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Otizm spektrum bozukluğu olan okul öncesi çocuklara yönelik sosyal beceri öğretim müdahaleleri

Yıl 2014, Cilt: 15 Sayı: 01, 19 - 38, 01.02.2014
https://doi.org/10.1501/Ozlegt_0000000190

Öz

Kaynakça

  • Ayres, K. M.,& Langone, J. (2009). Video Supports for Teaching Students with Developmental Disabilities. Journal of Special Education Technology, 23(3), 2008-2009.
  • Baker, S. D., Lang, R., & O'Reilly. (2009). Review of video modeling with students with emotional and behavioral disorders. Education and Treatment of Children, 32, 403-420.
  • Banda, D. R, Hart, S. L. & Liu-Gitz, L.(2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders,4(4),619– 625.
  • Beidel, D. C., Turner, S. M. & Morris, T. L.(2000).Behavioral treatment of childhood social phobia. Journal of Consulting and Clinical Psychology, 68(6), 1072–1080.
  • Betz, A., Higbee, T. S. & Reagon, K. A.(2008). Using joint activity schedules to promote peer engagement in preschoolers with autism. Journal of Applied Behavior Analysis,41(2), 237–241.
  • Blood, E., Johnson, J. W., Ridenour, L. & Simmons, K.(2011). Using an ipod touch to teach social and self- management skills to an elementary student with emotional/behavioral disorders. Education and Treatment of Children,34(3), 299–321.
  • Buggey, T.(2009).Seeing is believing. Video self-modeling for people with autism and other development disabilities. (1st Edition). Bethesda: Woodbine House.
  • Buggey, T., Hoomes, G., Sherberger, M. E. & Williams, S.(2011). Facilitating social ınitiations of preschoolers with autism spectrum disordersUsing video self-modeling. Focus on Autism and Other Development Disabilities,26(1),25–36.
  • Carr, S. C.& Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavioral Disorders, 18, 241-250.
  • Cartledge, G. & Milburn, J. F. (1986). Teaching social skills to children: Innovativeapproaches, (2nd Edition), New York, Oxford: Pergamon Boks, Inc.
  • Chandler, L. K., Lubeck, R.C. & Fowler, S.A.(1992). Generalızation and maintenance of preschool children's social skills: a critical review and analysis. Journal Of Applied Behavior Analysis,2(25), 415–428.
  • Chung, K., Reavis, S., Mosconi, M., Drewry, J., Matthews, T. & Tasse,M. (2007). Peer-mediated social skills training program for young children with high functioning autism. Research in DevelopmentalDisabilities, 28, 423- 436.
  • Crozier, S. & Tincani, M.(2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism andDevelopmental Disorders,37,1803–1814.
  • Çolak, A. (2007). Kaynaştırma uygulanan bir ilköğretim sınıfındaki sosyal yeterlik özelliklerinin betimlenmesi ve iyileştirilmesi çalışmaları. Yayımlanmamış doktora tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Deitchman, C., Reeve, S. A., Reeve, K. F. & Progar, P. R.(2010). Incorporating video feedback into self- management training to promote generalization of social initiations by children with autism. Education And Treatment Of Children, 33(3), 475–488.
  • Diken, H.İ.(2010). Erken Çocukluk Eğitimi. Diken, H.İ. (Ed.) Ankara: Pegem A Yayıncılık.
  • Elliott, S. N. & Gresham, F. M. (1989). Social skills deficits as a primary learning disability. Journal of Learning Disabilities, February: 22,120-124.
  • Dykstra, J. R., Boyd, B. A., Linda R. Watson, L. R., Crais, E. R. & Baranek, G. T.(2011). The impact of the advancing social-communication and play (asap) interventionon preschoolers with autism spectrum disorder. Autism,16(6),1–18.
  • Fawcett, S. B. (1991). Social validity: a note on methodology. Journal of Applied Behavior Analysis, 24,235– 239.
  • Gena, A., Couloura, S. & Kymissis, E.(2005). Modifying the affective behavior of preschoolers with autism using ın-vivo or video modeling and reinforcement contingencies Journal of Autism andDevelopmental Disorders,35(5),545–556.
  • Gena, A.(2006).The effects of prompting and social reinforcement on establishing social interactions with pers during the inclusion of four children with autism in preschool. International Journal of Psychology,41(6), 541–554.
  • Gresham, F. M. (1986). Conceptual and definitional issues in the assessment of children’s social skills: Implications for classificationand training. Journal of Clinical Child Psychology, 15(1), 3–15.
  • Güven, D. & Vuran, S. (Eylül, 2012). Otizm spektrum bozukluğu gösteren bireylerin sosyal becerilerinin geliştirilmesinde: grup müdahaleleri. 21. Ulusal Eğitim Bilimleri Kongresi, İstanbul.
  • Harris, K. R., Friedlander, B. D., Saddler, B., Frizzelle, R.& Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance. The Journal of Special Education, 39, 145-156.
  • Hine, J.F. & Wolery, M.(2006). Using Point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26(2),83–93.
  • Ingersoll, B.& Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487–505.
  • Ingersoll, B.,Lewis, E. & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders,37(8),1446–1456.
  • Kalyva, E.ve Avramidis E.(2005). Improving Communication Between Children with Autism and Their Peers Through the ‘Circle of Friends’: A Small-scale Intervention Study. Journal of Applied Research in Intellectual Disabilities,18, 253–261.
