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Different Capabilities, Common Goals: Peer Network Strategy

Yıl 2024, Cilt: 37 Sayı: 2, 708 - 738, 29.08.2024
https://doi.org/10.19171/uefad.1442428

Öz

Peer-mediated instruction is a scientifically based practice that used to support the social communication and interaction skills of individuals with autism spectrum disorder, one of the main areas of disability. One of the strategies used in this teaching approach is the peer network. The peer network strategy involves peer groups where individuals with autism spectrum disorders come together through weekly network meetings, with the guidance and support of an adult facilitator decreasing over time. The aim of this study is to understand peer-mediated instruction and the peer network strategy, which is accepted as a scientifically based intervention for individuals with autism spectrum disorder, and to examine the effectiveness and limitations of the studies conducted on the peer network strategy. In this context, ERIC, ScienceDirect, EBSCOhost, SAGE, Google Scholar databases were searched using various combinations of the keywords peers, peer networks, autism, autistic, and peer mediated intervention covering the 1997-2023 period. Eleven studies were included in the review. While the reviews emphasized the positive effects of the peer network strategy on participants with autism spectrum disorders, the effects on typically developing peers should be questioned. In this context, recommendations for implementation and research based on the peer network strategy are also included.

Kaynakça

  • Aldabas, R. (2022). Effects of peer network intervention through peer-led play on Basic Social Communication Skills of children with Autism Spectrum Disorder in Inclusive Classroom. Journal of Developmental and Physical Disabilities, 34(6), 1121-1148. https://doi.org/10.1007/s10882-022-09840-1
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-V). American Psychiatric Pub.
  • Bambara, L. M., Cole, C. L., Kunsch, C., Tsai, S. C., & Ayad, E. (2016). A peer-mediated intervention to improve the conversational skills of high school students with autism spectrum disorder. Research in Autism Spectrum Disorders, 27, 29-43. https://doi.org/10.1016/j.rasd.2016.03.003
  • Bass, J. D., & Mulick, J. A. (2007). Social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools, 44(7), 727-735. https://doi.org/10.1002/pits.20261
  • Battaglia, A. A., & Radley, K. C. (2014). Peer-mediated social skills training for children with autism spectrum disorder. Beyond Behavior, 23(2), 4-1. https://doi.org/10.1177/107429561402300202
  • Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162. https://doi.org/10.1177/0741932507028003040
  • Bellini, S., & Peters, J. K. (2008). Social skills training for youth with autism spectrum disorders. Child and adolescent psychiatric clinics of North America, 17(4), 857-873. https://doi.org/10.1016/j.chc.2008.06.008
  • Bellini, S. (2008). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. AApC publishing.
  • Bene, K., Banda, D. R., & Brown, D. (2014). A meta-analysis of peer-mediated instructional arrangements and autism. Review Journal of Autism and Developmental Disorders, 1, 135-142. https://doi.org/10.1007/s40489-014-0014-9
  • Biggs, E. E., & Robison, S. E. (2023). Review of the evidence base for peer network interventions for students with intellectual and developmental disabilities. Remedial and Special Education, 44(1), 43-59. https://doi.org/10.1177/07419325221075013
  • Boyd, B. A., Conroy, M. A., Asmus, J., & McKenney, E. (2011). Direct observation of peer-related social interaction: Outcomes for young children with autism spectrum disorders. Exceptionality, 19(2), 94-108. https://doi.org/10.1080/09362835.2011.565724
  • Brock, M. E., Dueker, S. A., & Barczak, M. A. (2018). Brief report: Improving social outcomes for students with autism at recess through peer-mediated pivotal response training. Journal of Autism and Developmental Disorders, 48(6), 2224-2230. https://doi.org/10.1007/s10803-017-3435-3
  • Carter, E. W., Asmus, J., Moss, C. K., Cooney, M., Weir, K., Vincent, L., ... & Fesperman, E. (2013). Peer network strategies to foster social connections among adolescents with and without severe disabilities. TEACHING Exceptional Children, 46(2), 51-59. https://doi.org/10.1177/004005991304600206
  • Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of autism and developmental disorders, 37, 230-242. https://doi.org/10.1007/s10803-006-0164-4
  • Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in autism spectrum disorders, 3(4), 876-889. https://doi.org/10.1016/j.rasd.2009.04.003
