Araştırma Makalesi
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Otizmli Bireylere Yabancı Kişilerden Korunma Becerilerinin Öğretiminde Sosyal Öykülerin Yalnız Sunumuyla Video Modelle Birlikte Sunulmasının Karşılaştırılması

Yıl 2023, Cilt: 24 Sayı: 2, 307 - 322, 01.06.2023
https://doi.org/10.21565/ozelegitimdergisi.1074367

Öz

Giriş: Bu araştırmanın amacı, otizm spektrum bozukluğu (OSB) olan bireylere yabancı kişilerden korunma becerilerinin öğretiminde sosyal öykülerin yalnız sunumuyla, video modelle birlikte sunulmasının etkililik ve verimlilik açısından farklılaşıp farklılaşmadığını belirlemektir.
Yöntem: Araştırma yaşları 10-13 aralığında değişen ve OSB tanısı bulunan dört erkek öğrenciyle yürütülmüştür. Araştırmada katılımcılara öğretilen hedef beceriler yabancı kişilerin kaçırma girişimlerinden korunma ve kapıyı çalan yabancı kişilerden korunma becerileridir. Araştırmada tek denekli araştırma modellerinden uyarlamalı dönüşümlü uygulamalar modeli kullanılmıştır.
Bulgular: Araştırma bulguları her iki uygulamanın da yabancı kişilerden korunma becerilerinin öğretiminde üç katılımcı için eşit derecede etkili olduğunu göstermiştir. Dördüncü katılımcı için sosyal öykülerin yalnız sunulduğu öğretim uygulaması daha etkili olmuştur. Bu çalışmada uygulamalar arasında verimlilik değişkeni açısından önemli bir fark görülmemiştir. Araştırmanın sosyal geçerlik bulguları, katılımcıların kendilerinin ve ebeveynlerinin çalışma hakkında genel olarak olumlu görüşler ifade ettiklerini göstermiştir.
Tartışma: Bu araştırmanın bulgularına dayalı olarak öğretmenlere, araştırmacılara ve uygulamacılara yabancı kişilerden korunma becerilerinin öğretiminde öğrencilerinin özelliklerini ve tercihlerini dikkate alarak bu çalışmada karşılaştırılan öğretim uygulamalarından yalnızca birini kullanmalarının uygun olabileceği düşünülmektedir. Bu araştırmadan elde edilen bulguların genellenebilmesi için benzer çalışmaların farklı uygulamacılarla ve farklı yaş gruplarındaki katılımcılarla yürütülmesi önerilebilir.

Destekleyen Kurum

Bu çalışma Anadolu Üniversitesi BAP komisyonunca kabul edilen 1305E097 no.lu proje ve TÜBİTAK 2214-A - Yurt Dışı Doktora Sırası Araştırma Burs Programı kapsamında desteklenmiştir.

Proje Numarası

1305E097

Teşekkür

Araştırmanın güvenirlik verilerini toplayan Dr. Erkan KURNAZ’a çok teşekkür ederim.