  • Kasari, C., Freeman, S., Paparella, T., Wong, C. & Kwon, S. (2005). Early intervention on core deficits in autism. Clinical Neuropsychiatry: Journal of Treatment and Evaluation, 2(6), 380–388. Koçancı, A. (2006). Çocukların sosyal becerilerini geliştirme ve sosyal yeterlilik.http://www.gonuldengonule.com/urun/urunozel1. Erişim tarihi: 05.09.2006.
  • Koegel, R. L., Vernon, Ty. V. & Koegel, L. K.(2009). Improving social ınitiations in young children with autism using reinforcers with embedded social ınteractions. Journal of Autism andDevelopmental Disorders,39(9),1240-1251.
  • Kohler, F., Anthony, L., Steighner F., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool: an examination of naturalistic tactics, TECSE, 21, 93–103.
  • Kohler, F., Greteman, C., Raschke, D., & Highnam, C. (2007). Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers. Topics in Early Childhood Special Education, 27, 155-163.
  • Kok, A. J., Kong, T. Y., & Bernard-Opitz, V. (2002). A comparison of the effects of structured play and facilitated play approaches on preschoolers with autism: a case study. Autism, 6, 181- 196.
  • Korinek, L., & Popp, P. A. (1997). Collaborative mainstream integration of social skills with academic instruction. Preventing School Failure, 41, 148-152.
  • Kroeger, K. A., Schultz, J. R., & Newsom, C. (2007). A comparison of two group-delivered social skills programs for young children with autism. Journal of Autism and Developmental Disorders, 37, 808–817.
  • Leaf, J. B., Taubman, M., Bloomfield, S. Palos-Rafuse, L., Leaf , R., McEachin, J. & Oppenheim, M. L.(2009). Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package. Research in Autism Spectrum Disorders,3(1), 275–289.
  • Leaf, J. B., Dotson, W. H., Oppenheim, M. L., Sheldon, J. B. & Sherman, J. A. (2010). The effectiveness of group teaching interactions for young children with a pervasive developmental disorder. Research in Autism Spectrum Disorders, 4, 186–198.
  • Leaf, J. B., Dotson, W. H., Oppenheim, M. L., Sheldon, J. B. & Sherman, J. A. (2011).A programmatic description of a social skills group for young children with autism. Topics in Early Childhood Special Education, April,1–11.
  • Matson, J. L., Matson, M. L. ve Rivet (2007). Social-Skills Treatments for Children With Autism Spectrum Disorders: An Overview. Behavior Modification, 31(5), 682-706.
  • Mazurik- Charles, R. ve Stefanua, C.(2010). Using paraprofessionals to teach social skills to children with autism spectrum disorders in the general education classroom. Journal of Instructional Psychology,37(2),161–169.
  • Moore, C.,& Dunham, P. (Eds.). (1995). Joint attention: Its origins and role in development. Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.
  • Olcay- Gül, S. & Vuran, S. (2010). Sosyal becerilerin öğretiminde video model yöntemiyle yürütülen araştırmaların analizi. Kuram ve Uygulamada Eğitim Bilimleri. 10(1), 219–274.
  • Reichow, B. & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: evaluation for evidence-based practices with a best-evidence synthesis framework. Journalof Autism and Developmental Disorders, 40, 149–166.
  • Rao, P.A., Beidel, P.C., Murray, M.J.(2008). Social skills interventions for children with aspergers syndrome or high-functioning autism: a review and recommendations. Journal of Autismand Developmental Disorders,38(2),353–61.
  • Rock, M. L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavioral Interventions, 7, 3- 17.
  • Rutherford, M. D., Young, G. S., Hepburn, S. & Rogers, S. J. (2007). A longitudinal study of pretend play in autism. Journal of Autism andDevelopmental Disorders, 37, 1024–1039.
  • Sancho, K., Sidener, T. M., Reeve, S. A.& Sidener, D. W. (2010). two variations of video modeling interventions for teaching play skills to children with autism. Education and Treatment Of Children. 33(3),421–442.
  • Stanton-Chapman, T. L., Denning, C. B., Jamison, K. R.(2008). Exploring the effects of a social communication intervention for improving requests and word diversity in preschoolers with disabilities. Psychology in the Schools,45(7),624-644.
  • Sugai, G.,& Lewis, T. J. (1996). Preferred and promising practices fora social skills instruction. Focus on
  • Exceptional Children, 29.
  • Tekin- İftar, E. & Kırcaali- İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayınları.
  • Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, W. P.(2004). Effects of social skill instruction for high-functioningadolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19(1), 53–62.
  • Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655–664.
  • Williams, S. K., Johnson, C. & Sukhodolsky, D. G.(2005). The role of the school psychologist in the inclusive education of school-age children with autism spectrum disorders. Journal of School Psychology,43 (2),117–136.
  • Wolf, M.M.(1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis,11,203–214.
  • Zirpoli, T. J.& Melloy, K. J. (1997). Behavior management: Application for teachers and parents (2nd ed.). Upper Saddle River, New Jersey, Columbus, Ohio: Merrill Prentice Hall. .

