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The Integrated Play Groups Model and Integrated Play Groups Application in Early Childhood Special Education

Yıl 2023, Cilt: 20 Sayı: 3, 904 - 931, 26.12.2023
https://doi.org/10.33711/yyuefd.1293218

Öz

Play is the right of every child, and playing with their peers is especially important for children with an autism spectrum disorder. In Turkey, after the Special Education Services Regulation, which was renewed in 2018, interventions that make it possible for children with special needs aged 0-36 months to be together with their peers have started to come to the fore more. The integrated playgroup model (BOGM) is an evidence-based model developed for children with autism spectrum disorder (ASD). It enables children with ASD to play with their peers in social environments. While this model provides the opportunity for children with ASD and their typically developing peers to play with the support of an adult guide in the same group, it aims to support children's social interaction skills and play skills. This article focuses on the development process, implementation, and research of this model by focusing on the conceptual content of BOGM. The study also discussed future research and application examples related to BOGM.

Kaynakça

  • Ahioğlu, E. N. (2008). Child development within the framework of cultural-historical theory. Ankara University Journal of Faculty of Educational Sciences, 41(1), 163-186. https://doi.org/10.1501/Egifak_0000000197
  • 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 Physıcal Disabitıes, 34, 1121–1148 https://doi.org/10.1007/s10882-022-09840-1
  • Al-Sharif, S. (2020). Peer mediated instruction and intervention through integrated play groups among preschoolers with autism: teachers' perceptions of the impact. [Doctoral dissertation]. Ball State University.
  • American Speech-Language-Hearing Association. (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span. http://www.asha.org/policy
  • American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
  • Aslan, Ö.M.(2017). 36-71 aylık çocuklar için oyun davranış ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 25(3), 897-910. https://dergipark.org.tr/en/pub/kefdergi/issue/29417/320489
  • Ayrancı, M., Aydın, K.M. (2022). Çocuklar İçin Oyun ve Duygu Ölçeği (ODÖ-Ç): Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Akdeniz Eğitim Araştırmaları Dergisi, 16 (42), 1-17. https://doi.org/10.29329/mjer.2022.541.1
  • Bauminger-Zviely, N., Eytan, D., Hoshmand, S., & Rajwan Ben–Shlomo, O. (2021). Research on Interventions Promoting Social Interaction, Play, and Conversation in Preschoolers with ASD. Preschool Peer Social Intervention in Autism Spectrum Disorder içinde (ss. 29-46). Springer, Cham. doi: 10.1007/978-3-030-79080-6_3
  • Bricker, D. (1978). A Rationale for İntegration of Handicapped and Non-Handicapped Preschool Children. M. Guralnick (Ed.), Early Intervention and the Integration of Handicapped and Non-handicappedchildren içinde (ss. 3-26). Baltimore: University Park Press.
  • Brown, A. L., & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills (pp. 108–126). Karger.
  • Cooper, M., Hedges, H., & Dixon, H. (2014). Weaving RIE with Te Whāriki: re-thinking family involvement in assessment of learning dispositions. Early Childhood Development and Care, 184(5), 733-748. http://dx.doi.org/10.1080/03004430.2013.818987
  • Dafner, L. (2018). Approfondissement sur les adaptations nécessaires à la mise en place d'un dispositif basé sur le modèle d'intervention" Integrated Play Groups". [Doctoral dissertation]. University of Geneva.
  • Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1-48. http://epaa.asu.edu/epaa/v13n42/