Kaynakça

  • Akmanoğlu, N., & Tekin-İftar, E. (2011). Teaching children with autism how to respond to the lures of strangers. Autism, 15(2), 205–222.
  • Akmanoglu, N., Yanardag, M., & Batu, E. S. (2014). Comparing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. Education and Training in Autism and Developmental Disabilities, 49(1), 17-31.
  • Barry, L., & Burlew, S. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19(1), 45-51.
  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287.
  • Bernad-Ripoll, S. (2007). Using a self-as-model video combined with social stories to help a child with asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22(2), 100-106.
  • Bergstrom, R., Najdowski, A. J., & Tarbox, J. (2014). A systematic replication of teaching children wıth autism to respond appropriately to lures from stranger. Journal of Applied Behavior Analysis, 47(4), 861-865.
  • Bondy, A., & Frost, L. (1994). PECS: The Picture exchange communication system training manual. Cherry Hill, NY: Pyramid Educational Consultants.
  • Chan, J. M., & O’Reilly, M. F. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41(3), 405-409.
  • Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537–552.
  • Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33(3), 371–393.
  • Cihak, D. F., Smith, C. C., Cornett, A., & Coleman, M. B. (2012). The use of video modeling with the picture exchange communication system to increase independent communicative initiations in preschoolers with autism and developmental delays. Focus on Autism and Other Developmental Disabilities, 27(1), 3-11.
  • Cihak, D.F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433-441.
  • Delano, M., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8, 29-42.
  • Diken, İ. H., Ardıç, A., & Diken, O. (2011). Gilliam otistik bozukluk derecelendirme olcegi-2-turkce versiyonu kullanim klavuzu [Gilliam autism rating scale-2-turkish version manual]. Ankara: Maya Akademi.
  • Erbaş, D. (2012). Guvenirlik. E. Tekin-İftar (Ed.), Egitim ve davranış bilimlerinde tek denekli araştırmalar içinde (ss.109–131). Ankara: Türk Psikologlar Derneği.
  • Ergenekon, Y. (2012). Teaching basic first-aid skills against home accidents to children with autism through video modeling. Educational Sciences: Theory and Practice, 12(4), 2759-2766.
  • Federal Bureau of Investigation. (2020). 19 Ocak 2020 tarihinde https ://www.fbi.gov/file-repository/2019-ncic-missingperson-and-unidentified-person-stati stics .pdf/view adresinden erişildi.
  • Gast, D. L. (2010). Single subject research methodology in behavioral sciences. New York: Rutledge.
  • Godish, D., Miltenberger, R., & Sanchez, S. (2017). Evaluation of video modeling for teaching abduction prevention skills to children with autism spectrum disorder. Advances in Neurodevelopmental Disorders, 1, 168–175.
  • Gray, C., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1–10.
  • Gunby, K. V., Carr, J. E., & Leblanc, L. A. (2010). Teaching abduction-prevention skills to children with autism. Journal of Applied Behavior Analysis, 43(1), 107-112.
  • Gunby, K. V., & Rapp, J. T. (2014). The use of behavioral skills training and in situ feedback to protect children with autism from abduction lures. Journal of Applied Behavior Analysis, 47(4), 856-860.
  • Genç-Tosun, D., & Kurt, O. (2017). Effects of video modeling on the ınstructional efficiency of simultaneous prompting among preschoolers with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 52(3), 291-304. Hagiwara, T., & Myles, B. S. (1999). A multimedia social story intervention: Teaching skills to children with autism. Focus an Autism and Other Developmental Disabilities, 14(2), 82-95.
  • Hine, J. F., & Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26(2), 83–93.
  • Holcombe, A., Wolery, M., & Katzenmeyer, J. (1995). Teaching preschoolers to avoid abduction by strangers: Evaluation of maintenance strategies. Journal of Child and Family Studies, 4(2), 177-191.
  • Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39(9), 1329-1338.
  • International Centre for Missing and Exploited Children. (2020). http://www.icmec .org. adresinden erişildi. Johnson, B. M., Miltenberger, R. G., Egemo-Helm, K., Jostad, C. M., Flessner, C., & Gatheridge, B. (2005). Evaluation of behavior skills training for teaching abduction-prevention skills to young children. Journal of Applied Behavior Analysis, 38, 67-78.
  • Kagohara, D. M., Achmadi, D., Van der Meer, L., Lancioni, G. E., O’Reilly, M. F., Lang, R., Marschik, P. B., Sutherland, D., Ramdoss, S., Green, V.A., & Sigafoos, J. (2013). Teaching two students with asperger syndrome to greet adults using social stories and video modeling. Journal of Developmental and Physical Disabilities, 25, 241-51.
