OTİZM SPEKTRUM BOZUKLUĞU OLAN ÇOCUKLARA EV İÇİ BECERİLERİN ÖĞRETİMİNDE VİDEOYLA MODEL OLMA İLE VİDEOYLA İPUCU YÖNTEMLERİNİN ETKİLİLİĞİNİN VE VERİMLİLİKLERİNİN KARŞILAŞTIRILMASI

Öz

Bu araştırmanın temel amacı, otizm spektrum bozukluğu (OSB) olan çocuklara ev içi becerilerinden poşet çay ve kaşarlı tost hazırlama davranışlarının öğretiminde videoyla model olma ile video  ipucunun etkililik ve verimliliğinin karşılaştırılmasıdır. Ayrıca, araştırmanın sosyal geçerliliğini belirlemek için araştırmaya katılan deneklerin öğretmenlerinden videoyla model olma ile video  ipucu için sosyal geçerlilik verisi toplanmıştır. Araştırmaya 16-17 yaşlarında, OSB tanısı almış üç erkek çocuk katılmıştır. Bu araştırma özel bir rehabilitaston merkezinin mutfağında gerçekleştirilmiştir. Araştırmanın bulguları araştırmaya katılan üç deneğin de video ipucuyla tüm hedef davranışları kazandığını göstermektedir. Videoyla model olma ile iki denek hedef davranışları kazanırken, bir denek hedef davranışı kazanamamıştır. Araştırma bulguları, video ipucunun videoyla model olmayla öğretime göre daha verimli olduğunu göstermiştir. Araştırma bittikten 15, 30 ve 45 gün sonra kazanılan davranışların kalıcılığının korunduğu gözlenmiştir. Araştırmaya katılan deneklerin öğretmenleri de videoyla model olma ve video ipucuyla öğretim için olumlu görüş bildirmişlerdir.

Anahtar Kelimeler

• Otizm Spektrum Bozukluğu,Videoyla Model Olma,Video İpucu

COMPARING EFFECTIVENESS AND EFFICIENCY OF VIDEO MODELING AND VIDEO PROMPTING METHODS IN TEACHING CHİLDREN WITH AUTISM SPECTRUM DISORDER

Abstract

The fundamental aim of this research is to compare the efficiency and productivity of two strategies, video prompting and video modelling on children with autism spectrum disorder (ASD). The purpose of the strategy application is to instil the children behaviours on how to make tea using a tea bag and cheese toast. To determine the social validity of the study, the instructors of the subjects were investigated to collect socially valid data by use of video modelling and video prompting. The subjects of the study are three male students in their 16s and 17s diagnosed with ASD. The study was held in the kitchen of a private rehabilitation center. The results of the study indicate that the subjects (three of them) have acquired all behaviours and objectives provided through video prompting. In the video modelling method two of the subjects were successful in acquiring the target behaviours but one was not. The findings suggest that video prompting strategy is more effective than the video modelling. It was observed that the acquired behaviours were present and permanent after the research applications were over on three different check points on the 15th, 30th and 45th day. The teachers of the subjects who participated in the research also reported positive views on both strategies, video modelling and video prompting. 

Keywords

• Autism Spectrum Disorder,Video Modelling,Video Prompting

Kaynakça

1. Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L. & Burke, R. V. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders, Educatıon And Treatment of Children, 33 (3) , 339–349.
2. APA (American Psychiatric Association) (2014). DSM-5 tanı ölçütleri başvuru el kitabı. (E. Köroğlu, Çev). Ankara: Hekimler.
3. Bellini, S. & Akullian, J. (2007). A meta-analysis of video modeling and video selfmonitoring interventions for children and adolescents with autism spectrum Disorders. Exceptional Children,73, 264-287.
4. Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review,36 (1) , 80-90.
5. Bereznak, S., Ayres, K. M., Mechling, L. C. & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational ındependence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24 (3) , 269-285.
6. Browder, D. M.,& Bambara, L. M. (2000). Home and community. M., E. Snell ve F. Brown (Ed.) , Instruction of students with severe disabilities (s. 543-591). Upper Saddle River, NJ: Prentice Hall.
7. Burgstahler, S. (2003). The role of technology in preparing youth with disabilities for postsecondary education and employment. Journal of Special Education Technology,18, 7-19.
8. Cannella-Malone, H. I., Fleming, C., Chung, Yi-C., Wheeler, G. M., Basbagill, A. R. & Singh, A. H. (2011). Teaching daily living skills to seven ındividuals with severe intellectual disabilities: a comparison of video prompting to video modeling. Hammill Institute on Disabilities,13 (3) , 144–153.