  • DiSalvo, C. & Oswald, D. P. (2002). Peer-mediated ınterventions to ıncrease the social ınteraction of children with autism: consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17 (4), 198-207. https://doi.org/10.1177/1088357602017004020
  • Fazlıoğlu, Y., Ilgaz, G. ve Papatğa, E. (2013). Oyun Becerilerini Değerlendirme Ölçeğinin geçerlik ve güvenirlik çalışması. Trakya Üniversitesi Sosyal Bilimler Dergisi, 15(1), 239-250. https://dergipark.org.tr/en/pub/trakyasobed/issue/30217/326208
  • Glovak, S. (2007). Integrated play groups. Exceptional Parent, 37(4), 22-23. https://www.eparent.com/
  • Grant, R. J., & Turner-Bumberry, T. (2020). AutPlay® Therapy Play and Social Skills Groups: A 10-Session Model. Routledge. https://doi.org/10.4324/9780367810429
  • Guralnick, M.J., & Groom, J.M. (1988). Peer interactions in mainstreamed and specialized classrooms: A comparative analysis. Exceptional Children, 54(5), 415-425. https://doi.org/10.1177/001440298805400504
  • Hie Ping Ting, J., & Yeo, K. J. (2019). A systematic review of play-based ıntervention in enhancing social skills children with autism spectrum disorder. Indian Journal of Public Health Research & Development, 10(4). https://doi.org/10.5958/0976-5506.2019.00921.5
  • Hoffman-Raap, L. (2004). Peer play and the autism spectrum: the art of guiding children's socialization and imagination--integrated play groups field manual. Australian Journal of Early Childhood, 29(3), 58-59. https://doi.org/10.1177/183693910402900310
  • Humphrey, N. (2008). Including pupils with autistic spectrum disorders in mainstream schools. Support for Learning, 23(1), 41-47. https://doi.org/10.1111/j.1467-9604.2007.00367.x
  • ICD-11 for Mortality and Morbidity Statistics, https://icd.who.int/browse11/l-m/en, (ET: 23.09.2022).
  • Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165. https://doi.org/10.1177/10883576030180030301
  • Jhuo, R. A., & Chu, S. Y. (2022). A review of Parent-Implemented early start Denver model for children with autism spectrum disorder. Children, 9(2), 285. https://doi.org/10.3390/children9020285
  • Jung, S., & Sainato, D. M. (2013). Teaching play skills to young children with autism. Journal of Intellectual and Developmental Disability, 38(1), 74-90. https://doi.org/10.3109/13668250.2012.732220
  • Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012), Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. https://doi.org/10.1111/j.1469-7610.2011.02493.x
  • Lantz, J. (2001). Play time: An examination of play intervention strategies for children with autism spectrum disorders. The Reporter, 6(3), 1-7, 24. https://scholarworks.iu.edu/dspace/bitstream/handle/2022/9114/07.pdf;sequence=1
  • Lantz, J. F., Nelson, J. M., & Loftin, R. L. (2004). Guiding children with autism in play: Applying the integrated play group model in school settings. Teaching Exceptional Children, 37(2), 8-14. https://doi.org/10.1177/00400599040370020
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
  • Libby, S., Powell, S., Messer, D., & Jordan, R. (1998). Spontaneous play in children with autism: A reappraisal. Journal of Autism and Developmental Disorders, 28, 487-497. https://link.springer.com/article/10.1023/A:1026095910558
  • Lipkin, P. H., Okamoto, J., Council on Children with Disabilities and Council on School Health, Norwood Jr, K. W., Adams, R. C., Brei, T. J., ... & Young, T. (2015). The individuals with disabilities education act (IDEA) for children with special educational needs. Pediatrics, 136(6), e1650-e1662. https://doi.org/10.1542/peds.2015-3409
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Bütünleşmiş Oyun Grupları Modeli ve Erken Çocukluk Özel Eğitiminde Bütünleşmiş Oyun Grupları Uygulamaları

Yıl 2023, Cilt: 20 Sayı: 3, 904 - 931, 26.12.2023
https://doi.org/10.33711/yyuefd.1293218