  • Charlop, M. H., Lang, R., & Rispoli, M. (2018). Want to play? Peer-mediated ıntervention for young children with autism spectrum disorder. In Play and social skills for children with autism spectrum disorder (pp. 107-123). Springer International Publishing.
  • Demir, Ş. (2012). Otizm Spektrum Bozukluğu Olan Çocuklara Sosyal Becerilerin Öğretimi. E. Tekin-İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri (ss. 369-422). Vize Yayıncılık.
  • Dueñas, A. D., Plavnick, J. B., & Goldstein, H. (2021). Effects of a multicomponent peer mediated intervention on social communication of preschoolers with autism spectrum disorder. Exceptional Children, 87(2), 236-257. https://doi.org/10.1177/0014402920953761
  • Gardner, K. F., Carter, E. W., Gustafson, J. R., Hochman, J. M., Harvey, M. N., Mullins, T. S., & Fan, H. (2014). Effects of peer networks on the social interactions of high school students with autism spectrum disorders. Research and Practice for Persons with Severe Disabilities, 39(2), 100-118. https://doi.org/10.1177/1540796914544550
  • Gunning, C., Breathnach, Ó., Holloway, J., McTiernan, A., & Malone, B. (2019). A systematic review of peer-mediated interventions for preschool children with autism spectrum disorder in inclusive settings. Review Journal of Autism and Developmental Disorders, 6, 40-62. https://doi.org/10.1007/s40489-018-0153-5
  • Harrell, L. G., Kamps, D., & Kravits, T. (1997). The effects of peer networks on social—communicative behaviors for students with autism. Focus on Autism and Other Developmental Disabilities, 12(4), 241-256. https://doi.org/10.1177/108835769701200406
  • Hochman, J. M., Carter, E. W., Bottema-Beutel, K., Harvey, M. N., & Gustafson, J. R. (2015). Efficacy of peer networks to increase social connections among high school students with and without autism spectrum disorder. Exceptional Children, 82(1), 96-116. https://doi.org/10.1177/0014402915585482
  • Hume, K., & Campbell, J. M. (2019). Peer interventions for students with autism spectrum disorder in school settings: Introduction to the special issue. School Psychology Review, 48(2), 115-122. ttps://doi.org/10.17105/SPR-2018-0081.V48-2
  • Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., ... & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51(11), 4013-4032. https://doi.org/10.1007/s10803-020-04844-2
  • Jackson, J. N., & Campbell, J. M. (2009). Teachers’ peer buddy selections for children with autism: Social characteristics and relationship with peer nominations. Journal of Autism and Developmental Disorders, 39, 269-277. https://doi.org/10.1007/s10803-008-0623-1
  • Kalyvezam, S., Gkogkos, G., Maridaki-Kassotaki, K., Gena, A., & Antonopoulou, K. (2020). Promoting the Social Skills of Adolescents With Autism Spectrum Disorder (ASD) With the Use of a Peer Network Intervention. Learning Disabilities: A Contemporary Journal, 18(2), 243-267.
  • Kamps, D. M., Potucek, J., Lopez, A. G., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7(3), 335-357. https://doi.org/10.1023/A:1022879607019 K amps, D., Mason, R., Thiemann-Bourque, K., Feldmiller, S., Turcotte, A., & Miller, T. (2014). The use of peer networks to increase communicative acts of students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 29(4), 230-245. https://doi.org/10.1177/1088357614539832
  • Kasari, C., & Sterling, L. (2013). Loneliness and social isolation in children with autism spectrum disorders. The handbook of solitude: Psychological perspectives on social isolation, social withdrawal, and being alone, 409-426. https://doi.org/10.1002/9781118427378.ch23
  • Krasny, L., Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics, 12(1), 107-122. https://doi.org/10.1016/S1056-4993(02)00051-2
  • Kurt, O. (2018). Sosyal Geçerlik. İçinde E. Tekin-İftar (Ed.), Eğitim ve Davranış Bilimlerinde Tek-Denekli Araştırmalar (373-392). Anı Yayıncılık.
  • Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal Of Autism And Developmental Disorders, 42, 1025-1036. https://doi.org/10.1007/s10803-011-1339-1
  • Mason, R., Kamps, D., Turcotte, A., Cox, S., Feldmiller, S., & Miller, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(3), 334-344. https://doi.org/10.1016/j.rasd.2013.12.014
  • Metin, N., Şenol, B., & Yumuş, M. (2015). Okul öncesi eğitim sınıflarına kaynaştırılan otistik çocukların sosyometrik statülerinin incelenmesi. Hacettepe University Faculty of Health Sciences Journal, 1, 483-490. https://dergipark.org.tr/en/download/article-file/88884
