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Teaching Communication Skills to Children with Severe Disabilities: Using Evidence-Based Practices

Yıl 2020, Cilt: 3 Sayı: 2, 213 - 221, 31.12.2020

Öz

Many children with severe disabilities are having difficulties in communication. These difficulties limit their social interaction and communication with their peers and other people. Some of these children may develop inappropriate and unacceptable forms of communication to interact with people. Performing a comprehensive assessment and choosing an effective intervention are extremely important to prevent these children from developing inappropriate communication behaviors and teach them more functional and acceptable communication skills. This study provides information regarding how to perform a comprehensive assessment and introduce the communication matrix, which is an online assessment tool used to get further information of a child’s communication skills. Sample assessment results of a 13-year-old, seven grades, female student with communication difficulties is provided and sample objectives are developed based on student’s assessment results. In addition, evidence-based practices and the importance of their use for children with communication difficulties are explained.

Kaynakça

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Brady, N., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., … & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138.
  • Butterfield, N., & Arthur, M. (1995). Shifting the focus: Emerging priorities in communication programming for students with a severe intellectual disability. Education and Training in Mental Retardation and Developmental Disabilities. 30, 41-50.
  • Conklin, C. G., & Mayer, R. G. (2011). Effects of implementing the picture exchange communication system (PECS) with adults with developmental disabilities and severe communication deficits. Remedial and Special Education, 32, 155-166. doi:10.1177/0741932510361268
  • Downing, J. (2005). Teaching communication skills to students with severe disabilities. (2nd ed). Baltimore, MD: Paul H. Brookes Pub. Co.
  • Earless-Vallrath, T. L. (2011). Research to practice closing the gap. Intervention in School and Clinic. 47(3). 135-138
  • Evans, W. H., & Evans, S. S. (1990). Ecological assessment guidelines. Diagnosticue, 16(1), 49-51. doi:10.1177/153450849001600111
  • Individuals with Disabilities Education Act of 1975, 20 U.S.C. § 1400 (2004).
  • Kuder, S. J. (2003). Teaching students with language and communication disabilities. Boston, MA: Allyn and Bacon
  • Mancil, G. R., & Boman, M. (2010). Functional communication training in the classroom: A guide for success. Preventing School Failure, 54, 238-246. doi:1080/10459881003745195
  • National Autism Center. (NAC). (2009). National standards report, phase 1. Retrieved from http://www.nationalautismcenter.org/national-standards-project/
  • National Autism Center. (NAC). (2015). National standards report, phase 2. Retrieved from http://www.nationalautismcenter.org/national-standards-project/phase-2/
  • Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.
  • Polloway, E. A., Patton, J. R., & Serna, L. (2009). Strategies for teaching learners with special needs. (9th ed.). Prentice Hall.
  • Renzaglia, A., Karvonen, M., Drasgow, E., & Stoxen, C. C. (2003). Promoting a lifetime of inclusion. Focus on Autism and Other Developmental Disabilities, 18, 140-149.
  • Rowland, C. (2011). The Communication matrix [Computer program]. Retrieved September 7, 2011, from http://www.communicationmatrix.org/TestDrive.aspx
  • Snow, C. E., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Acedemic Press.
  • Taylor, R. L. (2003). Assessment of exceptional students: Educational and psychological procedures (6th ed). Needham Heights, MA: Allyn & Bacon.
  • van der Meer, L., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13(4), 294-306. doi:10.3109/17518421003671494
  • What Works Clearinghouse. (WWC). (2012). The what works clearinghouse. Retrieved from http://ies.ed.gov/ncee/wwc/

İleri Derecede Özel Gereksinimli Çocuklara İletişim Becerileri Öğretimi: Kanıt Temelli Uygulamaların Kullanımı

