Ailelerin Otizm Spektrum Bozukluğu Olan Çocuklarıyla Gerçekleştirdikleri Öğretimsel Uyarlamalarına İlişkin Fenomenolojik Bir Araştırma

Yıl 2021, Sayı: 52, 464 - 491, 27.04.2021

Esra Orum Çattık , Ahmet Yetkin , Veysel Aksoy

https://doi.org/10.9779/pauefd.833843

Cited By: 1

Öz

OSB’li çocuğa sahip aileler kendilerine sistematik öğretim süreçleri sunulduğunda çocuklarına birçok beceri ve davranışı kazandırmada olumlu çıktılar elde etmektedirler. Bununla birlikte elde edilen bu öğrenme çıktıları ailelere sistematik eğitimler verildiğinde ve etkili uygulamaları yüksek uygulama güvenirliğiyle OSB’li çocuklarına uyguladıklarında mümkün olmaktadır. Çeşitli nedenlerden dolayı her aile etkili uygulamaları öğrenebilme fırsatına sahip olamamaktadır. Bu araştırmada OSB olan bireylerin eğitimine yönelik herhangi bir sistematik uygulama sürecine katılmamış OSB’li çocuk ailelerinin evde çocuklarıyla gerçekleştirdikleri öğretimsel uygulamalara ilişkin görüş ve deneyimlerine ilişkin derinlemesine bilgi toplamak amaçlanmıştır. Çalışmaya bireysel veya grup eğitimi alan yaşları 0-6 yaş arasında değişen OSB tanısı almış 10 çocuk, bu çocukların aileleri ve öğretmenleri katılmıştır. Araştırmada ailelerle yarı yapılandırılmış görüşmeler yapılarak derinlemesine bilgi toplanmıştır. Ayrıca öğretmenlerden bilgi formları aracılığıyla OSB olan çocuklar ve gerçekleştirilen uygulamalar hakkında veri toplanmıştır. Çalışmanın sonuçları ailelerin etkili uygulamaları kendi çabalarıyla ve eğitsel uygulamaları gözleyerek evde çocuklarıyla çalışırken kullanabildiklerini, belirli düzeyde araç-gereç ve ortam uyarlaması yapabildiklerini göstermiştir. Buna ek olarak evdeki öğretim deneyimlerinin hem ailelere hem de OSB olan çocuklara pek çok olumlu katkılarının olduğu görülmüştür. Ancak bulgular ailelerin bu uygulamaları yüksek uygulama güvenirliğiyle kullanabilmek için hala desteğe gereksinim duyduklarını ortaya koymuştur. Buna ek olarak özel eğitim öğretmenlerinin ailelerin çocuklarının eğitimlerini evde sürdürebilmelerinde önemli kaynaklar olduğu görülmektedir.

Anahtar Kelimeler

Otizm Spektrum Bozukluğu, Aile Katılımı, Erken Çocuklukta Özel Eğitim, Bilimsel Dayanaklı Uygulamalar, Etkili Uygulamalar

A Phenomenological Study on the Instructional Practices of Families with Their Children with Autism Spectrum Disorders

Öz

When parents of children with ASD are offered systematic instruction processes, achieve positive results. However, these positive result are possible when families are provided systematic instruction and they implement these methods with their children with high reliability. For various reasons, parents don’t have the opportunity to learn evidence-based practices. The present study aims to collect in-depth data on the instructional practices of parents of children with ASD who previously did not participate in any systematic intervention for the education of individuals with ASD. Ten children diagnosed with ASD between the ages of 0-6, their parents and teachers participated in the study. In the study, data were collected with semi-structured interviews conducted with the parents. Furthermore, information was obtained from teachers about children with ASD and the practices implemented by using information forms. Results indicate that parents can use effective practices while working with their children at home, and they can adapt a certain level of materials and environment by observing educational practices and their own efforts; however, they still need support to implement these interventions with high reliability. Furthermore, it was revealed that teachers were important resources for the parents to continue their children's education at home.

