Effectiveness of Video Modeling Instruction in Teaching Pedestrian Skills to Children with Autism Spectrum Disorder
Yıl 2024,
Cilt: 6 Sayı: 1, 46 - 64, 14.08.2024
Feyat Kaya
Yasemin Ergenekon
Öz
This study aimed to evaluate the effectiveness of video modeling in teaching children with autism spectrum disorder (ASD) how to safely cross the street using pedestrian traffic lights. Additionally, it sought to assess parents' opinions on using video modeling to teach this skill. A multiple probe design with inter-participant probe phases, one of the single-subject research designs, was employed to assess the effectiveness of the video modeling intervention in teaching pedestrian skills to children with ASD. Three boys with ASD, aged 8 to 9 years, participated in the study. The dependent variable was the ability to cross the street safely using pedestrian traffic lights, while the independent variable was the video modeling instruction. The study's findings indicated that the video modeling intervention was effective in teaching children with ASD the skill of safely crossing the street using pedestrian traffic lights. The children maintained the learned skill three and five days after the teaching sessions concluded and were able to generalize it to real-world environments. The social validity data collected from the mothers of the participating children were positive, indicating support for using video modeling to teach pedestrian traffic skills.
Kaynakça
- Agran, M., & Krupp, M. (2010). A preliminary investigation of parents' opinions about safety skills instruction: An apparent discrepancy between importance and expectation. Education and Training in Autism and Developmental Disabilities, 45(2), 303-311. https://www.jstor.org/stable/23879814
- Agran, M., Krupp, M., Spooner, F., & Zakas, T. L. (2012). Asking students about the importance of safety skills instruction: A preliminary analysis of what they think is important. Research and Practice for Persons with Severe Disabilities, 37(1), 45-52. https://doi.org/10.2511/027494812800903265
- Akmanoglu, N., & Tekin-Iftar, E. (2011). Teaching children with autism how to respond to the lures of strangers. Autism, 15(2), 205-222. https://doi.org/10.1177/1362361309352180
- Baruni, R. R., & Miltenberger, R. G. (2022). Teaching safety skills to children: A discussion of critical features and practice recommendations. Behavior Analysis in Practice, 1-13. https://doi.org/10.1007/s40617-021-00667-4
- Batu, S., Ergenekon, Y., Erbas, D., & Akmanoglu, N. (2004). Teaching pedestrian skills to individuals with developmental disabilities. Journal of Behavioral Education, 13(3), 147-164. https://doi.org/10.1023/B:JOBE.0000037626.13530.96
- Branche, C., Ozanne-Smith, J., Oyebite, K., & Hyder, A. A. (2008). World report on child injury prevention. Unicef.
Brown, F. J., & Gillard, D. (2009). Learning road safety skills in the classroom. British Journal of Learning Disabilities, 37(3), 228-231. https://doi.org/10.1111/j.1468-3156.2009.00557.x
- Cherix, R., Carrino, F., Piérart, G., Khaled, O. A., Mugellini, E., & Wunderle, D. (2020). Training pedestrian safety skills in youth with intellectual disabilities using fully immersive virtual reality-A feasibility study. In International Conference on Human-Computer Interaction. Springer,
- Deluka-Tibljaš, A., Šurdonja, S., Ištoka Otkovi´c, I., & Campisi, T. (2022). Child-pedestrian traffic safety at crosswalks: Literature review. Sustainability, 14, 11-42. https://doi.org/10.3390/su14031142
- Dixon, D. R., Miyake, C. J., Nohelty, K., Novack, M. N., & Granpeesheh, D. (2020). Evaluation of an immersive virtual reality safety training used to teach pedestrian skills to children with autism spectrum disorder. Behavior Analysis in Practice, 13, 631-640. https://doi.org/10.1007/s40617-019-00401-1
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- Ergenekon, Y. (2012). Otizmli çocuklara videoyla model olma kullanılarak ev kazalarında basit ilkyardım becerilerinin öğretimi. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2739-2766. https://hdl.handle.net/11421/15591
- Ergenekon, Y. (2023). Trafik güvenliği, sağlık ve ilkyardım becerileri. N. Güneş Özler (Ed.), Gelişimsel yetersizliği olan bireylerde güvenlik becerileri içinde. Nobel Yayıncılık.
- Ergenekon, Y., & Çolak, A. (2019). Bağımsız yaşama güvenli bir adım: Gelişimsel yetersizliği olan bireyler için güvenlik becerileri. Kalem Eğitim ve İnsan Bilimleri Dergisi, 9(1), 295-320. doi: 10.23863/kalem.2019.128
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- Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. In J. R. Ledford & D. L. Gast (Eds.), Single case research methodology: Applications in special education and behavioral sciences. Routledge.