Otizm Spektrum Bozukluğu Olan Okul Öncesi Çocuklara Yönelik Sosyal Beceri Öğretim Müdahaleleri

Yıl 2014, Cilt: 15 Sayı: 01, 19 - 38, 01.02.2014
https://doi.org/10.1501/Ozlegt_0000000190

Öz

Bu çalışma, 2000–2012 yılları arasında okul öncesi dönemde 3–6 yaş aralığında otizm spektrum
bozukluğu(OSB) olançocuklara yönelik sosyal beceri öğretim müdahalelerini gözden geçirmek amacıyla
yapılmıştır. Araştırma üniversitelerin (Anadolu Üniversitesi ve Eskişehir Osmangazi Üniversitesi) online olarak
EBSCO (Academic Search Complete ve ERIC) ve SAGE veri tabanlarında yayımlanan23 makale
incelenerekgerçekleştirilmiştir. Đncelenen bu çalışmalar, OSB yelpazesinin farklı tanılarını içeren ve normal
gelişim gösteren 283 çocukla yapılmış araştırmalardır. Bu araştırmalarda farklı yöntemlerin kullanıldığı ve bu
farklı yöntemlerin etkililiklerinin sınandığı görülmüştür. Ayrıca OSB’li çocukların yoğun bir şekilde okul öncesi
eğitimlerden yararlandığı anlaşılmış ve erken tanılamaya bağlı olarak okul öncesi dönemde erken müdahalenin
önemli olduğu yapılan analizler sonucunda ortaya konmuştur. Yapılan analiz sonucunda, Türkiye’de okul öncesi
döneme ilişkin OSB’li çocuklara yönelik herhangi bir sosyal beceri öğretimi (SBÖ)’ne rastlanmamıştır.
Dolayısıyla Türkiye’de okul öncesi dönemde eğitimini sürdüren OSB’li çocuklara SBÖ’lerinin arttırılmasına
yönelik çalışmaların yapılması önerilebilir