  • McFadden, B., Kamps, D., & Heitzman-Powell, L. (2014). Social communication effects of peer-mediated recess intervention for children with autism. Research in autism spectrum disorders, 8(12), 1699-1712. https://doi.org/10.1016/j.rasd.2014.08.015
  • Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3(4), 237-250. https://doi.org/10.1177/109830070100300405
  • National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author. https://www.autismdiagnostics.com/assets/Resources/NSP2.pdf. Erişim tarihi: 13.07.2023
  • Odluyurt, S., & Çattık, E. O. (2019). Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alan yazın Taraması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 1041-1062. https://doi.org/10.17679/inuefd.454241
  • Odom, S. L., & Strain, P. S. (1984). Peer-mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatry, 54(4), 544. https://doi.org/10.1111/j.1939-0025.1984.tb01525.x
  • Odom, S. L., Hoyson, M., Jamieson, B., & Strain, P. S. (1985). Increasing handicapped preschoolers’ peer social interactions: Cross-setting and component analysis. Journal of Applied Behavior Analysis, 18(1), 3–16. https://doi.org/10.1901/jaba.1985.18-3
  • Odom, S. L., McConnell, S. R., McEvoy, M. A., Peterson, C., Ostrosky, M., Chandler, L. K., … Favazza, P. C. (1999). Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19, 75–91. https://doi.org/10.1177/027112149901900202
  • Odom, S. L. (2019). Peer-based interventions for children and youth with autism spectrum disorder: History and effects. School Psychology Review, 48(2), 170-176. https://doi.org/10.17105/SPR-2019-0019.V48-2
  • Özgönenel, S. Ö., & Girli, A. (2016). Otizmli kaynaştırma öğrencilerinin sınıflarında akran ilişkilerinin geliştirilmesine yönelik eğitim programının etkililiğinin incelenmesi. İlköğretim Online, 15(1). https://doi.org/10.17051/io.2016.35667
  • Pınar, E. S., & Çiftçi-Tekinarslan, İ. (2003). Zihin engelli birey için hazırlanan akran aracılı sosyal beceri öğretim programının etkiliğinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(02), 13-30. https://doi.org/10.1501/Ozlegt_0000000204
  • Rivard, M., Forget, J., Giroux, N., Mello, C., Kerr, K., & Regli, G. (2016). Observation of socially appropriate and inappropriate behaviours among children with autism spectrum disorder during an early behavioural intervention program. Journal on Developmental Disabilities, 22(1), 52. https://oadd.org/wp-content/uploads/2016/12/41022_JoDD_22-1_v10f_52-67_Rivard_et_al.pdf
  • Sam, A., & AFIRM Team. (2015). Peer-mediated instruction and intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. http://afirm.fpg.unc.edu/peer-mediated-instruction-and-intervention. Erişim tarihi: 03.08.2023
  • Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34(1), 81-84. https://doi.org/10.1901/jaba.2001.34-81
  • Sreckovic, M. A., Hume, K., & Able, H. (2017). Examining the efficacy of peer network interventions on the social interactions of high school students with autism spectrum disorder. Journal of autism and developmental disorders, 47(8), 2556-2574. https://doi.org/10.1007/s10803-017-3171-8
  • Simpson, R. L., Myles, B. S., Sasso, G. M., & Kamps, D. M. (1997). Social Skills for Students with Autism. CEC Mini-Library: Working with Behavioral Disorders. Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-15859. https://files.eric.ed.gov/fulltext/ED414697.pdf Erişim tarihi: 22.04.2023
  • Simpson, L. A. (2020). Increasing Social Participation Using a Shared-Reading Peer-Mediated Intervention in Students with Autism. Advances in Neurodevelopmental Disorders, 4(1), 36-45. https://doi.org/10.1007/s41252-019-00140-y
  • Sperry, L., Neitzel, J., & Engelhardt-Wells, K. (2010). Peer-mediated instruction and intervention strategies for students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 256-264. https://doi.org/10.1080/10459881003800529
  • Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf. Erişim tarihi: 26.05.2023
  • Utley, C.A., Mortweet, S.L. ve Greenwood, C.R. (1998). Peer mediated instruction and intervenions. In. E.L. Meyen., G.A. Vergason, R. J. Whelan, (Ed.). Educating students with mild disabilities: Strategies and methods. (s.339374). Denver: Love Publishing Company.
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  • van Rhijn, T., Osborne, C., Ranby, S., Maich, K., Hall, C., Rzepecki, L., & Hemmerich, A. (2019). Peer play in inclusive child care settings: Assessing the impact of Stay, Play, & Talk, a peer-mediated social skills program. Child care in Practice, 27(3), 224-238. https://doi.org/10.1080/13575279.2019.1588707
  • Volkmar, F. R. (Ed.). (2021). Encyclopedia of autism spectrum disorders. Cham: Springer International Publishing.