9. Cannella-Malone, H., Sigafoos, J., O’Reilly, M., Berenice de la C., Edrisinha C. & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41(4) , 344–356.
10. Charlop, M. H., Dennis, B., College, C. M., 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.
11. Cihak, D., Alberto, P. A., Taber-Doughty, T., & Gama, R. I. (2006). A comparison of static Picture prompting and video prompting simulation strategies using group instructional procedures. Focus on Autism and Other Developmental Disabilities, 21, 89–99.
12. Close, D. W., Sowers, J., Halpern, A. S. & Bourbeau, P. E. (1985). Pro-gramming for the transition living for mildly retarded persons. In K. C. Lakin ve R. H. Bruininks (Ed.) , Stratejies for achieving community integration of developmentally disabled citizens. (p.165) Baltimore: Brookes.
13. Cotter, C. (2010). Evaluating the effects of camera perspectıve in vıdeo modeling for children with autism: point of view versus scene modeling. Doctorate Thesis, Western Michigan University. Michigan.
14. Çankaya, S. (2013). Zihin engellilere özbakım ve ev içi becerilerinin öğretiminde ailelere yönelik beceri öğretimi yazılımının geliştirilmesi ve değerlendirilmesi, Doktora Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
15. Diken, İ. H. (2008). Otistik bozukluğu olan öğrenciler. İbrahim H. Diken. Ed. Özel eğitime gereksinimi olan öğrenciler ve özel eğitim. Ankara: Pegem Akademi.
16. Dowrick, P. W. (1999). A reviw of self modelling and related interventions. Appllied and Preventattive Psycchollogy, 8, 23-39.
17. Embregts, P. J. C. M. (2002). Effects of video feedback on social behaviour of young people with mild ıntellectual disability and staff responses. International Journal of Disability, Development and Education, 49, 1005-116.
18. Erbaş, D. (2012). Bilimsel araştırmalarda güvenirlilik. Elif Tekin-İftar (Ed.). Eğitim ve davranış bilimlerinde tek-denkli araştırmalar (s. 109-132). İstanbul: Türk Psikologlar Derneği.
19. Ergenekon, Y. (2012). Otizmli çocuklara videoyla model olma kullanılarak ev kazalarında basit ilkyardım becerilerinin öğretimi. Kuram ve Uygulamada Eğitim Bilimleri,12(4), 2739-2766.
20. Ergenekon, Y., Tekin-İftar, E., Kapan, A. & Akmanoğlu, N. (2014). Comparison of video and live modeling in teaching response chains to children with autism. Education and Training in Autism and Developmental Disabilities, 49 (2), 200-213.
21. Franzone, E., & Collet-Klingenberg, L. (2008). Overview of video modeling. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin.
22. http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/VideoModeling_Overview_1.pdf sayfasından erişilmiştir.
23. Gast, D. L. (2010). General factors in measurement and evaluation (Edt:) Gast, D. L. (p. 102) Single Subject Research Methodology In Behavioral Sciences. New York, NY: Routledge.
24. Hagin, R. A. (2001). Pervasive developmental disorder. Frank, M. Kline, Larry B. Silver & Steven C. Russell (Ed) The educucator’s guide to medical ıssues in the classrom.(ss. 358- 377) Paul Brookes Publishing. Baltimor Maryland.
25. Halisküçük, E. Ş. (2007). Zihinsel yetersizliği olan öğrencilere makarna pişirme becerisinin öğretiminde video modelinin etkililiği. Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi Eğitim Bilimler Enstitüsü, Bolu.
26. Horn, J. A. (2008). Teaching functional skills to individuals with developmental disabilities using video prompting, Yüksek Lisans Tezi, University of South Florida, Florida.
