Otizm Spektrum Bozukluğu Olan Öğrencilere Toplumsal Levhaları İzleme Becerisinin Kazandırılmasında Video Modelle Öğretimin Etkililiği

Year 2019, Volume: 34 Issue: 2, 487 - 504, 30.04.2019

Seray Olçay Gül , Sezgin Vuran , Akın Gönen , Gökhan Uslucan Hasan Can Kayhan

Abstract

Otizm spektrum
bozukluğu (OSB), sosyal etkileşim ve iletişimde yetersizlikler, sınırlı,
tekrarlayan davranışlar ve sınırlı ilgi alanları belirtileri ile ortaya çıkan
ve seyreden nörolojik bir bozukluktur. Alanyazında
OSB tanısı bulunan bireylere farklı becerilerin öğretiminde etkili olarak
kullanılan farklı yöntemler bulunmaktadır. Bu yöntemlerden biri video modelle
öğretimdir. Video modelle öğretim model tarafından sergilenen hedef davranışın
video görüntülerinden izlenmesi ve model alınması olarak tanımlanan, kanıt temelli
uygulamalardan biridir. Bu araştırmada toplumsal alanlarda levhalarda yer alan
okları takip ederek tuvaleti bulma becerisinin öğretiminde otizm spektrum
bozukluğu tanısı bulunan akranın model olarak yer aldığı video modelle
öğretimin etkililiğinin incelenmesi amaçlanmıştır. Bu amaçla yaşları 10-13
arasında değişen otizm spektrum bozukluğu tanısı bulunan üç erkek öğrenci ile
çalışılmıştır. Katılımcılar arası yoklama evreli çoklu yoklama modelinin
kullanıldığı araştırmanın bulguları video modelle öğretimin katılımcıların
toplumsal alanlarda levhalarda yer alan okları takip ederek tuvaleti bulma
becerisini edinmelerinde, edindikleri beceriyi korumalarında ve
genellemelerinde etkili olduğunu göstermiştir. Bulgular alanyazın doğrultusunda
tartışılarak ileri araştırma ve uygulamalara yönelik önerilerde bulunulmuştur.

Keywords

otizm spektrum bozukluğu, video modelle öğretim, toplumsal levhalar, kanıt temelli uygulamalar, akran model

Effectiveness of Video Modeling in Teaching Following Public Direction Signs for Students with Autism Spectrum Disorders

Abstract

Autism spectrum
disorder (ASD) is a neurobiological disorder characterized by significant
difficulties in social interaction and communication, restricted range of
behavior and limited areas of interest and stereotypic behaviors. Literature
involves a rich variety of studies utilizing an array of effective methods to
teach different skills to individuals with ASD. One of these methods has been
video modeling which involves watching the video recording of model performing
a target behavior. This method has received considerably empirical support. The
present study intended to examine the effectiveness of teaching skills to
individuals with ASD how to follow signs in finding the restroom in a public
setting by utilizing video modeling in which the model is a peer with an ASD.
Participants of the study were three male students whose age ranged between 10
and 13. Results of the study showed that video modeling was effective in
acquiring, maintaining and generalizing targeted skills. Findings, limitations
of the study and its implications for future research as well as practitioners
were discussed.

Keywords

autism spectrum disorder, video modeling, direction signs, evidence-based practices, peer model