  • Keen, D., Brannigan, K. L., & Cuskelly, M. (2007). Toilet training for children with autism: The effects of video modeling category. Journal of Developmental and Physical Disabilities, 19(4), 291–303.
  • Kennedy, C. H. (2005). Single case designs for educational research. Boston: Allyn and Bacon.
  • Kurt, O. (2012). Uyarlamalı dönüşümlü uygulamalar modeli. E. Tekin-Iftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar içinde (ss. 329–349). Ankara: Türk Psikologlar Dernegi Yayınları.
  • Kurt, O., & Kutlu, M. (2019). Effectiveness of social stories in teaching abduction-prevention skills to children with autism. Journal of Autism and Developmental Disorders, 49(9), 3807–3818.
  • Kutlu M., & Kurt O. (2020) Teaching abduction-prevention skills to children with autism. In: Volkmar F (Eds.), Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY.
  • Ledbetter-Cho, K., Lang, R., Davenport, K., Moore, M., Lee, A., O’Reilly, M.,… Falcomata, T. (2016). Behavioral skills training to improve the abduction-prevention skills of children with autism. Behavior Analysis Practice, 9(3), 266–270.
  • Lumley, V. A., Miltenberger, R. G., Long, E. S., Rapp, J. T., & Roberts, J. A. (1998). Evaluation of a sexual abuse prevention program for adults with mental retardation. Journal of Applied Behavior Analysis, 31(1), 91-101.
  • Miltenberger, R. G. (2008). Teaching safety skills to children: Prevention of firearm injury as an exemplar of best practice in assessment, training, and generalization of safety skills. Behavior Analysis in Practice, 1(1), 30-36.
  • Murzynski, N. T., & Bourret, J. C. (2007). Combining video modeling and least to most prompting for establishing response chains. Behavioral Interventions, 22, 147-152.
  • Olcay-Gul, S, Vuran, S, Gonen, A, Uslucan, G., & Kayhan, H. (2019). Effectiveness of video modeling in teaching following public direction signs for students with autism spectrum disorders. Hacettepe University Journal of Education, 34(2), 487-504.
  • Poche, C., Brouwer, R., & Swearingen, M. (1981). Teaching self-protection to young children. Journal of Applied Behavior Analysis, 14(2), 169–176.
  • Polderman, T. J., Hoekstra, R. A., Vinkhuyzen, A. A., Sullivan, P. F., Van der Sluis, S., & Posthuma, D. (2013). Attentional switching forms a genetic link between attention problems and autistic traits in adults. Psychological Medicine, 43(9), 1985–1996.
  • Reed, P., & McCarthy, J. (2012). Cross-modal attention-switching is impaired in autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 947‐953.
  • Sansosti, F., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178.
  • Savaşır, I., & Şahin, N. (1995). Wechsler cocuklar icin zeka olcegi uygulama kitapcigi [Manual of Wechsler Intelligence Test for Children]. Ankara: Turk Psikologlar Dernegi [Turkish Psychological Association].
  • Scattone, D. (2008). Enhancing the conversation skills of a boy with asperger’s disorder through social stories and video modeling. Journal of Autism and Developmental Disorders, 38(2), 395–400.
  • Scattone, D., Tingstrom, D. H., & Wilczynski, S. M. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using social stories. Focus on Autism and Other Developmental Disabilities, 21(4), 211–222.
  • Scattone, D., Wilczynski, S. M., Edwards, R. P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using social stories. Journal of Autism and Developmental Disorders, 32(6), 535-543.
  • Shipley-Benamou, R., Lutzker, J. R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4(3), 166–177.
  • Summers, J., Tarbox, J., Findel-Pyles, R. S., Wilke, A. E., Bergstrom, R., & Williams, W. L. (2011). Teaching two household safety skills to children with autism. Research in Autism Spectrum Disorders, 5(1), 629-632.
  • Thompson, R.M., & Johnston, S. (2013). Use of social stories to improve self-regulation in children with autism spectrum disorders. Physical & Occupational Therapy In Pediatrics, 33(3), 271 - 284.
  • Turhan, C., & Vuran, S. (2015). The effectiveness and efficiency of social stories and video modelling on teaching social skills to children with autism spectrum disorder. International Journal of Early Childhood Special Education, 7(2), 294-315.
  • Türkiye İstatistik Kurumu. (2020). 26 Ocak 2020 tarihinde http://www.tuik .org. adresinden erişildi.
  • Weiss, M. J. (2013). Behavior analytic ınterventions for developing social skills. In P. F. Gerhardt and D. Crimmins (Eds.), Social skills and adaptive behavior in learners with autism spectrum disorders (pp. 373– 51). Baltimore, MD: Brookes.