Farklı Yetenekler, Ortak Hedefler: Akran Ağı Stratejisi

Yıl 2024, Cilt: 37 Sayı: 2, 708 - 738, 29.08.2024
https://doi.org/10.19171/uefad.1442428

Öz

Otizm spektrum bozukluğu olan bireylerin temel yetersizlik alanlarından birisi olan sosyal iletişim ve etkileşim becerilerini desteklemek amacıyla kullanılan bilimsel dayanaklı uygulamalar arasında akran aracılı öğretimde bulunmaktadır. Bu öğretim yaklaşımında kullanılan stratejilerden biri de akran ağıdır. Akran ağı stratejisi, bir yetişkin kolaylaştırıcının rehberliği ve desteğini zaman içinde azaltarak, haftalık ağ toplantıları aracılığıyla otizm spektrum bozukluğu olan bireylerin bir araya geldiği akran gruplarını içerir. Bu çalışmanın amacı, otizm spektrum bozukluğu olan bireylere yönelik bilimsel dayanaklı bir müdahale olarak kabul edilen akran aracılı öğretimi ve akran ağı stratejisini anlamak, ayrıca akran ağı stratejisi üzerine yürütülen çalışmaların etkililik ve sınırlılıklarının incelenmesidir. Bu kapsamda 1997-2023 yıl aralığını kapsayacak şekilde ERIC, ScienceDirect, EBSCOhost, SAGE, Google Scholar veri tabanlarında peers [akranlar], peer networks [akran ağı], autism [otizm], autistic [otistik] ve peer mediated intervention [akran aracılı müdahale] anahtar kelimelerinin çeşitli kombinasyonları kullanılarak taramalar gerçekleştirilmiştir. Gerçekleştirilen taramalar sonucunda ulaşılan on bir çalışma incelemeye dahil edilmiştir. İncelemeler, akran ağı stratejisinin otizm spektrum bozukluğu olan katılımcılar üzerinde olumlu etkileri vurgularken, tipik gelişim gösteren akranların üzerindeki etkilerin sorgulanması gerektiğine işaret etmektedir. Bu bağlamda, akran ağı stratejisi temelinde uygulama ve araştırma önerilerine de yer verilmiştir.

Etik Beyan

Yukarıda başlığı ve bilgileri verilen ve tam metni sunulan makalenin “Anket, mülakat, odak grup çalışması, gözlem, deney, görüşme teknikleri kullanılarak katılımcılardan veri toplanmasını gerektiren nitel ya da nicel yaklaşımlarla yürütülen her türlü araştırmalar, insan ve hayvanların (materyal/veriler dâhil) deneysel ya da diğer bilimsel amaçlarla kullanılması ve kişisel verilerin korunması kanunu gereğince retrospektif çalışmalar” içerisinde bulunmadığını ve etik kurul izni gerektirmeyen çalışmalardan olduğunu beyan ederim. Bu çalışmanın yazım sürecinde bilimsel, etik ve alıntı kurallarına uyulmuş; toplanan veriler üzerinde herhangi bir tahrifat yapılmamıştır. Bu çalışma herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiştir.

