff, S. G., Krants, J. P., & McClannahan, E. L. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97.
  • Magiati, I., Charman, T., & Howlin, P. (2007). A two-year prospective follow-up study of community-based early intensive behavioral intervention and specialist nursery provision for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 48, 803-812.
  • Maxwell, A. J. (2005). Qualitative research design. London: Sage Publications.
  • 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.
  • McMillan, H. J. (2004). Educational research: Fundamentals for the consumer. Boston: Pearson.
  • Merriam, B. S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
  • Motiwala, S. S., Gupta, S., Honba, L. B. M., Ungar, J. W., & Coyte, C. P. (2006). The cost- effectiveness of expanding intensive behavioral intervention to all autistic children in Ontario. Health Care Policy, 1, 135-151.
  • Owens, E. R. (1999). Language disorders: A functional approach to assessment and intervention. Boston: Allyn and Bacon.
  • Öner-Özkan, B. ve Gençöz, T. (2006). Gurur toplumu bakış açısıyla Türk kültürünün incelenmesinin önemi. Kriz Dergisi, 14, 19- 25.
  • Rogers, J. S., Hepburn, L. S., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. Journal of Child Psychology and Psychiatry, 44, 763-781.
  • Rogers, J. S., Bennetto, L., McEvoy, R., & Pennington, F. B. (1996). Imitation and pantomime in high-functioning adolescents with autism spectrum disorders. Child Development, 67, 2060-2073.
  • Ryan, S. C. & Hemmes, S. N. (2005). Post-training discrete-trial teaching performance by instructors of young children with autism in early intensive behavioral intervention. The Behavior Analyst Today, 6, 1-11.
  • Sallows, O. G. & Graupner, D. T. (2005). Intensive behavioral treatment for children with autism: four-year outcome and predictors. American Journal on Mental Retardation, 110, 417-438.
  • Sarokoff, A. R. & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37, 535-538.
  • Scheuerman, B. & Webber, J. (2002). Autism. UK: Wadsworth Group.
  • Symes, D. M., Remington, B., Brown, T., & Hasting, P.R. (2006). Early intensive behavioral intervention for children with autism: therapists’ perspectives on achieving procedural fidelity. Research in Developmental Disabilities, 27, 30-42.
  • Sheinkopf, J. S., & Siegel, B. (1998). Home-Based behavioral treatment of young children with autism. Journal of Autism and Developmental Disorders, 28, 15-23.
  • Smith, T., Klevstrand, M., & Lovaas, I. O. (1995). Behavioral treatments of Rett’s Disorder: Ineffectiveness in three cases. American Journal on Mental Retardation, 100, 317-322.
  • Smith, T., Eikeseth, S., Klevstrand, M., & Lovaas, I. O. (1997). Intensive behavioral treatment for preschoolers with severe mental retardation and pervasive developmental disorders. American Journal on Mental Retardation, 102, 238-249.
  • Smith, T., Buch, A. G., & Gamby, E.T. (2000). Parent-directed, intensive early intervention for children with pervasive developmental disorder. Disabilities, 21, 297-309.
  • Smith, T, Groen, D. A., & Wynn, W. J. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105, 269-285.
  • Stephens, E. C. (2005). Overcoming challenges and identifying a consensus about autism intervention programming. The International Journal of Special Education, 20, 35-49.
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  • Symes, D. M., Remington, B., Brown, T., & Hasting, P.R. (2006). Early intensive behavioral intervention for children with autism: therapists’ perspectives on achieving procedural fidelity. Research in Developmental Disabilities, 27, 30-42.
  • Tarih ve Kültür (2009). Erişim: 18 Temmuz 2009, http://www.tarihkultur.net/page/3
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  • Yamamoto, T. & Nakano, Y. (2002). “Early intensive behavioral intervention with children with autism: pilot study in Japan”. 3. Focus on Behavior Analysis in Education Konferansı’nda sunulan bildiri, The Ohio State University, Columbus, Ohio, ABD
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yin, K. R. (2003). Case study research. London: Sage Publications.
  • Weiss, J. M. (1999). Differential rates of skill acquisition and outcomes of early intensive behavioral intervention for autism. Behavioral Interventions, 14, 3-22.
  • Weiss, J. M. & Delmolino, L. (2006). The relationship between early learning rates and treatment outcome for children with autism receiving intensive home-based applied behavior analysis. The Behavior Analyst Today, 7, 1, 96-110.
  • Wert, Y. B. & Neisworth, T. J. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Intervention, 5, 30-34.