A Comparison of Social Stories with and without Video Modeling in Teaching How to Respond to Lures of Strangers to Children with Autism

Yıl 2023, Cilt: 24 Sayı: 2, 307 - 322, 01.06.2023
https://doi.org/10.21565/ozelegitimdergisi.1074367

Öz

Introduction: The purpose of this study was to compare the effectiveness and efficiency of social stories with and without video modeling in teaching how to respond to lures of strangers to children with autism.
Method: The study was conducted with four children aged 10-13 years diagnosed with autism. Target skills for the students were how to avoid abduction by strangers and how to respond if a stranger knocked at the door. An adapted alternating treatments design was used in the study.
Findings: The findings of the study showed that both procedures were equally effective on promoting acquisition for three of the four students with autism. The findings showed that social stories alone was more effective than social stories with video modeling for one student. There was no considerable difference between the two procedures in terms of efficiency. Social validity findings showed that opinions of the participants and their mothers were positive overall.
Discussion: It is likely appropriate for teachers, researchers, practitioners, and families to use only one of the teaching practices compared in this study, taking into account the characteristics and preferences of their students in teaching the skills of protection from strangers. To generalize the findings from this study, it can be suggested that similar studies be conducted with different practitioners and participants in various age groups.

Proje Numarası

1305E097

Kaynakça

  • Akmanoğlu, N., & Tekin-İftar, E. (2011). Teaching children with autism how to respond to the lures of strangers. Autism, 15(2), 205–222.
  • Akmanoglu, N., Yanardag, M., & Batu, E. S. (2014). Comparing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. Education and Training in Autism and Developmental Disabilities, 49(1), 17-31.
  • Barry, L., & Burlew, S. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19(1), 45-51.
  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287.
  • Bernad-Ripoll, S. (2007). Using a self-as-model video combined with social stories to help a child with asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22(2), 100-106.
  • Bergstrom, R., Najdowski, A. J., & Tarbox, J. (2014). A systematic replication of teaching children wıth autism to respond appropriately to lures from stranger. Journal of Applied Behavior Analysis, 47(4), 861-865.
  • Bondy, A., & Frost, L. (1994). PECS: The Picture exchange communication system training manual. Cherry Hill, NY: Pyramid Educational Consultants.
  • Chan, J. M., & O’Reilly, M. F. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41(3), 405-409.
  • Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537–552.
  • Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33(3), 371–393.
  • Cihak, D. F., Smith, C. C., Cornett, A., & Coleman, M. B. (2012). The use of video modeling with the picture exchange communication system to increase independent communicative initiations in preschoolers with autism and developmental delays. Focus on Autism and Other Developmental Disabilities, 27(1), 3-11.
  • Cihak, D.F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433-441.
  • Delano, M., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8, 29-42.
  • Diken, İ. H., Ardıç, A., & Diken, O. (2011). Gilliam otistik bozukluk derecelendirme olcegi-2-turkce versiyonu kullanim klavuzu [Gilliam autism rating scale-2-turkish version manual]. Ankara: Maya Akademi.
  • Erbaş, D. (2012). Guvenirlik. E. Tekin-İftar (Ed.), Egitim ve davranış bilimlerinde tek denekli araştırmalar içinde (ss.109–131). Ankara: Türk Psikologlar Derneği.