Kaynakça

  • Aldabas, R. (2022). Effects of peer network intervention through peer-led play on Basic Social Communication Skills of children with Autism Spectrum Disorder in Inclusive Classroom. Journal of Developmental and Physical Disabilities, 34(6), 1121-1148. https://doi.org/10.1007/s10882-022-09840-1
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-V). American Psychiatric Pub.
  • Bambara, L. M., Cole, C. L., Kunsch, C., Tsai, S. C., & Ayad, E. (2016). A peer-mediated intervention to improve the conversational skills of high school students with autism spectrum disorder. Research in Autism Spectrum Disorders, 27, 29-43. https://doi.org/10.1016/j.rasd.2016.03.003
  • Bass, J. D., & Mulick, J. A. (2007). Social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools, 44(7), 727-735. https://doi.org/10.1002/pits.20261
  • Battaglia, A. A., & Radley, K. C. (2014). Peer-mediated social skills training for children with autism spectrum disorder. Beyond Behavior, 23(2), 4-1. https://doi.org/10.1177/107429561402300202
  • Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153-162. https://doi.org/10.1177/0741932507028003040
  • Bellini, S., & Peters, J. K. (2008). Social skills training for youth with autism spectrum disorders. Child and adolescent psychiatric clinics of North America, 17(4), 857-873. https://doi.org/10.1016/j.chc.2008.06.008
  • Bellini, S. (2008). Building social relationships: A systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. AApC publishing.
  • Bene, K., Banda, D. R., & Brown, D. (2014). A meta-analysis of peer-mediated instructional arrangements and autism. Review Journal of Autism and Developmental Disorders, 1, 135-142. https://doi.org/10.1007/s40489-014-0014-9
  • Biggs, E. E., & Robison, S. E. (2023). Review of the evidence base for peer network interventions for students with intellectual and developmental disabilities. Remedial and Special Education, 44(1), 43-59. https://doi.org/10.1177/07419325221075013
  • Boyd, B. A., Conroy, M. A., Asmus, J., & McKenney, E. (2011). Direct observation of peer-related social interaction: Outcomes for young children with autism spectrum disorders. Exceptionality, 19(2), 94-108. https://doi.org/10.1080/09362835.2011.565724
  • Brock, M. E., Dueker, S. A., & Barczak, M. A. (2018). Brief report: Improving social outcomes for students with autism at recess through peer-mediated pivotal response training. Journal of Autism and Developmental Disorders, 48(6), 2224-2230. https://doi.org/10.1007/s10803-017-3435-3
  • Carter, E. W., Asmus, J., Moss, C. K., Cooney, M., Weir, K., Vincent, L., ... & Fesperman, E. (2013). Peer network strategies to foster social connections among adolescents with and without severe disabilities. TEACHING Exceptional Children, 46(2), 51-59. https://doi.org/10.1177/004005991304600206
  • Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of autism and developmental disorders, 37, 230-242. https://doi.org/10.1007/s10803-006-0164-4
  • Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in autism spectrum disorders, 3(4), 876-889. https://doi.org/10.1016/j.rasd.2009.04.003
  • Charlop, M. H., Lang, R., & Rispoli, M. (2018). Want to play? Peer-mediated ıntervention for young children with autism spectrum disorder. In Play and social skills for children with autism spectrum disorder (pp. 107-123). Springer International Publishing.
  • Demir, Ş. (2012). Otizm Spektrum Bozukluğu Olan Çocuklara Sosyal Becerilerin Öğretimi. E. Tekin-İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri (ss. 369-422). Vize Yayıncılık.
  • Dueñas, A. D., Plavnick, J. B., & Goldstein, H. (2021). Effects of a multicomponent peer mediated intervention on social communication of preschoolers with autism spectrum disorder. Exceptional Children, 87(2), 236-257. https://doi.org/10.1177/0014402920953761
  • Gardner, K. F., Carter, E. W., Gustafson, J. R., Hochman, J. M., Harvey, M. N., Mullins, T. S., & Fan, H. (2014). Effects of peer networks on the social interactions of high school students with autism spectrum disorders. Research and Practice for Persons with Severe Disabilities, 39(2), 100-118. https://doi.org/10.1177/1540796914544550
  • Gunning, C., Breathnach, Ó., Holloway, J., McTiernan, A., & Malone, B. (2019). A systematic review of peer-mediated interventions for preschool children with autism spectrum disorder in inclusive settings. Review Journal of Autism and Developmental Disorders, 6, 40-62. https://doi.org/10.1007/s40489-018-0153-5