27. Johnson, J. W., Blood, E., Freeman, A. & Simmons, K. (2013). Evaluating the effectiveness of teacher-ımplemented video prompting on an ipod touch to teach food-preparation skills to high school students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28 (3) ,147-158. doi: 10.1177/1088357613476344.
28. Kellems, R. O., & Morninsgstar, M. E. (2012). Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career Development and Transition for Exceptional Individuals, 35(3),1-13. Doi: 10.1177/216514341244308.
29. Kırcaaali-iftar G. & Odluyurt, S. (2012). Otizm spektrum bozukluğu olan çocuklara iletişim becerilerinin kazandırılması. A. Gönül Akçamete (Ed).Genel eğitim sınıflarında özel gereksinimi olan çocuklar ve özel eğitim.(ss. 329-367)Ankara: Kök. Kırcaali-İftar, G. (2007). Otizm spektrum bozukluğu, İstanbul: Daktylos.
30. Kırcaali-iftar, G. (2013). Otizm spektrum bozukluğuna genel bakış. E. Tekin-iftar (Ed.).Otizm spektrum bozuklugu olan çocuklar ve egitimleri. Ankara: Vize.
31. Koegel, L., Matos-Freeden, R., Lang, R., & Koegel, R. (2011). Interventions for children with autism spectrum disorders in inclusive school settings. Cognitive and Behavioral Practice, 18, 421-588.
32. Kurt, O. (2012). Otizm spektrum bozukluğu ve bilimsel dayanaklı uygulamalar. Elif Tekin İftar (edit).Otizm spektrum bozukluğu olan çocuklar ve eğitimleri. (s.83-1120). Ankara: Vize.
33. Kurt, O. (2012). Uyarlamalı dönüşümlü uygulamalar modeli. Elif Tekin-İftar (Ed.). Eğitim ve davranış bilimlerinde tek-denkli araştırmalar (s. 339-349). İstanbul: Türk Psikologlar Derneği.
34. Kürkçüoğlu, B. Ü. (2007). Otistik özellik gösteren çocuklara bire-bir öğretimde etkinlikler içi ve arası seçim fırsatları sunmanın etkilerinin karşılaştırılması, Doktora Tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
35. Laarhoven, T. V., Kraus, E., Karpman, K., Nizzi, R. & Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to ındividuals with autism. Focus on Autism and Other Developmental Disabilities,25 (4) , 195–208.
36. Mechling, L. (2005). The effects of instructor-created video programs to teach students with disabilities: a literature review. Journal of Special Education Technology, 20, 25-36.
37. Mechling, L. C., Ayres, K. M., Foster, A. L. & Bryant, K. J. (2013). Cooking skills to high school students with autism comparing the effects of commercially available and custom-made video prompting. Remedial and Special Education,34 (6) , 371–383.
38. Mechling, L.C., Ayres, K. M., Bryant, K.J. & Foster, A. L. (2014). Comparison of the effects of continuous video modeling, video prompting, and video modeling on task completion by young adults with moderate ıntellectual disability. Education and Training in Autism and Developmental Disabilities, 49 (4) , 491–504.
39. Michel, P. (2004). The use of technology in the study, diagnosis and treatment of autism. Final term Paper for CSC350: Autism and Associated Developmental Disorders.
40. Morgan, R. L. & Salzberg. C. L. (1992). Effects of video-assisted training on employment- related skills of adults with severe mental retardation. Journal of Applied Behavior Analysis, 25, 365-383.
41. Motavalli Mukaddes N., (2013). Otizm spektrum bozuklukları tanı ve takip. İstanbul: Nobel Tıp.
42. Murdock, L. C. (2007). Video self-modeling as an intervention to increase the verbal initiations of children with autism spectrum disorders. Doktora Tezi, Department of Special Education in the Graduate School of The University of Alabama, Alabama.