- Goldsmith, T. (2008). Using virtual reality enhanced behavioral skills training to teach street crossing skills to teach children and adolescents with autism spectrum disorder [Unpublished doctoral dissertation]. Western Michigan University.
- Hanratty, L. A., Miltenberger, R. G., & Florentino, S. R. (2016). Evaluating the effectiveness of a teaching package utilizing behavioral skills training and in situ training to teach gun safety skills in a preschool classroom. Journal of Behavioral Education, 25, 310-323. https://doi.org/10.1007/s10864-016-9248-1
- Harriage, B., Blair, K. S. C., & Miltenberger, R. (2016). An evaluation of a parent implemented in situ pedestrian safety skills intervention for individuals with autism. Journal of Autism and Developmental Disorders, 46(6), 2017-2027. https://doi.org/10.1007/s10803-016-2730-8
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- Hoch, H., Taylor, B. A., & Rodriguez, A. (2009). Teaching teenagers with autism to answer cell phones and seek assistance when lost. Behavior Analysis in Practice, 2(1), 14-20. https://doi.org/10.1007/BF03391733
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Otizm Spektrum Bozukluğu Olan Çocuklara Yaya Becerilerinin Öğretiminde Video Modelle Öğretimin Etkililiği
Yıl 2024,
Cilt: 6 Sayı: 1, 46 - 64, 14.08.2024
Feyat Kaya
Yasemin Ergenekon
Öz
Bu çalışmada otizm spektrum bozukluğu (OSB) olan çocuklara yaya becerilerinden yaya trafik ışıklarını kullanarak karşıdan karşıya geçme becerisinin öğretilmesinde video modelle öğretimin etkililiği ve anne-babaların bu becerinin video modelle öğretimine ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Araştırmada OSB olan çocuklara video modelle öğretim kullanılarak yaya becerilerinin öğretiminin etkililiğinin incelenmesi için tek-denekli araştırma modellerinden katılımcılar arası yoklama evreli çoklu yoklama modeli kullanılmıştır. Araştırmaya OSB olan ve yaşları 8-9 arasında değişen üç erkek çocuk katılmıştır. Araştırmanın bağımlı değişkeni yaya trafik ışığını kullanarak güvenli bir şekilde caddede karşıdan karşıya geçme becerisi, bağımsız değişkeni ise video modelle öğretim uygulamasıdır. Araştırma bulguları, video modelle öğretim uygulamasının OSB olan çocuklara yaya trafik ışıklarını kullanarak karşıdan karşıya geçme becerisinin öğretiminde etkili olduğunu, çocukların öğrenmiş oldukları beceriyi öğretim oturumları bittikten üç ve beş gün sonra da koruduklarını ve gerçek ortama genelleyebildiklerini göstermiştir. Araştırmaya katılan çocukların annelerinden elde edilen sosyal geçerlik bulgularının olumlu olduğu görülmüştür.
Etik Beyan
Hakkari Üniversitesi Bilimsel Araştırma ve Yayın Kurulundan etik onay kurul kararı alınmıştır.
Destekleyen Kurum
Bu çalışma herhangi bir kurum ya da kuruluş tarafından fonlanmamıştır.
Kaynakça
- Agran, M., & Krupp, M. (2010). A preliminary investigation of parents' opinions about safety skills instruction: An apparent discrepancy between importance and expectation. Education and Training in Autism and Developmental Disabilities, 45(2), 303-311. https://www.jstor.org/stable/23879814
- Agran, M., Krupp, M., Spooner, F., & Zakas, T. L. (2012). Asking students about the importance of safety skills instruction: A preliminary analysis of what they think is important. Research and Practice for Persons with Severe Disabilities, 37(1), 45-52. https://doi.org/10.2511/027494812800903265
- Akmanoglu, N., & Tekin-Iftar, E. (2011). Teaching children with autism how to respond to the lures of strangers. Autism, 15(2), 205-222. https://doi.org/10.1177/1362361309352180
- Baruni, R. R., & Miltenberger, R. G. (2022). Teaching safety skills to children: A discussion of critical features and practice recommendations. Behavior Analysis in Practice, 1-13. https://doi.org/10.1007/s40617-021-00667-4
- Batu, S., Ergenekon, Y., Erbas, D., & Akmanoglu, N. (2004). Teaching pedestrian skills to individuals with developmental disabilities. Journal of Behavioral Education, 13(3), 147-164. https://doi.org/10.1023/B:JOBE.0000037626.13530.96
- Branche, C., Ozanne-Smith, J., Oyebite, K., & Hyder, A. A. (2008). World report on child injury prevention. Unicef.