Otistik Çocuklar İçin Davranışsal Eğitim Programı (OÇİDEP) Ev Uygulamasının Bir Çocukla İncelenmesi

Yıl 2009, Cilt: 10 Sayı: 01, 1 - 25, 01.02.2009
https://doi.org/10.1501/Ozlegt_0000000130

Öz

Yoğun davranışsal eğitim, otizm tanılı çocuklar üzerindeki etkileri bilimsel araştırma bulgularıyla desteklenmiş bir uygulamadır. Otistik Çocuklar için Davranışsal Eğitim Programı (OÇİDEP) Türkiye’de bu tür eğitim sunmak üzere geliştirilen öncü programlar arasında yer almaktadır. Bu araştırmada OÇİDEP ev uygulamasının bir çocukla yürütülme süreci incelenmiştir. Araştırma, program uygulama sürecinin incelenmesi amacıyla yürütülen, nicel veri toplama ve analiz tekniklerini de içeren bir nitel araştırmadır. Araştırmanın katılımcısı dokuz yaşında, otizm tanılı bir erkek çocuktur. Bulgular; (a) OÇİDEP ev uygulamasının planlama aşamasında belirlenen genel ilkelerde değişiklikler ya da uyarlamalar yapılarak yürütülebildiğini, (b) uygulama boyunca çeşitli davranış ve öğretim sorunları yaşandığını ve bu sorunlara yönelik uygun önlemler alınarak yürütmenin sürdürüldüğünü, (c) uygulama süresince OÇİDEP ekip üyelerinin bilgi ve becerilerinde artışlar olduğunu, (d) OÇİDEP ev uygulaması katılımcısında program içinde ve dışında çeşitli gelişmeler görüldüğünü, (e) ekip üyelerinin ve ailenin OÇİDEP’in çocukların gelişimine önemli katkılarda bulunan, ancak, belirli unsurlara dikkat edilerek uygulanması gereken bir program olduğu yönünde görüşleri olduğunu göstermiştir