Kaynakça

  • Ayres, K. M.,& Langone, J. (2009). Video Supports for Teaching Students with Developmental Disabilities. Journal of Special Education Technology, 23(3), 2008-2009.
  • Baker, S. D., Lang, R., & O'Reilly. (2009). Review of video modeling with students with emotional and behavioral disorders. Education and Treatment of Children, 32, 403-420.
  • Banda, D. R, Hart, S. L. & Liu-Gitz, L.(2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders,4(4),619– 625.
  • Beidel, D. C., Turner, S. M. & Morris, T. L.(2000).Behavioral treatment of childhood social phobia. Journal of Consulting and Clinical Psychology, 68(6), 1072–1080.
  • Betz, A., Higbee, T. S. & Reagon, K. A.(2008). Using joint activity schedules to promote peer engagement in preschoolers with autism. Journal of Applied Behavior Analysis,41(2), 237–241.
  • Blood, E., Johnson, J. W., Ridenour, L. & Simmons, K.(2011). Using an ipod touch to teach social and self- management skills to an elementary student with emotional/behavioral disorders. Education and Treatment of Children,34(3), 299–321.
  • Buggey, T.(2009).Seeing is believing. Video self-modeling for people with autism and other development disabilities. (1st Edition). Bethesda: Woodbine House.
  • Buggey, T., Hoomes, G., Sherberger, M. E. & Williams, S.(2011). Facilitating social ınitiations of preschoolers with autism spectrum disordersUsing video self-modeling. Focus on Autism and Other Development Disabilities,26(1),25–36.
  • Carr, S. C.& Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavioral Disorders, 18, 241-250.
  • Cartledge, G. & Milburn, J. F. (1986). Teaching social skills to children: Innovativeapproaches, (2nd Edition), New York, Oxford: Pergamon Boks, Inc.
  • Chandler, L. K., Lubeck, R.C. & Fowler, S.A.(1992). Generalızation and maintenance of preschool children's social skills: a critical review and analysis. Journal Of Applied Behavior Analysis,2(25), 415–428.
  • Chung, K., Reavis, S., Mosconi, M., Drewry, J., Matthews, T. & Tasse,M. (2007). Peer-mediated social skills training program for young children with high functioning autism. Research in DevelopmentalDisabilities, 28, 423- 436.
  • Crozier, S. & Tincani, M.(2007). Effects of social stories on prosocial behavior of preschool children with autism spectrum disorders. Journal of Autism andDevelopmental Disorders,37,1803–1814.
  • Çolak, A. (2007). Kaynaştırma uygulanan bir ilköğretim sınıfındaki sosyal yeterlik özelliklerinin betimlenmesi ve iyileştirilmesi çalışmaları. Yayımlanmamış doktora tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Deitchman, C., Reeve, S. A., Reeve, K. F. & Progar, P. R.(2010). Incorporating video feedback into self- management training to promote generalization of social initiations by children with autism. Education And Treatment Of Children, 33(3), 475–488.
  • Diken, H.İ.(2010). Erken Çocukluk Eğitimi. Diken, H.İ. (Ed.) Ankara: Pegem A Yayıncılık.
  • Elliott, S. N. & Gresham, F. M. (1989). Social skills deficits as a primary learning disability. Journal of Learning Disabilities, February: 22,120-124.
  • Dykstra, J. R., Boyd, B. A., Linda R. Watson, L. R., Crais, E. R. & Baranek, G. T.(2011). The impact of the advancing social-communication and play (asap) interventionon preschoolers with autism spectrum disorder. Autism,16(6),1–18.
  • Fawcett, S. B. (1991). Social validity: a note on methodology. Journal of Applied Behavior Analysis, 24,235– 239.