Öz

Oyun her çocuğun hakkıdır ve akranlarıyla birlikte oyun oynamak otizm spektrum bozukluğu olan çocuklar için özellikle önemlidir. Türkiye’de ise 2018 yılında yenilenen Özel Eğitim Hizmetleri Yönetmeliği’nin ardından 0-36 aylık özel gereksinimi olan çocukların akranlarıyla bir arada olabilmelerini mümkün kılan müdahaleler daha fazla gündeme gelmeye başlamıştır. Bütünleşmiş oyun grupları modeli (BOGM) otizm spektrum bozukluğu (OSB) olan çocuklar için geliştirilmiş ve OSB olan çocukların sosyal ortamlarında akranlarıyla birlikte oyun oynamalarını sağlayan kanıt temelli bir modeldir. Bu model OSB olan çocuklar ile normal gelişim gösteren akranlarının aynı grup içerisinde bir yetişkin rehber desteğiyle oyun oynamasına fırsat sunmakla birlikte çocukların sosyal etkileşim becerileri ve oyun becerilerinin desteklenmesini amaçlamaktadır. Bu makale, BOGM’ nin kavramsal içeriğine odaklanarak gelişme sürecine, uygulanmasına ve bu modelle ilgili yapılmış olan araştırmalara odaklanmaktadır. Araştırmada BOGM ile ilgili gelecek araştırma ve uygulama örnekleri de tartışılmıştır.

