Otizm Spektrum Bozukluğu Olan Bireylere Sosyal Etkileşim ve İletişim Becerilerinin Öğretiminde İpucunun Giderek Arttırılması: Sistematik Bir Derleme

Year 2021, Volume: 22 Issue: 4, 969 - 998, 01.12.2021

Burcu Ülke Kürkçüoğlu , Dinçer Saral

https://doi.org/10.21565/ozelegitimdergisi.697976

Abstract

Giriş: Bu çalışmanın amacı, yanlışsız öğretim yöntemlerinden olan ipucunun giderek arttırılmasıyla öğretim (İGA) sunularak otizm spektrum bozukluğu (OSB) olan bireylere sosyal etkileşim ve iletişim becerilerinin öğretildiği araştırmaları demografik özellikler, yöntemsel parametreler ve bulgular açısından betimsel olarak analiz etmektir.
Yöntem: Çalışma kapsamında, dört farklı veritabanının (EBSCOhost, ScienceDirect, Jstor ve SAGE) gelişmiş arama motoruna, ilgili anahtar kelimeler yazılarak elektronik taramalar yapılmıştır. Tarama sonucunda 390 çalışmaya ulaşılmıştır. Bu çalışmalar dahil etme ölçütleri olarak (a) OSB olan bireylerle yürütülmesi, (b) ipucunun giderek arttırılmasıyla öğretim yönteminin kullanılması, (c) tek denekli araştırma modellerinden biriyle desenlenmesi, (d) bir sosyal etkileşim ve iletişim becerisinin öğretilmesi, (e) Ocak 2003-Mayıs 2020 yılları arasında yürütülmesi ve (f) Türkçe ve/veya İngilizce dilinde hakemli bir dergide yayımlanması açısından incelenmiştir ve toplamda 35 araştırma, kapsama alınarak analiz edilmiştir.
Bulgular: Araştırma sonucunda, farklı yaş grubundaki OSB olan bireylere İGA sunularak sosyal etkileşim ve iletişim becerilerinin öğretilebildiği görülmüştür.
Tartışma: Araştırmanın bulguları tartışılarak ileri çalışmalara yönelik önerilerde bulunulmuştur.

Keywords

otizm, sosyal etkileşim, iletişim, yanlışsız öğretim, ipucunun giderek arttırılması

Thanks

Çalışmada güvenirlik verilerini toplayarak katkı sunan Arş. Gör. Çetin TOPUZ'a çok teşekkür ederiz.

Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review

Abstract

Introduction: The purpose of this review was to examine the demographic, methodological and outcome measures of the studies using least-to-most prompting (LTM) to teach social interaction and communication skills to the individuals with ASD.
Method: Following a thorough literature search in four online databases (EBSCOhost, ScienceDirect, Jstor and SAGE) using multiple search terms, we identified 388 studies. From this identification, 35 empirical studies qualified for the inclusion criteria as follows: (a) including participants with autism, (b) using LTM, (c) employing a single-subject research design, (d) targeting at least one social communication or interaction skill, (e) publication between January 2003 and May 2020, (f) publication in a Turkish and/or English peer-reviewed journal.
Findings: Review of the treatment literature suggests that LTM is an effective method for the individuals with ASD who differ in age and gender to acquire the skills.
Discussion: Suggestions for further research are provided.

Keywords

Autism, social interaction, communication, errorless teaching, system of least prompts

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