Kaynaştırma Uygulamalarından Yararlanan Otizm Spektrum Bozukluğu Olan 7. Sınıf Öğrencilerine Fen Bilgisi Deneylerinin Öğretiminde Video Destekli Resimli Etkinlik Çizelgesinin Etkililiği

Three students who were diagnosed with autism spectrum disorder (ASD) and continued their full-time inclusive education participated in the study. The purpose of this study was to determine whether using video-enhanced activity schedules is effective in teaching science experiments (mixture-separation experiments) to seventh-grade students with ASD who benefit from inclusive practices. A multiple-probe design across the participants, one of the single-subject research methods, was used in the study. While the dependent variable of the study was science experiments on the separation of mixtures, the independent variable was the use of video-enhanced activity schedules. In the teaching of some science experiments about the separation of mixtures through the method of video-enhanced activity schedules, baseline, instructional, maintenance, and generalization sessions were organized. The skill steps required for the teaching of the experiments were recorded with a camera, and then these videos were used in teaching sessions as materials. The findings of the study suggested that using video-enhanced activity schedules was effective in the teaching of science experiments about the separation of mixtures to seventh-grade students with ASD who were benefiting from inclusive practices. It was observed that the students retained the information on mixture separation experiments they had learned even after the teaching ended. It was also revealed that the seventh-grade students with ASD benefiting from inclusive practices could generalize the information they had learned from the science experiments to different media and practitioners.Araştırmaya, tam zamanlı kaynaştırmaya devam eden otizm spektrum bozukluğu (OSB) tanısı almış 3 öğrenci katılmıştır. Bu araştırmanın amacı; OSB’li yedinci sınıf kaynaştırma öğrencilerin fen deneylerinin (karışımı ayırma deneyleri) öğretiminde video-destekli resimli etkinlik çizelgesi öğretim uygulamasının etkili olup olmadığını belirlemektir. Araştırmada, tek denekli araştırma yöntemlerinden katılımcılar arası yoklama evreli çoklu yoklama modeli kullanılmıştır. Araştırmanın bağımlı değişkeni, karışımların ayrılması ile ilgili fen bilgisi deneyleri iken; bağımsız değişkeni video-destekli resimli ekinlik çizelgesi öğretim uygulamasıdır. Video destekli resimli etkinlik çizelgesi yöntemiyle karışımların ayrılması ile ilgili bazı fen deneylerinin öğretilmesinde; başlama düzeyi, öğretim, izleme ve genelleme oturumları düzenlenmiştir. Deneylerin öğretimi için gerekli olan beceri basamakları kamera ile çekilmiş ve daha sonra materyal olarak öğretim oturumlarında kullanılmıştır. Araştırma bulgularına göre, kaynaştırma uygulamalarından yararlanan OSB’li 7. sınıf öğrencilerine karışımların ayrılması ile ilgili fen deneylerinin öğretiminde video destekli resimli etkinlik çizelgesi öğretim uygulamasının etkili olduğu belirlenmiştir. Öğrencilerin öğrendikleri karışımı ayırma deneylerini öğretim sona erdikten sonra da korudukları görülmüştür. Ayrıca OSB’li 7. Sınıf kaynaştırma öğrencilerinin öğrendikleri fen bilgisi deneylerini farklı ortam ve uygulayıcıya genelleyebildikleri ortaya çıkmıştır

Investigation of Diagnostic Process Through the Opinions of the Medical Doctors Who Diagnose Children With Autism