Kaynakça

  • Ahioğlu, E. N. (2008). Child development within the framework of cultural-historical theory. Ankara University Journal of Faculty of Educational Sciences, 41(1), 163-186. https://doi.org/10.1501/Egifak_0000000197
  • 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 Physıcal Disabitıes, 34, 1121–1148 https://doi.org/10.1007/s10882-022-09840-1
  • Al-Sharif, S. (2020). Peer mediated instruction and intervention through integrated play groups among preschoolers with autism: teachers' perceptions of the impact. [Doctoral dissertation]. Ball State University.
  • American Speech-Language-Hearing Association. (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span. http://www.asha.org/policy
  • American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
  • Aslan, Ö.M.(2017). 36-71 aylık çocuklar için oyun davranış ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 25(3), 897-910. https://dergipark.org.tr/en/pub/kefdergi/issue/29417/320489
  • Ayrancı, M., Aydın, K.M. (2022). Çocuklar İçin Oyun ve Duygu Ölçeği (ODÖ-Ç): Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. Akdeniz Eğitim Araştırmaları Dergisi, 16 (42), 1-17. https://doi.org/10.29329/mjer.2022.541.1
  • Bauminger-Zviely, N., Eytan, D., Hoshmand, S., & Rajwan Ben–Shlomo, O. (2021). Research on Interventions Promoting Social Interaction, Play, and Conversation in Preschoolers with ASD. Preschool Peer Social Intervention in Autism Spectrum Disorder içinde (ss. 29-46). Springer, Cham. doi: 10.1007/978-3-030-79080-6_3
  • Bricker, D. (1978). A Rationale for İntegration of Handicapped and Non-Handicapped Preschool Children. M. Guralnick (Ed.), Early Intervention and the Integration of Handicapped and Non-handicappedchildren içinde (ss. 3-26). Baltimore: University Park Press.
  • Brown, A. L., & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills (pp. 108–126). Karger.
  • Cooper, M., Hedges, H., & Dixon, H. (2014). Weaving RIE with Te Whāriki: re-thinking family involvement in assessment of learning dispositions. Early Childhood Development and Care, 184(5), 733-748. http://dx.doi.org/10.1080/03004430.2013.818987
  • Dafner, L. (2018). Approfondissement sur les adaptations nécessaires à la mise en place d'un dispositif basé sur le modèle d'intervention" Integrated Play Groups". [Doctoral dissertation]. University of Geneva.
  • Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1-48. http://epaa.asu.edu/epaa/v13n42/
  • DiSalvo, C. & Oswald, D. P. (2002). Peer-mediated ınterventions to ıncrease the social ınteraction of children with autism: consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17 (4), 198-207. https://doi.org/10.1177/1088357602017004020
  • Fazlıoğlu, Y., Ilgaz, G. ve Papatğa, E. (2013). Oyun Becerilerini Değerlendirme Ölçeğinin geçerlik ve güvenirlik çalışması. Trakya Üniversitesi Sosyal Bilimler Dergisi, 15(1), 239-250. https://dergipark.org.tr/en/pub/trakyasobed/issue/30217/326208
  • Glovak, S. (2007). Integrated play groups. Exceptional Parent, 37(4), 22-23. https://www.eparent.com/
  • Grant, R. J., & Turner-Bumberry, T. (2020). AutPlay® Therapy Play and Social Skills Groups: A 10-Session Model. Routledge. https://doi.org/10.4324/9780367810429
  • Guralnick, M.J., & Groom, J.M. (1988). Peer interactions in mainstreamed and specialized classrooms: A comparative analysis. Exceptional Children, 54(5), 415-425. https://doi.org/10.1177/001440298805400504
  • Hie Ping Ting, J., & Yeo, K. J. (2019). A systematic review of play-based ıntervention in enhancing social skills children with autism spectrum disorder. Indian Journal of Public Health Research & Development, 10(4). https://doi.org/10.5958/0976-5506.2019.00921.5
  • Hoffman-Raap, L. (2004). Peer play and the autism spectrum: the art of guiding children's socialization and imagination--integrated play groups field manual. Australian Journal of Early Childhood, 29(3), 58-59. https://doi.org/10.1177/183693910402900310
  • Humphrey, N. (2008). Including pupils with autistic spectrum disorders in mainstream schools. Support for Learning, 23(1), 41-47. https://doi.org/10.1111/j.1467-9604.2007.00367.x
  • ICD-11 for Mortality and Morbidity Statistics, https://icd.who.int/browse11/l-m/en, (ET: 23.09.2022).
  • Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165. https://doi.org/10.1177/10883576030180030301
  • Jhuo, R. A., & Chu, S. Y. (2022). A review of Parent-Implemented early start Denver model for children with autism spectrum disorder. Children, 9(2), 285. https://doi.org/10.3390/children9020285