Kaynakça

  • Anderson, R. S. & Romanczyk, G. R. (1999). Early intervention for young children with autism: Continuum-based behavioral models. JASH, 24, 162-173.
  • Bibby, P., Eikeseth, S., Martin, T. N., Mudford, O. C., & Reeves, D. (2002). Progress and outcomes for children with autism receiving parent-managed intensive interventions. Research in Developmental Disabilities, 23, 81-104.
  • Birnbrauer, S. J. & Leach, J. D. (1993). The Murdoch Early Intervention Program after 2 years. Behaviour Change, 10, 63-74.
  • Bogdan, C. R. & Biklen, K. S. (1998). Qualitative research for education. Boston: Jossey-Bass Publishers.
  • Boyd, D. R. & Corley, J. M. (2001). Outcome survey of early intensive behavioral intervention for young children with autism in a community setting. Autism, 5, 430-441.
  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
  • Brooks-Gunn, J., Berlin, J. L., & Fuligni, S. A. (2000). Early childhood intervention programs: What about the family? P. J., Shonkoff ve J. S., Meisels (Ed.). Handbook of early childhood intervention (s. 549-589). İngiltere: Cambridge University Press.
  • Butter, M. E., Mulick, A. J., & Metz, B. (2006). Eight case reports of learning recovery in children with pervasive developmental disorders after early intervention. Behavioral Interventions, 21, 227-243.
  • Chasson, S. G., Harris, E. G., & Neely, J. W. (2007). Cost comparison of early intensive behavioral intervention and special education for children with autism. Journal of Child and Family Studies, 16, 401-413.
  • Cohen, H., Amerine-Dickens, M., & Smith, T. (2006). Early intensive behavioral treatment: replication of the UCLA Model in a community setting. Developmental and Behavioral Pediatrics, 27, 145-155.
  • Corsello, M. C. (2005). Early intervention in autism. Infants and Young Children, 18, 74- 85.
  • Creswell, W. J. (2005). Educational research. Upper Saddle River, NJ: Pearson.
  • Devlin, D. S. & Harber, M. M. (2004). Collaboration among parents and professionals with discrete trial training in the treatment for autism. Education and Training in Developmental Disabilities, 39, 291-300.
  • Dib, N. & Sturmey, P. (2007). Reducing student stereotypy by improving teachers’ implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 40, 339-343.
  • Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4- to 7-year-old children with autism. Behavior Modification, 26, 49-68.
  • Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2007). Outcome for children with autism who began intensive behavioral treatment between ages 4 to 7: A comparison controlled study. Behavior Modification, 31, 264-278.
  • Eikeseth, S. Hayward,D., Gale, C., Gitlesen, J., & Eldevik, S. (2009). Intensity of supervision and outcome for receiving early and intensive behavioral interventions: A preliminary study. Research in Autism Spectrum Disorders, 3, 67-73.
  • Eldevik, S., Eikeseth, S., Jahr, E., & Smith, T. (2006). Effects of low-intensity behavioral treatment for children with autism and mental retardation. Developmental Disorders, 36, 211-224.
  • Ferraioli, S., Hughes, C., & Smith, T. (2005). A model for problem solving in discrete trial training for children with autism. Journal of Early and Intensive Behavior Intervention, 2, 224-246
  • Ganz, B. J., Bourgeois, C. B., Flores, M. M., & Campos, A. B. (2008). Implementing visually cued imitation training with children with autism spectrum disorders and developmental delays. Journal of Positive Behavior Interventions, 10, 56-66.
  • Gay, L. R., Mills, E. G., & Airasian, P. (2006). Educational research (Sekizinci Baskı). Upper Saddle River, NJ: Pearson Prentice Hall.
  • Green, G., Brennan, C. L., & Fein, D. (2002). Intensive behavioral treatment for a toddler at high risk for autism. Behavior Modification, 26, 69-102.
  • Gündüz, M. & Yıldız, C. (2008). Türk yazılı kültüründe komşuluk [Elektronik sürüm]. Elektronik Sosyal Bilimler Dergisi, 7, 123- 138.
  • Harris, L. S., Handleman, S. J., Gordon, R., Kristoff, B., & Fuentes, F. (1991). Changes in cognitive and language functioning of preschool children with autism. Journal of Autism and Developmental Disorders, 21, 281-290.
  • Harris, L. S. & Handleman, S. 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, 30, 137-142.