  • Ergenekon, Y. (2012). Teaching basic first-aid skills against home accidents to children with autism through video modeling. Educational Sciences: Theory and Practice, 12(4), 2759-2766.
  • Federal Bureau of Investigation. (2020). 19 Ocak 2020 tarihinde https ://www.fbi.gov/file-repository/2019-ncic-missingperson-and-unidentified-person-stati stics .pdf/view adresinden erişildi.
  • Gast, D. L. (2010). Single subject research methodology in behavioral sciences. New York: Rutledge.
  • Godish, D., Miltenberger, R., & Sanchez, S. (2017). Evaluation of video modeling for teaching abduction prevention skills to children with autism spectrum disorder. Advances in Neurodevelopmental Disorders, 1, 168–175.
  • Gray, C., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1–10.
  • Gunby, K. V., Carr, J. E., & Leblanc, L. A. (2010). Teaching abduction-prevention skills to children with autism. Journal of Applied Behavior Analysis, 43(1), 107-112.
  • Gunby, K. V., & Rapp, J. T. (2014). The use of behavioral skills training and in situ feedback to protect children with autism from abduction lures. Journal of Applied Behavior Analysis, 47(4), 856-860.
  • Genç-Tosun, D., & Kurt, O. (2017). Effects of video modeling on the ınstructional efficiency of simultaneous prompting among preschoolers with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 52(3), 291-304. Hagiwara, T., & Myles, B. S. (1999). A multimedia social story intervention: Teaching skills to children with autism. Focus an Autism and Other Developmental Disabilities, 14(2), 82-95.
  • Hine, J. F., & Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26(2), 83–93.
  • Holcombe, A., Wolery, M., & Katzenmeyer, J. (1995). Teaching preschoolers to avoid abduction by strangers: Evaluation of maintenance strategies. Journal of Child and Family Studies, 4(2), 177-191.
  • Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39(9), 1329-1338.
  • International Centre for Missing and Exploited Children. (2020). http://www.icmec .org. adresinden erişildi. Johnson, B. M., Miltenberger, R. G., Egemo-Helm, K., Jostad, C. M., Flessner, C., & Gatheridge, B. (2005). Evaluation of behavior skills training for teaching abduction-prevention skills to young children. Journal of Applied Behavior Analysis, 38, 67-78.
  • Kagohara, D. M., Achmadi, D., Van der Meer, L., Lancioni, G. E., O’Reilly, M. F., Lang, R., Marschik, P. B., Sutherland, D., Ramdoss, S., Green, V.A., & Sigafoos, J. (2013). Teaching two students with asperger syndrome to greet adults using social stories and video modeling. Journal of Developmental and Physical Disabilities, 25, 241-51.
  • Keen, D., Brannigan, K. L., & Cuskelly, M. (2007). Toilet training for children with autism: The effects of video modeling category. Journal of Developmental and Physical Disabilities, 19(4), 291–303.
  • Kennedy, C. H. (2005). Single case designs for educational research. Boston: Allyn and Bacon.
  • Kurt, O. (2012). Uyarlamalı dönüşümlü uygulamalar modeli. E. Tekin-Iftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar içinde (ss. 329–349). Ankara: Türk Psikologlar Dernegi Yayınları.
  • Kurt, O., & Kutlu, M. (2019). Effectiveness of social stories in teaching abduction-prevention skills to children with autism. Journal of Autism and Developmental Disorders, 49(9), 3807–3818.
  • Kutlu M., & Kurt O. (2020) Teaching abduction-prevention skills to children with autism. In: Volkmar F (Eds.), Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY.
  • Ledbetter-Cho, K., Lang, R., Davenport, K., Moore, M., Lee, A., O’Reilly, M.,… Falcomata, T. (2016). Behavioral skills training to improve the abduction-prevention skills of children with autism. Behavior Analysis Practice, 9(3), 266–270.
  • Lumley, V. A., Miltenberger, R. G., Long, E. S., Rapp, J. T., & Roberts, J. A. (1998). Evaluation of a sexual abuse prevention program for adults with mental retardation. Journal of Applied Behavior Analysis, 31(1), 91-101.