Anahtar Kelimeler

Autism spectrum disorder, parent participation, early special education services, evidence-based practices, effective interventions

Kaynakça

• Bogdan, R. C., & Biklen, S. K. (2007). Research for education: An introduction to theories and methods.
• Birkan, B. (2002). Erken Özel Eğitim Hizmetleri, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 3(2) 99-109.
• Brookman-Frazee, L., Stahmer, A., Baker-Ericzen, M. J., & Tsai, K. (2006). Parenting interventions for children with autism spectrum and disruptive behavior disorders: Opportunities for cross-fertilization. Clinical Child and Family Psychology Review, 9(3-4), 181-200. doi: 10.1007/s10567-006-0010-4
• Conyers, L. M., Reynolds, A. J., & Ou, S. R. (2003). The effect of early childhood intervention and subsequent special education services: Findings from the Chicago Child-Parent Centers. Educational Evaluation and Policy Analysis, 25(1), 75-95, doi: https://doi.org/10.3102/01623737025001075.
• Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264, doi: https://doi.org/10.1177/0011000006287390.
• Diken, I. H., & Diken, O. (2008). Turkish Mothers' Verbal Interaction Practices and Self-Efficacy Beliefs regarding Their Children with Expressive Language Delay. International Journal of Special Education, 23(3), 110-117, doi: https://doi.org/10.1177/0011000006287390.
• Diken, İ. H. (2014). Erken Çocukluk Döneminde Doğal Ortamlarda Öğretim, Ankara: Pegem Akademi Ducharme, J. M., & Drain, T. L. (2004). Errorless academic compliance training: Improving generalized cooperation with parental requests in children with autism. Journal of the American Academy of Child & Adolescent Psychiatry, 43(2), 163-171. doi: 10.1097/00004583-200402000-00011
• Dunst, C. J., & Espe-Sherwindt, M. (2016). Family-centered practices in early childhood intervention. In Handbook of early childhood special education (pp. 37-55). Springer, Cham.
• Espe-Sherwindt, M., & Serrano, A. M. (2016). It takes two: The role of family-centered practices in communication intervention. Revista de logopedia, Foniatría y Audiología, 36(4), 162-169.
• Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., ... & Barrett, B. (2010). Parent-mediated communication-focused treatment in children with autism (PACT): a randomised controlled trial. The Lancet, 375(9732), 2152-2160.
• Hallahan, D., & Kauffman, J. (1977). Labels, categories, behaviors: ED, LD, and EMR reconsidered. The Journal of Special Education, 11(.), 139–149.
• Heidlage, J. K., Cunningham, J. E., Kaiser, A. P., Trivette, C. M., Barton, E. E., Frey, J. R., & Roberts, M. Y. (2020). The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly, 50(.), 6-23.
• Hendricks, D. R. (2009). Overview of parent-implemented intervention. Chapel Hill, NC: The National Professional Development Center on ASD, Frank Porter Graham Child Development Institute, University of North Carolina.
• Hsing-Hsieh. H., Wilder, D. A., & Abellon, O. E. (2011). The effects of training on caregiver implementation of incidental teaching. Journal of Applied Behavior Analysis, 44(1), 199-203. doi: 10.1901/jaba.2011.44- 199
• Hoffmann, A. N., Bogoev, B. K., & Sellers, T. P. (2019). Using Telehealth and Expert Coaching to Support Early Childhood Special Education Parent-Implemented Assessment and Intervention Procedures. Rural Special Education Quarterly, 38(2), 95-106.
• Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Topics in Early Childhood Special Education, 26(3), 179-187.
• Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Topics in Early Childhood Special Education, 26(3), 179-187.
• Kidd, T., & Kaczmarek, E. (2010). The experiences of mothers home educating their children with autism spectrum disorder. Issues in Educational Research, 20(3), 257-275.
• Kwok, S. Y. C. L., Leung, C. L. K., & Wong, D. F. K. (2014). Marital satisfaction of Chinese mothers of children with autism and intellectual disabilities in H ong K ong. Journal of Intellectual Disability Research, 58(12), 1156-1171.
• Mahoney, G. and Wheeden, C. A. 1997. Parent-child interaction - the foundation for family-centered early intervention practice: a response to Baird and Peterson. Topics in Early Childhood Special Education 17, 165-184
• Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". Jossey-Bass Publishers, 350 Sansome St, San Francisco, CA 94104.
• Minjarez, M. B., Bruinsma, Y., & Stahmer, A. C. (2020). Considering NDBI Models. Minjarez, M. B., Karp, E. A., Stahmer, A. C., & Brookman-Frazee, L. (2020). Empowering parents through parent training and coaching
• Moes, D. R., & 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.
• O'Connor, R. A., Stockmann, L., & Rieffe, C. (2019). Spontaneous helping behavior of autistic and non‐ autistic (Pre‐) adolescents: A matter of motivation?. Autism Research, 12(12), 1796-1804, doi: https://doi.org/10.1002/aur.2182.
• Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education,37, 164–173, doi: https://doi.org/10.1177/00224669030370030601.
• Orum-Çattık, E., Yetkin, A. İ., & Diken, İ. H. Erken Çocukluk Döneminde Otizm Spektrum Bozukluğunda Aile Merkezli Müdahaleler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 22(1), 589-610, doi: https://doi.org/10.21565/ozelegitimdergisi.543446.
• Parladé, M. V., Weinstein, A., Garcia, D., Rowley, A. M., Ginn, N. C., & Jent, J. F. (2020). Parent–Child Interaction Therapy for children with autism spectrum disorder and a matched case-control sample. Autism, 24(1), 160-176.
• Rocha, M. L., Schreibman, L., & Stahmer, A. C. (2007). Effectiveness of training parents to teach joint attention in children with autism. Journal of Early Intervention, 29(2), 154-172. doi: 10.1177/105381510702900207
• Rogers, S. J. (1996). Marital quality, mothers' parenting and children's outcomes: A comparison of mother/father and mother/stepfather families. Sociological Focus, 29(4), 325-340. doi: 10.1080/00380237.1996.10570649
• Ruble, L. A., McGrew, J. H., Wong, W. H., & Missall, K. N. (2018). Special education teachers’ perceptions and intentions toward data collection. Journal of Early Intervention, 40(2), 177-191.
• Sandall, S. R., Schwartz, I. S., & Lacroix, B. (2004). Interventionists’ perspectives about data collection in integrated early childhood classrooms. Journal of Early Intervention, 26(3), 161-174, doi: https://doi.org/10.1177/105381510402600301
• Selimoğlu, Ö. G., & Özdemir, S. (2018). The Efficacy of Responsive Teaching (RT) Program on social interaction skills of children with Autism Spectrum Disorder/Etkileşim Temelli Erken Çocuklukta Müdahale Programı'nın (ETEÇOM) Otizm Spektrum Bozukluğu sergileyen çocukların sosyal etkileşim becerileri üzerindeki etkililiği. Erken Çocukluk Çalışmaları Dergisi, 2(3), 514, doi: 10.24130/eccd-jecs.196720182399.
• Schertz, H. H., & Odom, S. L. (2007). Promoting joint attention in toddlers with autism: A parent-mediated developmental model. Journal of Autism and Developmental Disorders, 37(8), 1562-1575. doi: 10.1007/s10803-006-0290-z.
• Shriver, M. D., Kramer, J. J., & Garnett, M. (1993). Parent involvement in early childhood special education: Opportunities for school psychologists. Psychology in the Schools, 30(3), 264-273, doi: https://doi.org/10.1002/1520-6807(199307)30:3<264::AID-PITS2310300309>3.0.CO;2-2.
• Stahmer, A. C., & Gist, K. (2001). The effects of an accelerated parent education program on technique mastery and child outcome. Journal of Positive Behavior Interventions, 3(2), 75-82. doi: 10.1177/109830070100300203
• Subaşı, M., & Okumuş, K. (2017). Bir araştırma yöntemi olarak durum çalışması. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21(2), 419-426.
• Whittingham, K., Sofronoff, K., Sheffield, J., & Sanders, M. R. (2009). Stepping Stones Triple P: An RCT of a parenting program with parents of a child diagnosed with an autism spectrum disorder. Journal of Abnormal Child Psychology, 37(4), 469. doi: 10.1007/s10802-014-9927-0.
• Zyga, O., & Dimitropoulos, A. (2020). Preliminary Characterization of Parent-Child Interaction in Preschoolers With Prader-Willi Syndrome: The Relationship Between Engagement and Parental Stress. American Journal on Intellectual and Developmental Disabilities, 125(1), 76-84, doi: https://doi.org/10.1352/1944-7558-125.1.76