Otistik Özellik Gösteren Çocuklara Sunulan Seçim Fırsatları ve Etkileri

Yıl 2007, Cilt: 8 Sayı: 02, 67 - 85, 01.03.2007

Burcu Ülke-kürkçüoğlu

https://doi.org/10.1501/Ozlegt_0000000109

Öz

Anahtar Kelimeler

-

Otistik Özellik Gösteren Çocuklara Sunulan Seçim Fırsatları ve Etkileri

Öz

Otistik özellik gösteren bireylerin yaşadığı zorlukların üstesinden gelebilmek ve yeni beceriler öğretebilmek için eğitim ortamlarında pek çok öğretim uygulamaları kullanılmaktadır. Alanyazındaki ilgili araştırmalar incelendiğinde, bu uygulamaların çoğunun bilimsel dayanaklı olmadığı görülmektedir. Seçim fırsatları sunma uygulamaları, otistik özellik gösteren ve gelişimsel yetersizliği olan bireylerin tercihleri doğrultusunda seçimler yapmalarını ve kendi kararlarını vermelerini sağlayan böylece yaşam kalitelerini arttıran bilimsel dayanaklı bir uygulamadır. Seçim fırsatları sunma uygulamalarının otizmi de içine alan gelişimsel yetersizlik kategorisinde bulunan bireylerin davranışları üzerinde olumlu etkileri olduğunu gösteren pek çok araştırma bulunmaktadır. Bu çalışmada, seçim fırsatlarını sunma uygulamalarının ne olduğu ve nasıl uygulandığına ilişkin bilgiler verildikten sonra seçim fırsatları sunmanın otistik özellik gösteren bireylerin davranışları üzerindeki etkilerinin ne olduğu tartışılmaktadır. Bu bilgiler doğrultusunda seçim fırsatlarının uygulanması ve yaygınlaştırılması için önerilerde bulunulmaktadır