  • Jung, S., & Sainato, D. M. (2013). Teaching play skills to young children with autism. Journal of Intellectual and Developmental Disability, 38(1), 74-90. https://doi.org/10.3109/13668250.2012.732220
  • Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012), Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. https://doi.org/10.1111/j.1469-7610.2011.02493.x
  • Lantz, J. (2001). Play time: An examination of play intervention strategies for children with autism spectrum disorders. The Reporter, 6(3), 1-7, 24. https://scholarworks.iu.edu/dspace/bitstream/handle/2022/9114/07.pdf;sequence=1
  • Lantz, J. F., Nelson, J. M., & Loftin, R. L. (2004). Guiding children with autism in play: Applying the integrated play group model in school settings. Teaching Exceptional Children, 37(2), 8-14. https://doi.org/10.1177/00400599040370020
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
  • Libby, S., Powell, S., Messer, D., & Jordan, R. (1998). Spontaneous play in children with autism: A reappraisal. Journal of Autism and Developmental Disorders, 28, 487-497. https://link.springer.com/article/10.1023/A:1026095910558
  • Lipkin, P. H., Okamoto, J., Council on Children with Disabilities and Council on School Health, Norwood Jr, K. W., Adams, R. C., Brei, T. J., ... & Young, T. (2015). The individuals with disabilities education act (IDEA) for children with special educational needs. Pediatrics, 136(6), e1650-e1662. https://doi.org/10.1542/peds.2015-3409
  • Milli Eğitim Bakanlığı (MEB). (2018). Özel eğitime ihtiyacı olan bireyler için (0-36 Ay) Erken Çocukluk Özel Eğitim Öğretim Programı. Ankara. https://orgm.meb.gov.tr/meb_iys_dosyalar/2018_10/09145213_Erkencocukluk.pdf
  • Moyle, M. J. (2011). A comparison of adult-and peer-mediated intervention for autism: A case study. Journal of the Pennsylvania Speech Language Hearing Association, 16. 49-61 https://epublications.marquette.edu/spaud_fac/16
  • NAC (2009). National standarts report, http://www.nationalautismcenter.org/pdf/NACStandards
  • Neufeld, D., & Wolfberg, P. (2010). From novice to expert: Guiding children on the autism spectrum in integrated play groups. Schaefer (Ed.), Play therapy for preschool children içinde (ss. 277–299). American Psychological Association. https://doi.org/10.1037/12060-013
  • Odom, S.L, & McEvoy, M. A. (1988). Integration of young children with handicaps. In S. Odom & M. Karnes (Eds.), Early intervention for infants and young children with handicaps: An empirical base (pp. 241-267), Paul H. Brookes.
  • Ogelman, H. G. (2012). Okul Öncesi Oyun Davranış Ölçeği’nin (OÖODÖ) güvenirlik geçerlilik çalışmaları. İİB International Refereed Academic Social Sciences Journal, 3(2), 201-221. https://gcris.pau.edu.tr/handle/11499/42115
  • Ökcün-Akçamuş, M. Ç. (2022). Otizm spektrum bozukluğu olan bireylerde oyun becerileri. Otizm Spektrum Bozukluğu Olan Okulöncesi Dönem Çocuklara Etkinliklerle Öğretim Sunma (pp.61-94), Ankara: Vize Akademik.
  • Özel Eğitim Hizmetleri Yönetmeliği (2018). https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
  • Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of Peer‐implemented pivotal response training. Journal of Applied Behavior Analysis, 28(3), 285-295. https://doi.org/10.1901/jaba.1995.28-285
  • Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of autism and developmental disorders, 40, 149-166. https://link.springer.com/article/10.1007/s10803-009-0842-0
  • Remy, L. N. (2013). Integrated exercise groups: a physical activity based adaptation of integrated play groups. [Unpublished master thesis]. San Fransisco University.
  • Richard, V. (2004). Les groupes de jeux intégrés: une stratégie d'intervention favorisant les interactions sociales et le jeu symbolique chez les enfants ayant un trouble envahissant du développement. [Yayımlanmamış doktora tezi]. Université du Québec à Montréal.
  • Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.
  • Rogoff, B. (1995). Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In: J. V. Wertsch, P. del Rio, & A. Alvarez. (Eds) Sociocultural studies of mind, pp. 139-164. New York, NY: Cambridge University Press.
  • Rousseau, V. (2006). Les groupes de jeux intégrés auprès d’enfants ayant un trouble envahissant du développement : l’analyse descriptive des interactions sociales des pairs de classes ordinaires. [Yayımlanmamış yüksek lisans tezi]. Université de Québec.