43. Nikopoulos C. K. & Keenan M (2003). Promoting social initiation in children with autism using video modeling, Behavioral Interventions, 18, 87–108
44. Nikopoulos, C. & Keenan, M. (2006).Video modeling and behaviour analysis: A guide for teaching social skills to children with autism. London: Jessica Kingsley.
45. Nikopoulos, C. K. & Keenan M. (2004). Effects of video modeling on social initiations by children with autism, Journal of Applied Behavior Analyis,37 (1) , 93–96.
46. Ogilvie, C. R. (1996). The impact of video modeling and peer mentoring of social skills for middle school students with autism spectrum disorders in inclusive settings, Yüksek Lisans Tezi, Department of Exceptional Education in the College of Education at the University of Central Florida Orlando, Florida.
47. Rayner, C. (2011). Sibling and adult video modelling to teach a student with autism: Imitation skills and intervention suitability. Developmental Neurorehabilitation, 14 (6) , 331–338.
48. Senemoğlu, N. (2012). Gelişim, öğrenme ve öğretim, kuramdan uygulamaya. Ankara: Pegem.
49. Sigafoos, J., O’Reilly, M., Cannella, H., Edrisinha, C., de la Cruz, B., Upadhyaya, M., Lancioni, G. E., Hundley, A., Andrews, A., Garver, C. &Young,D. (2007). Evaluation of a video prompting and fading procedure for teaching dish washing skills to adults with developmental disabilities. Journal of Behavioral Education, 16(2) 93–109 DOI: 10.1007/s10864-006-9004-z
50. Snell, M. E. (1983). Systematic instruction of the moderately and severely handicapped, Ohio: Merrill.
51. Spencer, L. G. (2002).Comparing the effectiveness of static pictures vs. video modeling on teaching requesting skills to elementary children with autism. Doktora Tezi, Georgia State University, Atlanta, A.B.D.
52. Sucuoğlu, B., & Kuloğlu-Aksaz, N. (1992). Otistik çocuklara bağımsız yaşam becerilerinin kazandırılması. Psikoloji Dergisi, 7, 27, 15
53. Taber-Doughty. T., Bouck. E. C., Tom. K., Jasper. A. D., Flanagan. S. M. & Bassette. L. (2011). Video modeling and prompting: a comparison of two strategies for teaching cooking skills to students with mild ıntellectual disabilities.
54. Education and Training in Autism and Developmental Disabilities, 46 (4) , 499–513
55. Tekin-İftar, E. (2012). Dönüşümlü uygulamalar modeli. Tekin-İftar, E. (Ed.) Eğitim ve davranış bilimlerinde tek denekli araştırmalar. (s. 313-328). Ankara: Türk Psikologlar Derneği.30–34.
56. Towbin, K. T., Mauk, J. E. & Batshaw, L. B. (2005).pervasive developmental disorders. Mark L Batshaw (Ed) Childeren with disabiltty.(ss. 365-387), Baltimor Maryland: Paul Brookes.
57. Varol, N. (1996). Beceri öğretim materyali geliştirme ve beceri öğretiminde ipuçlarının kullanımı. G. Ü. Gazi Eğitim Fakültesi Dergisi. 16(19) , 35-46.
58. Varol, N. (2005).Beceri öğretimi ve öz bakım becerilerinin kazandırılması. Ankara: Kök.
59. Wolery, M., Gast, D. L. & Hammond, D. (2010). Comparative intervention designs. (Edt:) Gast, D. L. (p. 329) Single Subject Research Methodology In Behavioral Sciences. New York, NY: Routledge.
60. Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P. & Schultz, T. R. (2014). Evidence-Based practices for children, youth, and young adults with autism spectrum disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.
61. Yağlı, A. (2013). Çocuğun eğitiminde ve sosyal gelişiminde çizgi filmlerin rolü: caıllou ve pepee örneği. Turkish Studies. 8 (10) 707-719.