  • Hastings, P. R. & Symes, D. M. (2002). Early intensive behavioral intervention for children with autism: Parental therapeutic self-efficacy. Research in Developmental Disabilities, 23, 332-341.
  • Hayward, D. W., Gale, C. M., & Eikeseth, S. (2009). Intensive behavioral intervention for young children with autism: A research-based service model. Research in Autism Spectrum Disorders, 3, 571-580.
  • Heflin L. J. & Alaimo, D. F. (2007). Students with autism spectrum disorders: Effective instructional practices. Columbus, Ohio: Pearson.
  • Howard, S. J., Sparkman, C. R., Cohen, G. C., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatment for young children with autism. Disabilities, 26, 359-383.
  • Howard, F. V., Williams, B. F., & Lepper, C. (2005). Very young children with special needs. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 150-165.
  • Jacobson, J. W., Mulick, J. A., & Green, G. (1998). Cost-benefit estimates for early intensive behavioral intervention for young children with autism: General model and single state case. Behavioral Interventions, 13, 201-226.
  • Jensen, K. V. & Sinclair, V. L. (2002). Treatment of autism in young children: behavioral intervention and applied behavior analysis. Infants and Young Children, 14, 42-52.
  • Kırcaali-İftar, G. (2005). Otistik özellik gösteren çocuklara iletişim becerilerinin kazandırılması. İstanbul: YA-PA.
  • Kırcaali-İftar, G. (2006). Otistik çocuklar için davranışsal eğitim programı (OÇİDEP). Yayımlanmamış eğitim semineri notları.
  • Kırcaali-İftar, G. (2007).Otizm spektrum bozukluğu. İstanbul: Daktylos Yayınları.
  • Kırcaali-İftar, G. (2007). Otistik çocuklar için davranışsal eğitim programı (OÇİDEP). Yayımlanmamış kurs notları.
  • Kırcaali-İftar, G. (2007). Otistik Çocuklar İçin Davranışsal Eğitim Programı İzleme Aracı (OÇİDEP-İZ). Yayımlanmamış değerlendirme aracı.
  • Krauss, W. M. (2000). Two generations of family research in early intervention. J. M. Guralnick (Ed.). The effectiveness of early intervention (s. 611-625). London: Paul H. Brookes.
  • Kuder, S. J. (2003). Teaching students with language and communication disabilities. Boston: Pearson.
  • LeBlanc, M. P., Ricciardi, N. J., & Luiselli, K. J. (2005). Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention. Education and Treatment of Children, 28, 76-82.
  • Leiter, R. G. (1979). Instruction manual for the Leiter International Performance Scale. Wood Dale, IL: Stoelting.
  • Lovaas, O. I. (1981). Teaching developmentally disabled children: The me book. Baltimore, MD: University Park Press.
  • Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3- 9.
  • Lovaas, O. I. (2003). Teaching individuals with developmentay delays: Basic intervention techniques. Austin, Texas: Pro-Ed.
  • Luiselli, K. J., Cannon, O.B., Ellis, T. J., & Sisson, W. R. (2000). Home-based behavioral intervention for young children with autism/pervasive developmental disorder. Autism, 4, 426-438.
  • MacDuff, S. G., Krants, J. P., & McClannahan, E. L. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97.
  • Magiati, I., Charman, T., & Howlin, P. (2007). A two-year prospective follow-up study of community-based early intensive behavioral intervention and specialist nursery provision for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 48, 803-812.
  • Maxwell, A. J. (2005). Qualitative research design. London: Sage Publications.
  • 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.
  • McMillan, H. J. (2004). Educational research: Fundamentals for the consumer. Boston: Pearson.
  • Merriam, B. S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
  • Motiwala, S. S., Gupta, S., Honba, L. B. M., Ungar, J. W., & Coyte, C. P. (2006). The cost- effectiveness of expanding intensive behavioral intervention to all autistic children in Ontario. Health Care Policy, 1, 135-151.
  • Owens, E. R. (1999). Language disorders: A functional approach to assessment and intervention. Boston: Allyn and Bacon.
  • Öner-Özkan, B. ve Gençöz, T. (2006). Gurur toplumu bakış açısıyla Türk kültürünün incelenmesinin önemi. Kriz Dergisi, 14, 19- 25.
  • Rogers, J. S., Hepburn, L. S., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. Journal of Child Psychology and Psychiatry, 44, 763-781.
  • Rogers, J. S., Bennetto, L., McEvoy, R., & Pennington, F. B. (1996). Imitation and pantomime in high-functioning adolescents with autism spectrum disorders. Child Development, 67, 2060-2073.