Brown, F. J., & Gillard, D. (2009). Learning road safety skills in the classroom. British Journal of Learning Disabilities, 37(3), 228-231. https://doi.org/10.1111/j.1468-3156.2009.00557.x
- Cherix, R., Carrino, F., Piérart, G., Khaled, O. A., Mugellini, E., & Wunderle, D. (2020). Training pedestrian safety skills in youth with intellectual disabilities using fully immersive virtual reality-A feasibility study. In International Conference on Human-Computer Interaction. Springer,
- Deluka-Tibljaš, A., Šurdonja, S., Ištoka Otkovi´c, I., & Campisi, T. (2022). Child-pedestrian traffic safety at crosswalks: Literature review. Sustainability, 14, 11-42. https://doi.org/10.3390/su14031142
- Dixon, D. R., Miyake, C. J., Nohelty, K., Novack, M. N., & Granpeesheh, D. (2020). Evaluation of an immersive virtual reality safety training used to teach pedestrian skills to children with autism spectrum disorder. Behavior Analysis in Practice, 13, 631-640. https://doi.org/10.1007/s40617-019-00401-1
- Embleton, D. B., Ertoran, İ., Özkan, A., Mersin, H., & Tekeli, M. C. (2016). Trafik kazalarında çocukluk çağında mortalite ve morbiditenin değerlendirilmesi. Kocatepe Tıp Dergisi, 17(3), 84-88. https://doi.org/10.18229/kocatepetip.242403
- Emniyet Genel Müdürlüğü (2022). Ülke geneli trafik istatistik bülteni. http://www.trafik.gov.tr/istatistikler37
- Erbaş, D. (2012). Güvenirlik. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar içinde. Anı Yayıncılık.
- Ergenekon, Y. (2012). Otizmli çocuklara videoyla model olma kullanılarak ev kazalarında basit ilkyardım becerilerinin öğretimi. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2739-2766. https://hdl.handle.net/11421/15591
- Ergenekon, Y. (2023). Trafik güvenliği, sağlık ve ilkyardım becerileri. N. Güneş Özler (Ed.), Gelişimsel yetersizliği olan bireylerde güvenlik becerileri içinde. Nobel Yayıncılık.
- Ergenekon, Y., & Çolak, A. (2019). Bağımsız yaşama güvenli bir adım: Gelişimsel yetersizliği olan bireyler için güvenlik becerileri. Kalem Eğitim ve İnsan Bilimleri Dergisi, 9(1), 295-320. doi: 10.23863/kalem.2019.128
- Garcia, D., Dukes, C., Brady, M. P., Scott, J., & Wilson, C. L. (2016). Using modeling and rehearsal to teach fire safety to children with autism. Journal of Applied Behavior Analysis, 49(3), 699-704. https://doi.org/10.1002/jaba.331
- Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. In J. R. Ledford & D. L. Gast (Eds.), Single case research methodology: Applications in special education and behavioral sciences. Routledge.
- Goldsmith, T. (2008). Using virtual reality enhanced behavioral skills training to teach street crossing skills to teach children and adolescents with autism spectrum disorder [Unpublished doctoral dissertation]. Western Michigan University.
- Hanratty, L. A., Miltenberger, R. G., & Florentino, S. R. (2016). Evaluating the effectiveness of a teaching package utilizing behavioral skills training and in situ training to teach gun safety skills in a preschool classroom. Journal of Behavioral Education, 25, 310-323. https://doi.org/10.1007/s10864-016-9248-1
- Harriage, B., Blair, K. S. C., & Miltenberger, R. (2016). An evaluation of a parent implemented in situ pedestrian safety skills intervention for individuals with autism. Journal of Autism and Developmental Disorders, 46(6), 2017-2027. https://doi.org/10.1007/s10803-016-2730-8
- Hasanhanoğlu, C. (2008). Trafikte sürücü kişilik yapısının kaza yapma olasılığı üzerine etkisinin istatistiksel incelenmesi. (Yayınlanmamış doktora tezi). Gazi Üniversitesi
- Hasanhanoğlu, C. (2022). Türkiye’deki sürücü profilinin belirlenmesinde swot analizi. Uluslararası Sosyal Bilimler Akademik Araştırmalar Dergisi, 6(11), 36-51.
- Hawkins, T. (2016). Teaching street-crossing skills to special education students. [Unpublished master’s thesis]. California State University.
- Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations. Focus on Autism and Other Developmental Disabilities, 24(2), 77-88. https://doi.org/10.1177/108835760832982
- Hoch, H., Taylor, B. A., & Rodriguez, A. (2009). Teaching teenagers with autism to answer cell phones and seek assistance when lost. Behavior Analysis in Practice, 2(1), 14-20. https://doi.org/10.1007/BF03391733
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