  • Gena, A., Couloura, S. & Kymissis, E.(2005). Modifying the affective behavior of preschoolers with autism using ın-vivo or video modeling and reinforcement contingencies Journal of Autism andDevelopmental Disorders,35(5),545–556.
  • Gena, A.(2006).The effects of prompting and social reinforcement on establishing social interactions with pers during the inclusion of four children with autism in preschool. International Journal of Psychology,41(6), 541–554.
  • Gresham, F. M. (1986). Conceptual and definitional issues in the assessment of children’s social skills: Implications for classificationand training. Journal of Clinical Child Psychology, 15(1), 3–15.
  • Güven, D. & Vuran, S. (Eylül, 2012). Otizm spektrum bozukluğu gösteren bireylerin sosyal becerilerinin geliştirilmesinde: grup müdahaleleri. 21. Ulusal Eğitim Bilimleri Kongresi, İstanbul.
  • Harris, K. R., Friedlander, B. D., Saddler, B., Frizzelle, R.& Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance. The Journal of Special Education, 39, 145-156.
  • Hine, J.F. & Wolery, M.(2006). Using Point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26(2),83–93.
  • Ingersoll, B.& Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487–505.
  • Ingersoll, B.,Lewis, E. & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders,37(8),1446–1456.
  • Kalyva, E.ve Avramidis E.(2005). Improving Communication Between Children with Autism and Their Peers Through the ‘Circle of Friends’: A Small-scale Intervention Study. Journal of Applied Research in Intellectual Disabilities,18, 253–261.
  • Kasari, C., Freeman, S., Paparella, T., Wong, C. & Kwon, S. (2005). Early intervention on core deficits in autism. Clinical Neuropsychiatry: Journal of Treatment and Evaluation, 2(6), 380–388. Koçancı, A. (2006). Çocukların sosyal becerilerini geliştirme ve sosyal yeterlilik.http://www.gonuldengonule.com/urun/urunozel1. Erişim tarihi: 05.09.2006.
  • Koegel, R. L., Vernon, Ty. V. & Koegel, L. K.(2009). Improving social ınitiations in young children with autism using reinforcers with embedded social ınteractions. Journal of Autism andDevelopmental Disorders,39(9),1240-1251.
  • Kohler, F., Anthony, L., Steighner F., & Hoyson, M. (2001). Teaching social interaction skills in the integrated preschool: an examination of naturalistic tactics, TECSE, 21, 93–103.
  • Kohler, F., Greteman, C., Raschke, D., & Highnam, C. (2007). Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers. Topics in Early Childhood Special Education, 27, 155-163.
  • Kok, A. J., Kong, T. Y., & Bernard-Opitz, V. (2002). A comparison of the effects of structured play and facilitated play approaches on preschoolers with autism: a case study. Autism, 6, 181- 196.
  • Korinek, L., & Popp, P. A. (1997). Collaborative mainstream integration of social skills with academic instruction. Preventing School Failure, 41, 148-152.
  • Kroeger, K. A., Schultz, J. R., & Newsom, C. (2007). A comparison of two group-delivered social skills programs for young children with autism. Journal of Autism and Developmental Disorders, 37, 808–817.
  • Leaf, J. B., Taubman, M., Bloomfield, S. Palos-Rafuse, L., Leaf , R., McEachin, J. & Oppenheim, M. L.(2009). Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package. Research in Autism Spectrum Disorders,3(1), 275–289.
  • Leaf, J. B., Dotson, W. H., Oppenheim, M. L., Sheldon, J. B. & Sherman, J. A. (2010). The effectiveness of group teaching interactions for young children with a pervasive developmental disorder. Research in Autism Spectrum Disorders, 4, 186–198.