Anahtar Kelimeler

Otistik özellik gösteren bireyler, seçim yapma, seçim fırsatları sunma

Kaynakça

• Bambara, L. M., & Koger, F. (1996). Innovations: Opportunities for daily choice making. Washington, DC: American Association on Mental Retardation.
• Bambara, L. M., Ager, C., & Koger, F. (1994). The effects of choice and task preference on the work performance of adults with severe disabilities. Behavior Analysis, 27, 555-556. of Applied
• Bambara, L. M., Koger, F., Katzer, T. & Davenport, T. A. (1995). Embedding choice making in the context of daily routines: An experimental case study. The Journal of the Association for the Severely Handicapped, 20, 185-195.
• Beukelman, D. R., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults (2. baskı). Baltimore: Paul H. Brookes.
• Brown, F. Belz, P., Corsi, L. & Wenig, B. (1993). Choice diversity for people with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 33, 318-326.
• Carter, C. M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions, 3, 131-151.
• Chickie-Wolfe, L. A. (1998). Effects of choice making on the adaptive behaviors of adolescents with emotional disturbance. Yayımlanmamış doktora tezi, Vanderbilt Universitesi, Nashville, Tennessee, ABD.
• Cole, C. L., & Levinson, T. R. (2002). Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Journal of Positive Behavior Interventions, 4, 29-37, 52.
• Dibley, S. & Lim, L. (1999). Providing choice making opportunities within and between daily school routines. Journal of Behavioral Education, 9, 117-132.
• Dunlap, G., & Liso, D. (2004). Using choice and preference to promote improved behavior. What Works Brief Series, Erişim 30/08/2004, http://csefel.uiuc.edu.
• Dunlap, G., Deperczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505-518.
• Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515-524.
• Field, S., Martin, J., Miller, R., Ward, M. & Wehmeyer, M. L. (1998). A practical guide to teaching self-determination. Reston, VA : Council for Exceptional Children.
• Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Journal of Applied Behavior Analysis, 27, 493-504.
• Green, C. W. & Reid, D. H. (1999). Reducing indices of unhappiness among individuals with profound multiple disabilities during therapeutic exercise routines. Journal of Applied Behavior Analysis, 32, 137-147.
• Green, C. W., Reid, D. H., Canipe, V. S., & Gardner, S. M. (1991). A comprehensive evaluation of reinforcer identification process for persons with profound multiple handicaps. Journal of Applied Behavior Analysis, 24, 537-552.
• Green, C. W., Reid, D. H., Rollyson, J. H. & Passante, S. C. (2005). Reducing indices of unhappiness among individuals with profound multiple disabilities during therapeutic exercise routines. Journal of Applied Behavior Analysis, 38, 221-233.
• Green, C. W., Reid, D. H., White, L. K., Halford, R. C., Brittain,D. P., & Gardner, S. M. (1988). Identifying reinforcers for persons with profound handicaps: Staff opinion versus systematic assessment of preferences. Journal of Applied Behavior Analysis, 21, 31-43.
• Gunsalus, C. C. (2001). The effect of choice on on- task behavior with learning disabilities in an inclusionary setting. Yayımlanmamış doktora tezi, Ball State Üniversitesi, Muncie, Indiana, ABD.
• Harding, J. W., Wacker, D. P., Berg, W. K., Barreto, A., & Rankin, B. (2002). Assessment and treatment of severe behavior problems using choice making procedures. Education and Treatment of Children, 25, 26-46.
• Jolivette, K. (1999). Effects of choice making opportunities on the behaviors of students with emotional and behavioral disorders. Yayımlanmamış doktora tezi, Vanderbilt Universitesi, Nashville, Tennessee, ABD.
• Jolivette, K., Stichter, J. P., Sibilsky, S., Scott, T. M., & Ridgley, R. (2002). Naturally occuring opportunities for preschool children with or without disabilities to make choices. Education and Treatment of Children, 25, 396-414.
• Katz, I. & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19, 429-442.
• Kearney, C. A., & McKnight, T. J. (1997). Preference, choice, and persons with disabilities: A synopsis of assessments, interventions, and future directions. Clinical Psychology Review, 17, 217-238.
• Kern, L., Mantegna, M. E., Vorndran, C. M., Bailin, D. & Hilt, A. (2001). Choice of task sequence to reduce problem behaviors. Journal of Positive Behavior Interventions, 3, 3-10.
• Koegel, R. L., Dyer, K., & Bell, L. K. (1987). The influence of child-preferred activities on autistic children’s social behavior. Journal of Applied Behavior Analysis, 20, 243-252.
• Logan, K. R., & Gast, D. L. (2001). Conducting preference assessments and reinforcer testing for individuals with profound multiple disabilities: Issues and procedures. Exceptionality, 9, 123-134.
• Lohrmann-O’Rourke, S., Browder, D. B. & Brown, F. (2000). Guidelines for conducting socially valid systematic preference assessments. The Journal of the Association for Persons with Severe Handicaps, 25, 42-53.
• Martin, T. L., Yu, C. T., Martin, G. L. & Fazzio, D. (2006). On choice, preference and preference for choice. The Behavior Analyst Today, 7, 234-241.
• Moes, D. R. (1998). Integrating choice making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism. The Journal of the Association for Persons with Severe Handicaps, 23, 319-328.
• Morrison, K. & Rosales-Ruiz, J. (1997). The effect of object preferences on task performance and stereotypy in a child with autism. Research in Developmental Disabililies, 18, 127-137.