DergiPark: 326008trakyasobedThe aim of this study is to describe the current condition by interviewing 15 medical doctors who involved in the diagnostic process of children with autism in the hospitals in Istanbul. In the process of determining the opinion of the specialists for diagnosis, semi-structured interview based on the qualitative research approach was used. Results of the study revealed that most of referrals to medical doctors with a suspicion of autism are done by pediatricians, teachers, pedagogues or psychologists due to the behaviors such as not establishing eye contact, lack of communication. Additionally, it is also seen that the specialists allowed 24 minutes on the average and they diagnosed the autistic children using only screening tests, development scales and DSM-IV criteria. Finally, specialists mentioned that problems such as the insufficiency of the duration for the diagnosis, the lack of biological marker in the diagnosis, the lack of following the neuro-motor development of the child, insufficiency of the special education services for the autistic children, the commercialization of the foundations giving education services in autism, lack of informing the families about autism, were faced during and after the diagnosisBu araştırmada, İstanbul İlindeki hastanelerde tanılamada çalışan 15 uzman doktorun tıbbi tanılama sürecine ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Uzman doktorların tanılamaya ilişkin görüşlerinin belirlenmesinde, nitel gerçekleştirilmiştir. Elde edilen bulgular, otizmli çocukların göz teması, iletişim eksikliği, konuşma sorunu gibi davranışlar sergilemelerinden dolayı çocuk doktorları, yönlendirildiklerini göstermektedir. Ayrıca, otizmli çocukların yalnızca tarama testleri, gelişim ölçekleri veya Amerikan Psikiyatri Birliği'nin Ruhsal Bozuklukların Tanısal ve İstatistiksel El Kitabındaki (The Diagnostic and Statistical Manual of Mental Disorders; DSM.IV) kriterleri ile değerlendirildikleri ve tanılamaya ortalama 24 dakika süre ayrıldığı belirlenmiştir. Son olarak, uzman doktorlar tıbbi tanılamaya ayrılan sürenin yetersizliği, tanılamada biyolojik bir markerin olmaması, nöro-motor gelişim açıdan çocuğun gelişiminin takip edilmemesi, özel eğitim hizmetlerinin yetersiz olması, otizm konusunda eğitim hizmeti veren vakıfların eğitimi ticari hale getirmeleri, ailelerin otizm konusunda yeterince bilgilendirilmemesi gibi bazı sorunların tanılama sırasında veya sonrasında yaşandığını açıklamışlardı

A Randomized Control Study of Responsive Teaching With Young Turkish Children and Their Mothers

A randomized control study was conducted to evaluate the effectiveness of responsive teaching (RT) with a sample of 19 Turkish preschool-age children with disabilities and their mothers over a 6-months period. RT is an early intervention curriculum that attempts to promote children's development by encouraging parents to engage in highly responsive interactions with them. Participants were randomly assigned to treatment conditions: The control group consisted of standard preschool classroom services and the RT group received biweekly RT parent-child sessions in addition to standard services. Compared with the control group, RT mothers made significantly greater increases in Responsiveness and Affect, whereas their children made greater changes in their engagement or pivotal behavior. There were also significant group differences in children's developmental outcomes. Children in the RT group improved their developmental quotient scores by an average of 42% compared with 7% for children in the control group

The effectiveness of graduated guidance on teaching leisure skills to children with autism spectrum disorder: Teaching leisure skills to children with autism spectrum disorder

The aim of this study was to investigate the effectiveness of teaching with graduated guidance on teaching the playing backgammon skill, which is one of the leisure skills, to children with ¨Autism Spectrum Disorder (ASD)¨. Three children with ASD participated in this research. A multiple probe design across the participants was used in order to examine the effectiveness graduated guidance on teaching playing backgammon skill. The research was conducted by using. The dependent variable of this research is the level of acquiring playing backgammon skill. Additionally, the independent variable of this research is graduated guidance. According to the findings of this study, graduated guidance was effective on teaching playing backgammon skill, which is one of the leisure skills. In other words, result of this study revealed that graduated guidance was effective on teaching backgammon playing skill to children with ASD. In addition, it was determined that after finished instruction sessions, children with ASD were able to maintain the playing backgammon skill that they learned and also generalize the acquired skill to different person. In the light of the limitations identified and the findings, recommendations were made for further research

Comparison of Social Engagement of Children Having Disabilities with Their Mothers and Fathers

This study examined differences between mothers' and fathers' style of interaction and engagement with their preschool-aged children with Down syndrome (DS) and autism. Data was collected from a sample of 27 mother-child and 27 father-child dyads in which all the children were diagnosed with DS or autism. Participants were both parents and their children from the same family, which allowed comparisons between the mother and father of the same child. Both parents with their children were video recorded during free-play time with a set of developmentally appropriate toys. All video recordings were analyzed with the Turkish versions of the Maternal Behavior Rating Scale and Child Behavior Rating Scale. Findings revealed that Turkish mothers of children with DS and autism are more responsive than fathers. Additionally, fathers of children with DS scored higher on responsiveness and affect as well as attention and initiation but scored lower on achievement/directive. Both mothers and fathers interact better with children with DS than children with autism in terms of responsiveness associated with the child's social engagement. Results also indicated that, regardless of whether the child had DS or autism, both the mother's and father's level of responsiveness was associated with the child's engagement