References

• Akmanoglu, N. ve Tekin-Iftar, E. (2011).Teaching children with autism how to respond to the lures of strangers. Autism: The International Journal of Research and Practice, 15, 1–8.
• Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, R. V. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with Autism Spectrum Disorders. Education and Treatment of Children, 33(3), 339-349.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association.
• Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review, 36, 80–90.
• Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with Autism Spectrum Disorders. Journal of Developmental and Physical Disabilities, 24(3), 269-285.
• Bernard-Ripoll, R. (2007). Using a self-as-model video combined with social stories to help a child with asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22(2), 100-106.
• Bidwell, M. A., & Rehfeldt, R. A. (2004). Using video modeling to teach a domestic skill with on embedded social skill to adults with severe mental retardation. Behavioral Intervention, 19, 263-274.
• Boudreau, E., & D’Entremont, B. (2010). Improving the pretend play skills of preschoolers with autism spectrum disorders: The effects of video modeling. Journal of Developmental Physical Disabilities, 22, 415-431.
• Browder, D. M., & Snell, M. E. (2000). Teaching functional academics. In M.E. Snellve F. Brown (Eds). Instruction of students with severe disabilities, (pp. 493-543).New Jersey: Merrill Publishing Company.
• Cardon, T. A., & Wilcox, J. M. (2011).Promoting imitation in young children with autism: A comparison of reciprocal imitation training and video modeling. Journal of Autism and Developmental Disorders, 41(5), 654-666.
• CDC, (2016a). Prevalence. Retrieved from https://www.cdc.gov/ncbddd/autism/data.html
• CDC, (2016b). Community Report on Autism. Retrieved from https://www.cdc.gov/ncbddd/autism/documents/comm-report-autism-full-report.pdf
• Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal ofAutism and Developmental Disorders, 30(6), 537-552.
• Christensen, D. L, , Baio, J., Braun, K. V., Bilder, D., Charles, J., Costantino, J. N., . . . Yeargin-Allsopp, M. (2016). Prevalence and characteristics of autism spectrum disorder among children aged 8 years - Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012. MMWR Surveillance Summaries, 65, 1-23.
• Deniz, K., ve Öztürk, Y. İ. (2015). İlkokul ve ortaokul Türkçe ders kitaplarında grafik simge öğretimi. Uluslararası Avrasya Sosyal Bilimler Dergisi, 6(18), 150-171.
• Ergenekon, Y. (2012). Teaching basic first-aid skills against some accidents to children with autism through video modeling. Educational Sciences: Theory & Practice, 12(4), 2759-2766.
• Ganz, J. B., Earles-Vollrath, T. L., & Cook, K. E. (2011). Video modeling: A visually based intervention for children with autism spectrum disorder. Teaching Exceptional Children, 43(6), 8-19.
• Gena, A., Couloura, S., &Kymissis, E. (2005). Modifying the affective behavior or preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism and Developmental Disorders, 35, 545-556.
• Hine, J. F., & Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Early Childhood Special Education, 26(2), 83-93.
• Hong, E. R., Ganz, J. B., Morin, K., Davis, J. L., Ninci, J., Neeley, L., & Boles, M. B. (2017). Functional living skills and adolescents and adults with Autism Spectrum Disorder: A Meta-analysis. Education and Training in Autism and Developmental Disabilities, 52(3), 268-279.
• Keith, D. A., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, V. R. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with Autism Spectrum Disorders. Education and Treatment of Children, 33(3), 339-349.
• Kleeberger, V., & Mirenda, P. (2010).Teaching generalized imitation skills to a preschooler with autism using video modeling. Journal of Positive Behavior Interventions, 12(2), 116-127.
• Kroeger, K. A., Shultz, J. R., & Nevsom, 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.
• Lee, C., Anderson, A., & Moore, D. (2014). Using video modeling to toilet train a child with autism. Journal of Developmental & Physical Disabilities, 26(2),123-134.
• McLay, L., Carnett, A., van der Meer, L., & Lang, R. (2015). Using a video modeling-based intervention package to toilet train two children with autism. Journal of Developmental and Physical Disabilities, 27(4), 431-451.
• Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (2009). İlköğretim Türkçe dersi öğretim program ve kılavuzu (1-5. sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• Miltenberger, C., & Charlop, M. (2015). The comparative effectiveness of portable video modeling vs. traditional video modeling interventions with children with Autism Spectrum Disorders. Journal of Developmental & Physical Disabilities, 27 (3), 341-358.
• Morlock, L., Reynolds, J. L., Fisher, S., & Comer, R. J. (2015).Video modeling and word identification in adolescents with Autism Spectrum Disorder. Child Language Teaching and Therapy, 31(1),101-111.
• Murzynski, N. T., & Bourret, J. C. (2007). Combining video modeling and least-to-most prompting for establishing response chains. Behavioral Interventions, 22, 147-152.
• National Autism Center (2010). National standards report. Retrieved from http://www.nationalautismcenter.org/pdf/NACStandards
• National Autism Center (NAC). (2015). National Standards Report 2. Randolph, Massachusetts: National Autism Center.
• National Professional Development Center on Autism Spectrum Disorders (2010, 2014). Retrieved from http://autismpdc.fpg.unc.edu
• Nikopoulos, C., & Keenan, M. (2006). Video modeling and behavior analysis: A guide for teaching social skills to children with autism. London: Jessica Kingsley Publishers.
• Nikopoulos, C., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Autism Developmental Disorder, 37(4), 678-693.
• Odom, S. L., & Strain, P. S. (2002). Evidence-based practice in early intervention/early childhood special education: Single subject design research. Journal of Early Intervention, 25(2), 151–160.
• Olçay-Gül, S. (2016).The combined use of video modeling and social stories in teaching social skills for individuals with Intellectual Disability. Educational Sciences: Theory & Practice, 16(1), 83-107.
• Ozen, A., Batu, S., & Birkan, B. (2012). Teaching play skills to children with autism through video modeling: Small group arrangement and observational learning. Education and Training in Autism and Developmental Disabilities, 47(1), 84-96.
• Owen-Deschryver, J. S., Carr, E. G., Cale, S. L., & BlakeleySmith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their pers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23 (1), 15-28.
• Rosenberg, N. E., Schwartz, I. S., & Davis, C. A. (2010). Evaluating the utility of commercial videotapes for teaching hand washing to children with autism. Education and Treatment of Children, 33, 443-455.
• Sansosti, F. J., & Powell-Smith, A. K. (2008). Using computer presented social stories and video models to increase the social communication skills of children with high functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178.
• Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2(1), 3-11.
• Shipley-Benamou, R., Lutzker, J. R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4(3), 163-175.
• Singleton, K. C., Schuster, J. W., & Ault, M. J. (1995). Simultaneous prompting in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 30(3), 218-230.
• Tekin-Iftar, E. (2003). Effectiveness of peer delivered simultaneous prompting on teaching community signs to students with developmental disabilities. Education and Training in Developmental Disabilities, 38(1), 77-94.
• Vuran, S., & Olçay-Gül, S. (2012). On-the-job training of special education staff: Teaching the simultaneous prompting strategies. Educational Sciences: Theory & Practice, 12(3), 2101-2110.
• Yıldırım, S., & Tekin-İftar, E. (2002). Akranların sunduğu sabit bekleme süreli öğretim gelişimsel geriliği olan öğrencilere tanıtıcı levhaların öğretiminde etkili midir? Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 3, 67-84.
• Yucesoy-Ozkan, S. (2013). Comparison of peer and self-video modeling in teaching first aid skills to children with Intellectual Disability. Education and Training in Autism and Developmental Disabilities, 48(1), 88-102.