  • Ryan, S. C. & Hemmes, S. N. (2005). Post-training discrete-trial teaching performance by instructors of young children with autism in early intensive behavioral intervention. The Behavior Analyst Today, 6, 1-11.
  • Sallows, O. G. & Graupner, D. T. (2005). Intensive behavioral treatment for children with autism: four-year outcome and predictors. American Journal on Mental Retardation, 110, 417-438.
  • Sarokoff, A. R. & Sturmey, P. (2004). The effects of behavioral skills training on staff implementation of discrete-trial teaching. Journal of Applied Behavior Analysis, 37, 535-538.
  • Scheuerman, B. & Webber, J. (2002). Autism. UK: Wadsworth Group.
  • Symes, D. M., Remington, B., Brown, T., & Hasting, P.R. (2006). Early intensive behavioral intervention for children with autism: therapists’ perspectives on achieving procedural fidelity. Research in Developmental Disabilities, 27, 30-42.
  • Sheinkopf, J. S., & Siegel, B. (1998). Home-Based behavioral treatment of young children with autism. Journal of Autism and Developmental Disorders, 28, 15-23.
  • Smith, T., Klevstrand, M., & Lovaas, I. O. (1995). Behavioral treatments of Rett’s Disorder: Ineffectiveness in three cases. American Journal on Mental Retardation, 100, 317-322.
  • Smith, T., Eikeseth, S., Klevstrand, M., & Lovaas, I. O. (1997). Intensive behavioral treatment for preschoolers with severe mental retardation and pervasive developmental disorders. American Journal on Mental Retardation, 102, 238-249.
  • Smith, T., Buch, A. G., & Gamby, E.T. (2000). Parent-directed, intensive early intervention for children with pervasive developmental disorder. Disabilities, 21, 297-309.
  • Smith, T, Groen, D. A., & Wynn, W. J. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105, 269-285.
  • Stephens, E. C. (2005). Overcoming challenges and identifying a consensus about autism intervention programming. The International Journal of Special Education, 20, 35-49.
  • Stoelb, M., Yarnal, R., Miles, J., Takahashi, N. T., Farmer, E. J., & McCathren, B. R. (2004). Predicting responsiveness to treatment of children with autism: A retrospective study of the importance of physical dysmorphology. Focus on Autism and Other Developmental Disabilities, 19, 66-77.
  • Symes, D. M., Remington, B., Brown, T., & Hasting, P.R. (2006). Early intensive behavioral intervention for children with autism: therapists’ perspectives on achieving procedural fidelity. Research in Developmental Disabilities, 27, 30-42.
  • Tarih ve Kültür (2009). Erişim: 18 Temmuz 2009, http://www.tarihkultur.net/page/3
  • Uzuner, Y. (2008). Metacognitive strategies applied during correcting text-related answers of three students with hearing loss. Journal of Research in Special Education Needs, 8, 47- 54.
  • Yamamoto, T. & Nakano, Y. (2002). “Early intensive behavioral intervention with children with autism: pilot study in Japan”. 3. Focus on Behavior Analysis in Education Konferansı’nda sunulan bildiri, The Ohio State University, Columbus, Ohio, ABD
  • Yıldırım, A. & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yin, K. R. (2003). Case study research. London: Sage Publications.
  • Weiss, J. M. (1999). Differential rates of skill acquisition and outcomes of early intensive behavioral intervention for autism. Behavioral Interventions, 14, 3-22.
  • Weiss, J. M. & Delmolino, L. (2006). The relationship between early learning rates and treatment outcome for children with autism receiving intensive home-based applied behavior analysis. The Behavior Analyst Today, 7, 1, 96-110.
  • Wert, Y. B. & Neisworth, T. J. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Intervention, 5, 30-34.
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yeşim Güleç-aslan Bu kişi benim

Gönül Kırcaali-iftar Bu kişi benim

Yıldız Uzuner Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2009
Yayımlandığı Sayı Yıl 2009 Cilt: 10 Sayı: 01

Kaynak Göster

APA Güleç-aslan, Y., Kırcaali-iftar, G., & Uzuner, Y. (2009). Otistik Çocuklar İçin Davranışsal Eğitim Programı (OÇİDEP) Ev Uygulamasının Bir Çocukla İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10(01), 1-25. https://doi.org/10.1501/Ozlegt_0000000130




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