Yıl 2020, Cilt: 3 Sayı: 2, 213 - 221, 31.12.2020

Öz

İleri derecede özel gereksinimli çocukların birçoğu iletişim konusunda çeşitli zorluklar yaşamaktadır. Bu zorluklar, çocukların akranlarıyla ve diğer insanlarla olan iletişimini ve sosyal etkileşimini sınırlamaktadır. Bu çocukların bir kısmı etkileşimde bulunmak için uygunsuz ve kabul edilemez iletişim biçimleri geliştirebilmektedir. Bu çocukların uygunsuz iletişim davranışlarını öğrenmelerini önlemek ve daha işlevsel ve kabul edilebilir iletişim becerilerini öğrenmelerini sağlamak için kapsamlı bir değerlendirme yapmak ve etkili bir uygulama seçmek önemlidir. Bu çalışma, kapsamlı bir değerlendirmenin nasıl yapılacağına ilişkin bilgiler sağlayarak bir çocuğun iletişim becerileri hakkında daha fazla bilgi almak için kullanılabilecek, İngilizce’de “communication matrix” olarak bilinen ve Türkçe’de de “iletişim tablosu” olarak ifade edilebilecek, çevrimiçi değerlendirme aracını tanıtmaktadır. Çalışmada, iletişim yetersizliği bulunan 13 yaşındaki yedinci sınıf bir kız öğrencinin değerlendirme sonuçları örnek olarak verilerek bu değerlendirme sonuçlarına göre örnek hedef davranışlar belirlenmiştir. Ek olarak, çalışmada kanıt temelli uygulamalar ve bu uygulamaların iletişim zorluğu yaşayan çocuklar için önemi açıklanmıştır.

Kaynakça

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Brady, N., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., … & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138.
  • Butterfield, N., & Arthur, M. (1995). Shifting the focus: Emerging priorities in communication programming for students with a severe intellectual disability. Education and Training in Mental Retardation and Developmental Disabilities. 30, 41-50.
  • Conklin, C. G., & Mayer, R. G. (2011). Effects of implementing the picture exchange communication system (PECS) with adults with developmental disabilities and severe communication deficits. Remedial and Special Education, 32, 155-166. doi:10.1177/0741932510361268
  • Downing, J. (2005). Teaching communication skills to students with severe disabilities. (2nd ed). Baltimore, MD: Paul H. Brookes Pub. Co.
  • Earless-Vallrath, T. L. (2011). Research to practice closing the gap. Intervention in School and Clinic. 47(3). 135-138
  • Evans, W. H., & Evans, S. S. (1990). Ecological assessment guidelines. Diagnosticue, 16(1), 49-51. doi:10.1177/153450849001600111
  • Individuals with Disabilities Education Act of 1975, 20 U.S.C. § 1400 (2004).
  • Kuder, S. J. (2003). Teaching students with language and communication disabilities. Boston, MA: Allyn and Bacon
  • Mancil, G. R., & Boman, M. (2010). Functional communication training in the classroom: A guide for success. Preventing School Failure, 54, 238-246. doi:1080/10459881003745195
  • National Autism Center. (NAC). (2009). National standards report, phase 1. Retrieved from http://www.nationalautismcenter.org/national-standards-project/
  • National Autism Center. (NAC). (2015). National standards report, phase 2. Retrieved from http://www.nationalautismcenter.org/national-standards-project/phase-2/
  • Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.
  • Polloway, E. A., Patton, J. R., & Serna, L. (2009). Strategies for teaching learners with special needs. (9th ed.). Prentice Hall.
  • Renzaglia, A., Karvonen, M., Drasgow, E., & Stoxen, C. C. (2003). Promoting a lifetime of inclusion. Focus on Autism and Other Developmental Disabilities, 18, 140-149.
  • Rowland, C. (2011). The Communication matrix [Computer program]. Retrieved September 7, 2011, from http://www.communicationmatrix.org/TestDrive.aspx
  • Snow, C. E., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Acedemic Press.
  • Taylor, R. L. (2003). Assessment of exceptional students: Educational and psychological procedures (6th ed). Needham Heights, MA: Allyn & Bacon.
  • van der Meer, L., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13(4), 294-306. doi:10.3109/17518421003671494
  • What Works Clearinghouse. (WWC). (2012). The what works clearinghouse. Retrieved from http://ies.ed.gov/ncee/wwc/
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mustafa Karnas 0000-0003-0304-1791

Yayımlanma Tarihi 31 Aralık 2020
Gönderilme Tarihi 19 Kasım 2020
Kabul Tarihi 7 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 3 Sayı: 2

Kaynak Göster

APA Karnas, M. (2020). Teaching Communication Skills to Children with Severe Disabilities: Using Evidence-Based Practices. International Journal of Scholars in Education, 3(2), 213-221.