  • Harrell, L. G., Kamps, D., & Kravits, T. (1997). The effects of peer networks on social—communicative behaviors for students with autism. Focus on Autism and Other Developmental Disabilities, 12(4), 241-256. https://doi.org/10.1177/108835769701200406
  • Hochman, J. M., Carter, E. W., Bottema-Beutel, K., Harvey, M. N., & Gustafson, J. R. (2015). Efficacy of peer networks to increase social connections among high school students with and without autism spectrum disorder. Exceptional Children, 82(1), 96-116. https://doi.org/10.1177/0014402915585482
  • Hume, K., & Campbell, J. M. (2019). Peer interventions for students with autism spectrum disorder in school settings: Introduction to the special issue. School Psychology Review, 48(2), 115-122. ttps://doi.org/10.17105/SPR-2018-0081.V48-2
  • Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., ... & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51(11), 4013-4032. https://doi.org/10.1007/s10803-020-04844-2
  • Jackson, J. N., & Campbell, J. M. (2009). Teachers’ peer buddy selections for children with autism: Social characteristics and relationship with peer nominations. Journal of Autism and Developmental Disorders, 39, 269-277. https://doi.org/10.1007/s10803-008-0623-1
  • Kalyvezam, S., Gkogkos, G., Maridaki-Kassotaki, K., Gena, A., & Antonopoulou, K. (2020). Promoting the Social Skills of Adolescents With Autism Spectrum Disorder (ASD) With the Use of a Peer Network Intervention. Learning Disabilities: A Contemporary Journal, 18(2), 243-267.
  • Kamps, D. M., Potucek, J., Lopez, A. G., Kravits, T., & Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7(3), 335-357. https://doi.org/10.1023/A:1022879607019 K amps, D., Mason, R., Thiemann-Bourque, K., Feldmiller, S., Turcotte, A., & Miller, T. (2014). The use of peer networks to increase communicative acts of students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 29(4), 230-245. https://doi.org/10.1177/1088357614539832
  • Kasari, C., & Sterling, L. (2013). Loneliness and social isolation in children with autism spectrum disorders. The handbook of solitude: Psychological perspectives on social isolation, social withdrawal, and being alone, 409-426. https://doi.org/10.1002/9781118427378.ch23
  • Krasny, L., Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics, 12(1), 107-122. https://doi.org/10.1016/S1056-4993(02)00051-2
  • Kurt, O. (2018). Sosyal Geçerlik. İçinde E. Tekin-İftar (Ed.), Eğitim ve Davranış Bilimlerinde Tek-Denekli Araştırmalar (373-392). Anı Yayıncılık.
  • Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal Of Autism And Developmental Disorders, 42, 1025-1036. https://doi.org/10.1007/s10803-011-1339-1
  • Mason, R., Kamps, D., Turcotte, A., Cox, S., Feldmiller, S., & Miller, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8(3), 334-344. https://doi.org/10.1016/j.rasd.2013.12.014
  • Metin, N., Şenol, B., & Yumuş, M. (2015). Okul öncesi eğitim sınıflarına kaynaştırılan otistik çocukların sosyometrik statülerinin incelenmesi. Hacettepe University Faculty of Health Sciences Journal, 1, 483-490. https://dergipark.org.tr/en/download/article-file/88884
  • McFadden, B., Kamps, D., & Heitzman-Powell, L. (2014). Social communication effects of peer-mediated recess intervention for children with autism. Research in autism spectrum disorders, 8(12), 1699-1712. https://doi.org/10.1016/j.rasd.2014.08.015
  • Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3(4), 237-250. https://doi.org/10.1177/109830070100300405
  • National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author. https://www.autismdiagnostics.com/assets/Resources/NSP2.pdf. Erişim tarihi: 13.07.2023
  • Odluyurt, S., & Çattık, E. O. (2019). Otizm Spektrum Bozukluğunda Akran Aracılı Uygulamalar: Alan yazın Taraması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 1041-1062. https://doi.org/10.17679/inuefd.454241
  • Odom, S. L., & Strain, P. S. (1984). Peer-mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatry, 54(4), 544. https://doi.org/10.1111/j.1939-0025.1984.tb01525.x
  • Odom, S. L., Hoyson, M., Jamieson, B., & Strain, P. S. (1985). Increasing handicapped preschoolers’ peer social interactions: Cross-setting and component analysis. Journal of Applied Behavior Analysis, 18(1), 3–16. https://doi.org/10.1901/jaba.1985.18-3