  • Snyder, L., Apolloni, T., & Cooke, T. P. (1977). Integrated settings at the early childhood level: The role of nonretarded peers. Exceptional children, 43(5), 262-266. https://doi.org/10.1177/001440297704300502
  • Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yucesoy-Ozkan, 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
  • Toon, K. K. (2010). Typically developing children’s attitudes and acceptance of children with autism spectrum disorder after integrated play group involvement. [Yayımlanmamış yüksek lisans tezi]. Eastern Michigan University.
  • Wolfberg, P. J. (1999). Play and imagination in children with autism. New York and London: Teachers College Press.
  • Wolfberg, P. J. (2003). Peer play and the autism spectrum: The art of guiding children's socialization and imagination. AAPC Publishing.
  • Wolfberg, P. J. (2004). Guiding children on the autism spectrum in peer play: Translating theory and research into effective and meaningful practice. The Journal of Developmental and Learning Disorders, 8, 7-22. https://citeseerx.ist.psu.edu/document? repid=rep1&type=pdf&doi=fdc6f685f52e08b5457cc3f9678a8676fb494df1#page=9
  • Wolfberg, P. J. (2015). Play and imagination in children with autism. Autism Asperger Publishing Company. https://books.google.com.tr/books?hl=tr&lr=&id=nZgbAgAAQBAJ&oi=fnd&pg=PT10&dq=Wolfberg,+P.+J.+(2015).+Play+and+imagination+in+children+with+autism.+SCecond+Edition,+Autism+Asperger+Publishing+Company,+Overland+Perk,+Kansas.&ots=0mQhNaV4OC&sig=6gZ6yqEfbAKeMONbMJKJx3LAZW0&redir_esc=y#v=onepage&q&f=false
  • Wolfberg, P. J., & Schuler, A. L. (1993). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23(3), 467-489. https://link.springer.com/article/10.1007/BF01046051
  • Wolfberg, P. J., & Schuler, A. L. (1999). Fostering peer interaction, imaginative play and spontaneous language in children with autism. Child Language Teaching and Therapy, 15(1), 41-52. https://doi.org/10.1177/026565909901500105
  • Wolfberg, P. J., Bottema-Beutel, K., & DeWitt, M. (2012). Including children with autism in social and ımaginary play with typical peers : ıntegrated play groups model. American Journal of Play, 5(1), 55-80. http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=19380399&AN=83926198&h=XG6m1I3MccHsrbv%2FUCoH1VSYm%2FfZzGkU1f0CeeMjx8ZzeRG2rfYtiJkawjQby9TL3fqt8ErFyEISGFM%2BUQj3lw%3D%3D&crl=c Wolfberg, P. J., DeWitt, M., Young, G. S., & Nguyen, T. (2015). Integrated play groups: Promoting symbolic play and social engagement with typical peers in children with ASD across settings. Journal of Autism and Developmental Disorders, 45(3), 830-845. https://doi.org/10.007/s10803-014-2245-0
  • Wolfberg, P.J. & Schuler, A.L. (1992). Integrated Play Groups: Ressource manual. San Francisco, CA: San Francisco State University.
  • Vuran, S., & Melekoğlu, M. (2022). Özel eğitimde kanıt temelli uygulamaların kalite göstergeleri ve sınıflandırılması: alanyazın derlemesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (54), 1286-1313. https://doi.org/10.53444/deubefd.1150919
  • Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
  • Yang, T. R., Wolfberg, P. J., Wu, S. C., & Hwu, P. Y. (2003). Supporting children on the autism spectrum in peer play at home and school: Piloting the integrated play groups model in Taiwan. Autism, 7(4), 437-453. https://doi.org/10.1177/136236130300700400
  • Yücesoy-Özkan, Ş. (2015). Otizm spektrum bozukluğu olan bireyler için bilimsel dayanaklı uygulamalar. A. Cavkaytar (Ed.), Otizm spektrum bozukluğu. (s. 125- 160). Ankara: Aile ve Sosyal Politikalar Bakanlığı.
  • Zwaigenbaum, L., Bauman, M. L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., ... & Natowicz, M. R. (2015). Early intervention for children with autism spectrum disorder under 3 years of age: recommendations for practice and research. Pediatrics, 136(1), S60-S81. https://doi.org/10.1542/peds.2014-3667E
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Elif Sazak Duman 0000-0003-3530-9588

Esra Çınar 0000-0001-5683-9110

Erken Görünüm Tarihi 23 Aralık 2023
Yayımlanma Tarihi 26 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 20 Sayı: 3

Kaynak Göster

APA Sazak Duman, E., & Çınar, E. (2023). Bütünleşmiş Oyun Grupları Modeli ve Erken Çocukluk Özel Eğitiminde Bütünleşmiş Oyun Grupları Uygulamaları. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 904-931. https://doi.org/10.33711/yyuefd.1293218