• Newman, B., Needelman, M., Reinecke, D. R. & Robek, A. (2002). The effect of providing choices on skill acqusition and competing behavior of children with autism during discrete trial instruction. Behavioral Interventions, 17, 31-41.
• Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Canter, L. L., & Strain, P. S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166-175.
• Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. A., & Page, T. C. (1985). Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18, 249-255.
• Parsons, M. B., Reid, D. H., Reynolds, J., & Bumgarner, M. (1990). Effects of chosen versus assigned jobs on the work performance of persons with severe handicaps. Journal of Applied Behavior Analysis, 23, 253-258.
• Peck, S. M., Wacker, D. P., Berg, W. K., Cooper, L. J., Brown, K. A., Richman, D., McComas, J. J., Frischmeyer, P., & Millard, T. (1996). Choice-making treatment of young children’s severe behavior problems. Journal of Applied Behavior Analysis, 29, 263-290.
• Peterson, S. M. P., Caniglia, C., & Royster, A. J. (2001). Application of choice-making intervention for a student with multiply maintained problem behavior. Focus on Autism and Other Developmental Disabilities, 16(4), 240-246.
• Reid, D. H., Emerson, J. M., & Green, C. W. (1999). A systematic evaluation of preferences identified through person-centered planning for people with profound multiple disabilities. Journal of Applied Behavior Analysis, 32, 467-477.
• Romaniuk, C., & Miltenberger, R. G. (2001). The influence of preference and choice of activity on problem behavior. Journal of Positive Behavior Interventions, 3, 152-159.
• Roscoe, E. M., Iwata, B. A. & Kahng, S. W. (1999). Relative versus absolute reinforcement effects: Implications for preference assessments. Journal of Applied Behavior Analysis, 32, 479-493.
• Salmento, M., & Bambara, L. M. (2000). Teaching staff members to provide choice opportunities for adults with multiple disabilities. Journal of Positive Behavior Interventions, 2, 12-21.
• Shevin, M., & Klein, N. K. (1984). The importance of choice-making skills for students with severe disabilities. The Journal of The Association for the Severely Handicapped, 9, 159-166.
• Shogren, K. A. & Turnbull, A. P. (2006). Promoting self-determination in young children with disabilities: The critical role of families. Infants & Young Children, 19, 338- 352.
• Shogren, K. A., Faggelle-Luby, M. N., Bae, S. J., & Wehmeyer, M. L. (2004). The effect of choice-making as an intervention for problem behavior. Journal of Positive Behavior Interventions, 6, 228-237.
• Shriner, C. L. L. (2000). Comparing the effects of teacher- vs. child- sequenced tasks on the behavior of young children with developmental disabilities. Yayımlanmamış doktora tezi, Minnesota Üniversitesi, Duluth, Minnesota, ABD.
• Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 140-149.
• Snell, M., & Brown, F. (2000). Instruction of students with severe disabilities (5.baskı). New Jersey: Prentice Hall.
• Spevack, S., Martin, T. L., Heibert, R., Yu, C. T. & Martin, G. L. (2004). Effects of choice of work tasks on on-task, aberrant, happiness and unhappiness behaviors of persons with developmental disabilities. Journal on Developmental Disabilities, 11(2), 79-97.
• Stafford, A. M. (1999). Preference variability and the instruction of choice making with students with severe intellectual disabilities. Yayımlanmamış doktora tezi, Georgia State Üniversitesi, Acworth, Georgia, ABD.
• Stafford, A. M., Alberto, P. A., Fredrick, L. D., Heflin, L. J., & Heller, K. W. (2002). Preference variability and the instruction of choice making with students with severe intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 37, 70-88.
• Treece, A., Gregory, S., Ayres, B., & Mendis, K. (1999). “I always do what they tell met o do”: Choice-making opportunities in the lives of two older persons with severe learning difficulties living in a community setting. Disability & Society, 14, 791-804.
• Ülke-Kürkçüoğlu, B. (2007). Otistik özellik gösteren çocuklara bire-bir öğretimde etkinlikler içi ve arası seçim fırsatları sunmanın etkilerinin karşılaştırılması. Yayımlanmamış doktora tezi, Anadolu Üniversitesi, Eskişehir, Türkiye.
• Vaughn, B. J. & Horner, R. H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. Journal of Applied Behavior Analysis, 30, 299-312.
• Watanabe, M., & Sturmey, P. (2003). The effect of choice-making opportunities during activity schedules on task engagements of adults with autism. Journal of Autism and Developmental Disorders, 33, 535- 538.
• Wehmeyer, M. L. (2003). Self-determination, vocational rehabilitation and workplace supports. Rehabilitation, 19, 67-69.
• Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self determination to students with disabilities. Baltimore: Paul H. Brookes.
• Wood, W. M., Karvonen, M., Test, D. W., Browder, D. & Algozzine, B. (2004). Promoting student self-determination skills in IEP planning. Teaching Exceptional Children, 36(3), 8-16.
• Zhou, L., Iwata, B. A., Goff, G. A., & Shore, B. A. (2001). Longitudinal analysis of leisure-item preferences. Journal of Applied Behavior Analysis, 34, 179-184. YAZAR NOTU
• Bu çalışmanın her aşamasında bilgi ve görüşlerini paylaşan, emeğini ve vaktini hiçbir zaman esirgemeyen,
• yoğun katkıları olan değerli hocam Prof.Dr. Gönül Kırcaali-İftar’a sonsuz teşekkürlerimi sunarım.