  • Odom, S. L., McConnell, S. R., McEvoy, M. A., Peterson, C., Ostrosky, M., Chandler, L. K., … Favazza, P. C. (1999). Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19, 75–91. https://doi.org/10.1177/027112149901900202
  • Odom, S. L. (2019). Peer-based interventions for children and youth with autism spectrum disorder: History and effects. School Psychology Review, 48(2), 170-176. https://doi.org/10.17105/SPR-2019-0019.V48-2
  • Özgönenel, S. Ö., & Girli, A. (2016). Otizmli kaynaştırma öğrencilerinin sınıflarında akran ilişkilerinin geliştirilmesine yönelik eğitim programının etkililiğinin incelenmesi. İlköğretim Online, 15(1). https://doi.org/10.17051/io.2016.35667
  • Pınar, E. S., & Çiftçi-Tekinarslan, İ. (2003). Zihin engelli birey için hazırlanan akran aracılı sosyal beceri öğretim programının etkiliğinin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(02), 13-30. https://doi.org/10.1501/Ozlegt_0000000204
  • Rivard, M., Forget, J., Giroux, N., Mello, C., Kerr, K., & Regli, G. (2016). Observation of socially appropriate and inappropriate behaviours among children with autism spectrum disorder during an early behavioural intervention program. Journal on Developmental Disabilities, 22(1), 52. https://oadd.org/wp-content/uploads/2016/12/41022_JoDD_22-1_v10f_52-67_Rivard_et_al.pdf
  • Sam, A., & AFIRM Team. (2015). Peer-mediated instruction and intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. http://afirm.fpg.unc.edu/peer-mediated-instruction-and-intervention. Erişim tarihi: 03.08.2023
  • Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34(1), 81-84. https://doi.org/10.1901/jaba.2001.34-81
  • Sreckovic, M. A., Hume, K., & Able, H. (2017). Examining the efficacy of peer network interventions on the social interactions of high school students with autism spectrum disorder. Journal of autism and developmental disorders, 47(8), 2556-2574. https://doi.org/10.1007/s10803-017-3171-8
  • Simpson, R. L., Myles, B. S., Sasso, G. M., & Kamps, D. M. (1997). Social Skills for Students with Autism. CEC Mini-Library: Working with Behavioral Disorders. Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-15859. https://files.eric.ed.gov/fulltext/ED414697.pdf Erişim tarihi: 22.04.2023
  • Simpson, L. A. (2020). Increasing Social Participation Using a Shared-Reading Peer-Mediated Intervention in Students with Autism. Advances in Neurodevelopmental Disorders, 4(1), 36-45. https://doi.org/10.1007/s41252-019-00140-y
  • Sperry, L., Neitzel, J., & Engelhardt-Wells, K. (2010). Peer-mediated instruction and intervention strategies for students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 256-264. https://doi.org/10.1080/10459881003800529
  • Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf. Erişim tarihi: 26.05.2023
  • Utley, C.A., Mortweet, S.L. ve Greenwood, C.R. (1998). Peer mediated instruction and intervenions. In. E.L. Meyen., G.A. Vergason, R. J. Whelan, (Ed.). Educating students with mild disabilities: Strategies and methods. (s.339374). Denver: Love Publishing Company.
  • Weiss, M. J., & Harris, S. L. (2001). Teaching social skills to people with autism. Behavior modification, 25(5), 785-802. https://doi.org/10.1177/0145445501255007
  • van Rhijn, T., Osborne, C., Ranby, S., Maich, K., Hall, C., Rzepecki, L., & Hemmerich, A. (2019). Peer play in inclusive child care settings: Assessing the impact of Stay, Play, & Talk, a peer-mediated social skills program. Child care in Practice, 27(3), 224-238. https://doi.org/10.1080/13575279.2019.1588707
  • Volkmar, F. R. (Ed.). (2021). Encyclopedia of autism spectrum disorders. Cham: Springer International Publishing.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Otistik Çocuklar Eğitimi, Otizm ve Spekrum Bozukluğu Eğitimi, Özel Eğitim ve Engelli Eğitimi (Diğer)
Bölüm Makaleler
Yazarlar

Erkan Kurnaz 0000-0001-8905-8011

Gizem Türkoğlu Boyvat 0000-0002-8614-1714

Yayımlanma Tarihi 29 Ağustos 2024
Gönderilme Tarihi 24 Şubat 2024
Kabul Tarihi 14 Mayıs 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 37 Sayı: 2

Kaynak Göster

APA Kurnaz, E., & Türkoğlu Boyvat, G. (2024). Farklı Yetenekler, Ortak Hedefler: Akran Ağı Stratejisi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 708-738. https://doi.org/10.19171/uefad.1442428