  • Miltenberger, R. G. (2008). Teaching safety skills to children: Prevention of firearm injury as an exemplar of best practice in assessment, training, and generalization of safety skills. Behavior Analysis in Practice, 1(1), 30-36.
  • Murzynski, N. T., & Bourret, J. C. (2007). Combining video modeling and least to most prompting for establishing response chains. Behavioral Interventions, 22, 147-152.
  • Olcay-Gul, S, Vuran, S, Gonen, A, Uslucan, G., & Kayhan, H. (2019). Effectiveness of video modeling in teaching following public direction signs for students with autism spectrum disorders. Hacettepe University Journal of Education, 34(2), 487-504.
  • Poche, C., Brouwer, R., & Swearingen, M. (1981). Teaching self-protection to young children. Journal of Applied Behavior Analysis, 14(2), 169–176.
  • Polderman, T. J., Hoekstra, R. A., Vinkhuyzen, A. A., Sullivan, P. F., Van der Sluis, S., & Posthuma, D. (2013). Attentional switching forms a genetic link between attention problems and autistic traits in adults. Psychological Medicine, 43(9), 1985–1996.
  • Reed, P., & McCarthy, J. (2012). Cross-modal attention-switching is impaired in autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 947‐953.
  • Sansosti, F., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178.
  • Savaşır, I., & Şahin, N. (1995). Wechsler cocuklar icin zeka olcegi uygulama kitapcigi [Manual of Wechsler Intelligence Test for Children]. Ankara: Turk Psikologlar Dernegi [Turkish Psychological Association].
  • Scattone, D. (2008). Enhancing the conversation skills of a boy with asperger’s disorder through social stories and video modeling. Journal of Autism and Developmental Disorders, 38(2), 395–400.
  • Scattone, D., Tingstrom, D. H., & Wilczynski, S. M. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using social stories. Focus on Autism and Other Developmental Disabilities, 21(4), 211–222.
  • Scattone, D., Wilczynski, S. M., Edwards, R. P., & Rabian, B. (2002). Decreasing disruptive behaviors of children with autism using social stories. Journal of Autism and Developmental Disorders, 32(6), 535-543.
  • Shipley-Benamou, R., Lutzker, J. R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4(3), 166–177.
  • Summers, J., Tarbox, J., Findel-Pyles, R. S., Wilke, A. E., Bergstrom, R., & Williams, W. L. (2011). Teaching two household safety skills to children with autism. Research in Autism Spectrum Disorders, 5(1), 629-632.
  • Thompson, R.M., & Johnston, S. (2013). Use of social stories to improve self-regulation in children with autism spectrum disorders. Physical & Occupational Therapy In Pediatrics, 33(3), 271 - 284.
  • Turhan, C., & Vuran, S. (2015). The effectiveness and efficiency of social stories and video modelling on teaching social skills to children with autism spectrum disorder. International Journal of Early Childhood Special Education, 7(2), 294-315.
  • Türkiye İstatistik Kurumu. (2020). 26 Ocak 2020 tarihinde http://www.tuik .org. adresinden erişildi.
  • Weiss, M. J. (2013). Behavior analytic ınterventions for developing social skills. In P. F. Gerhardt and D. Crimmins (Eds.), Social skills and adaptive behavior in learners with autism spectrum disorders (pp. 373– 51). Baltimore, MD: Brookes.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Metehan Kutlu 0000-0003-4468-6094

Onur Kurt 0000-0003-1511-6367

Proje Numarası 1305E097
Yayımlanma Tarihi 1 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 2

Kaynak Göster

APA Kutlu, M., & Kurt, O. (2023). A Comparison of Social Stories with and without Video Modeling in Teaching How to Respond to Lures of Strangers to Children with Autism. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 24(2), 307-322. https://doi.org/10.21565/ozelegitimdergisi.1074367




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