The effectiveness of the touchmath technique in teaching Multiplication to students with autism spectrum disorder

Bu araştırmada, ¨Doğrudan Öğretim Yöntemine (DÖY)¨ göre sunulan ¨Nokta Belirleme Tekniğinin (NBT)¨, ¨Otizm Spektrum Bozukluğu (OSB)¨ olan öğrencilere çarpma işlemi öğretimindeki etkililiğinin incelenmesi amaçlanmıştır. Araştırmaya OSB tanısı almış, 8-10 yaşlarında üç öğrenci yer almıştır. Araştırma; denekler arası yoklama denemeli çoklu yoklama modeli kullanılarak gerçekleştirilmiştir. Çalışmanın bağımlı değişkeni, OSB’li öğrencilerin çarpma işlemlerini gerçekleştirme düzeyi, bağımsız değişkeni ise DÖY’e göre sunulan NBT’dir. Sonuçlar, OSB’li öğrencilere çarpma işlem becerilerinin öğretiminde NBT’nin etkili olduğunu, uygulama bittikten sonra edinilen becerinin kalıcılığının devam ettiğini ve temel çarpma işlem becerisinin hem farklı sınıf ortamına hem de farklı bir öğretmene genellenebildiğini göstermiştir. Ayrıca, öğretmenlerin NBT ile yapılan öğretim süreci hakkında olumlu görüş bildirdikleri görülmüştür.The aim of this study determines whether the TouchMath technique which is presented by using with explicit instruction is effective or not in teaching multiplication skills to children with ¨Autism Spectrum Disorder (ASD)¨. Three students with ASD aged 8-10 years, who were diagnosed with ASD participated in the research. In the study, a multiple probe model with between-subject probe trials was used. The dependent variable of this research is the level of the subjects to carry out multiplication skills. The independent variable was TouchMath procedure which was used to teach multiplication fact skills to the subjects. The results indicated that the TouchMath technique was effective in teaching multiplication skills to students with ASD and the maintenance of the acquired skill continued after the application ended, and that the multiplication skill could be generalized to both a different classroom environment and a different teacher. Teachers gave positive opinions about the teaching process with the TouchMath technique

Effectiveness of verbal behavior approach on the reserve Intraverbal skills acquisition of children with down Syndrome

Bu çalışmada, ̈Down Sendromlu (DS) ̈ çocuklara tersine söz içi becerisinin kazandırılmasında sözel davranış yaklaşımının etkililiği belirlenmeye çalışılmıştır. Bu araştırma, tek-denekli araştırma desenlerinden yoklama evreli davranışlar arası çoklu yoklama modeli kullanılarak gerçekleştirilmiştir. Bu araştırmanın katılımcıları, 12-15 yaş arasındaki DS tanısı almış çocuklardan oluşmaktadır. Araştırmada; başlama düzeyi, öğretim oturumları, öğretim oturumları öncesi yoklama oturumları, toplu yoklama oturumları, kalıcılık ve genelleme oturumları düzenlenmiştir. Araştırma sonunda elde edilen bulgular; (1) DS’li çocuklara tersine söz içi becerilerin kazandırılmasında sözel davranış yaklaşımının etkili olduğunu, (2) sözel davranış yaklaşımıyla DS’li çocuklar kazandıkları söz içi becerilerini öğretim bittiğinde de öğrendiklerini korudukları ve (3) DS’li çocukların sözel davranış yaklaşımıyla edindikleri tersine söz içi becerilerini farklı kişilere genelledikleri ortaya koymuştur.In this study, it was aimed to determine the effectiveness of the verbal behavior approach in teaching children with Down Syndrome (DS), reverse intraverbal skills. This research was carried out using , which is one of the single-subject research designs. The participants of this study consisted of children between the ages of 12 and 15 who were diagnosed with DS. In this research; baseline, intervention sessions, full probe sessions, maintenance and generalization sessions were conducted. Findings of the research are summarized under three headings. These; (1) the verbal behavior approach is effective in teaching DS children the reverse intraverbal skills, (2) it was observed that the DS children continue to perform the reverse intraverbalskills they learned after the end of the instruction, and (3) It has been also revealed that DS children they learned the reverse intraverbal skills generalize (to different people)