  • Leaf, J. B., Dotson, W. H., Oppenheim, M. L., Sheldon, J. B. & Sherman, J. A. (2011).A programmatic description of a social skills group for young children with autism. Topics in Early Childhood Special Education, April,1–11.
  • Matson, J. L., Matson, M. L. ve Rivet (2007). Social-Skills Treatments for Children With Autism Spectrum Disorders: An Overview. Behavior Modification, 31(5), 682-706.
  • Mazurik- Charles, R. ve Stefanua, C.(2010). Using paraprofessionals to teach social skills to children with autism spectrum disorders in the general education classroom. Journal of Instructional Psychology,37(2),161–169.
  • Moore, C.,& Dunham, P. (Eds.). (1995). Joint attention: Its origins and role in development. Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.
  • Olcay- Gül, S. & Vuran, S. (2010). Sosyal becerilerin öğretiminde video model yöntemiyle yürütülen araştırmaların analizi. Kuram ve Uygulamada Eğitim Bilimleri. 10(1), 219–274.
  • Reichow, B. & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: evaluation for evidence-based practices with a best-evidence synthesis framework. Journalof Autism and Developmental Disorders, 40, 149–166.
  • Rao, P.A., Beidel, P.C., Murray, M.J.(2008). Social skills interventions for children with aspergers syndrome or high-functioning autism: a review and recommendations. Journal of Autismand Developmental Disorders,38(2),353–61.
  • Rock, M. L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavioral Interventions, 7, 3- 17.
  • Rutherford, M. D., Young, G. S., Hepburn, S. & Rogers, S. J. (2007). A longitudinal study of pretend play in autism. Journal of Autism andDevelopmental Disorders, 37, 1024–1039.
  • Sancho, K., Sidener, T. M., Reeve, S. A.& Sidener, D. W. (2010). two variations of video modeling interventions for teaching play skills to children with autism. Education and Treatment Of Children. 33(3),421–442.
  • Stanton-Chapman, T. L., Denning, C. B., Jamison, K. R.(2008). Exploring the effects of a social communication intervention for improving requests and word diversity in preschoolers with disabilities. Psychology in the Schools,45(7),624-644.
  • Sugai, G.,& Lewis, T. J. (1996). Preferred and promising practices fora social skills instruction. Focus on
  • Exceptional Children, 29.
  • Tekin- İftar, E. & Kırcaali- İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayınları.
  • Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, W. P.(2004). Effects of social skill instruction for high-functioningadolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19(1), 53–62.
  • Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655–664.
  • Williams, S. K., Johnson, C. & Sukhodolsky, D. G.(2005). The role of the school psychologist in the inclusive education of school-age children with autism spectrum disorders. Journal of School Psychology,43 (2),117–136.
  • Wolf, M.M.(1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis,11,203–214.
  • Zirpoli, T. J.& Melloy, K. J. (1997). Behavior management: Application for teachers and parents (2nd ed.). Upper Saddle River, New Jersey, Columbus, Ohio: Merrill Prentice Hall. .
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Didem Güven

İbrahim Halil Diken Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 15 Sayı: 01

Kaynak Göster

APA Güven, D., & Diken, İ. H. (2014). Otizm Spektrum Bozukluğu Olan Okul Öncesi Çocuklara Yönelik Sosyal Beceri Öğretim Müdahaleleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(01), 19-38. https://doi.org/10.1501/Ozlegt_0000000190




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