Otizmli Çocukların Nesneli Eylemleri Taklit Etme Düzeyleri Üzerinde Baba Aracılı Video ile Model Olma Öğretiminin Etkililiği

Yıl 2022, Cilt: 41 Sayı: 1, 325 - 380, 30.06.2022

Hacer Diner Evren , Alpaslan Karabulut

Öz

Bu çalışmada, otizmli çocukların nesneli eylemleri taklit etme düzeyleri üzerinde baba aracılı video ile model olma öğretiminin etkililiği incelenmiştir. Ayrıca otizmli çocukların öğretimleri tamamlandıktan sonra kalıcılık düzeylerinin incelenmesi ve babalar üzerindeki sosyal geçerlik düzeylerinin belirlenmesi de amaçlanmıştır. Araştırmanın deseni tek denekli deneysel desenlerden “Denekler arası çoklu yoklama deseni”dir. Araştırmanın bağımlı değişkeni deneklerin taklit etme düzeyleri, bağımsız değişkeni ise baba aracılı video ile model olma öğretimidir. Araştırmadaki çocuklar belli önkoşul becerilere sahiptir. Araştırmaya Samsun ilinde resmi bir kurumda eğitim gören otizmli çocuklar katılmıştır. Araştırmanın çalışma grubu 40-43 ay aralığında ikisi kız biri erkek otizmli üç çocuktan oluşmuştur. Araştırmada, çocukların günlük hayatta sıkça karşılaştıkları ve kullandıkları nesneli eylemleri içeren on taklit becerisi yer almıştır. Belirlenen bu nesneli eylemlerin taklidinin sergilenmesi için videolarda model olarak yetişkin model kullanılmıştır. Yetişkin modeller araştırmada yer alan çocukların babaları olarak seçilmiştir. Videoyla model olma öğretiminin taklit becerileri üzerindeki etkiliğini belirlemek için başlama düzeyi, yoklama ve izleme evreleri verileri elde edilmiştir. Araştırmadan elde edilen bulgular, otizmli çocukların nesneli eylemleri taklit etme düzeyleri üzerinde baba aracılı video ile model olma öğretiminin iki çocukta etkili olduğunu göstermiştir. Diğer çocuğun ise taklit etme düzeyinin başlama düzeyine oranla yüksek olduğu belirlenmiştir. Baba aracılı video ile model olma öğretimi ile edinilen taklit becerisinin öğretim bittikten sonraki birinci, ikinci ve dördüncü haftalarda gerçekleştirilen izleme evrelerinde, çocukların öğretim sonu taklit etme düzeylerini korudukları belirlenmiştir. Araştırmadan elde edilen güvenirliğe ilişkin veriler ise belirlenen ölçütü karşılar düzeyde yüksek çıkmıştır. Babalardan görüşme yoluyla elde edilen sosyal geçerlilik verilerine bakıldığında araştırmanın babalar üzerindeki sosyal geçerlilik düzeyinin yüksek olduğu görülmüştür.

Anahtar Kelimeler

Otizm Spektrum Bzukluğu,, Video Modelle Öğretim, Taklit Becerileri, Nesneli Taklit Becerileri

Destekleyen Kurum

Abant İzzet Baysal Üniversitesi

Teşekkür

Teşekkür Ederim

The Effectiveness Of Father Mediated Video Modeling Instruction On Children With Autism On Imitating Objective Actions

Öz

The Effectiveness Of Father Mediated Video Modeling Instruction On Children With Autism On Imitating Objective Actions

In this study, the effectiveness of father-mediated video modeling instruction on children with autism imitating objective actions was investigated. In addition, it was aimed to examine the permanence levels of children with autism after their education was completed and to determine their social validity levels on fathers. The research design is one-subject experimental design, “Multiple probe pattern between subjects”. The dependent variable of the research is the imitation levels of the subjects and the independent variable is the teaching of being a model with father-mediated video. In the study, attention was paid to the fact that the selected subjects showed similar characteristics and had close prerequisite skills. Children with autism who were educated in an official institution in Samsun participated in the research. The study group of the study consisted of three children with autism, two girls and one boy, between 40-43 months. In the research, ten imitation skills, which include objective actions that children frequently encounter and use in daily life, were included. An adult model was used as a model in the videos in order to imitate these determined objective actions. These adults were selected as the fathers of three children with autism included in the study. In order to determine the effect of video modeling instruction on imitation skills, data for baseline, probe and follow-up phases were obtained. The findings obtained from the study showed that father-mediated video modeling teaching was effective in two children with autism on the level of imitation of objective actions in children with autism. It was determined that the other child’s level of imitation was higher than the starting level. It was determined that the children maintained their imitation level at the end of the instruction in the follow-up phases performed in the first, second and fourth weeks after the teaching of father-mediated video modeling. The data related to the reliability obtained from the research were found to be high enough to meet the specified criteria. Considering the social validity data obtained from the fathers through interviews, it was seen that the social validity level of the research on fathers was high.

Anahtar Kelimeler

Autism Spectrum Disorder, Teaching With Video Model, Imitation Skills, Object Imitation Skills

Kaynakça

• KAYNAKLAR Akmanoğlu, N. ve Kurnaz, E. (2014). Otizmli çocukların eğitiminde yeni eğilimler: Videoyla kendine model olma ve etkileri. Özel Eğitim Dergisi, 15(2), 63-77.
• Arslan S. (2016). Otizm spektrum bozukluğu olan çocuklar ve babalarının etkileşimsel davranışlarının incelenmesi. 18 Ocak 2021 tarihinde https://earsiv.anadolu.edu.tr/xmlui/handle/11421/3963?locale-attribute=en adresinden alınmıştır.
• Aydın O., Cavkaytar A. (2020). Otizm Spektrum Bozukluğu Olan Bir Çocuğa Temel Matematik Becerilerinin Öğretiminde Baba Eğitim Programının Etkililiği. Ankara Üniversitesi Eğitim Bilimleri Özel Eğitim Dergisi, 21(1) 71-93.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Rewiev, 84, 191-215.
• Bellini, S. and Akullian, J. (2007). A meta-analysis of video modeling and vide self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287.
• Carpenter, M., Tomasello, M., veStriano, T. (2005). Role reversal imitation and language in typically developing infants and children with autism. Infancy, 8(3), 253-278.
• Cardon, T. (2012). Teaching caregivers to implement video modeling imitation training via iPad for their children with autism. Research in Autism Spectrum Disorders 6,1389–1400.
• Cardon, T. (2013). Video modeling imitation training to support gestural imitation acquisition in young children with autism spectrum disorder. Speech, Language and Hearing, 16(4), 227-238.
• Cardon, T., and Wilcox, M. J. (2011). Promoting Imitation in Young Children with Autism: A Comparison of Reciprocal Imitation Training and Video Modeling. J Autism Dev Disord, 41,654–666.
• Charlop-Christy, M. H., Le, L., and Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537-552.
• Charman, T. (1997). The relationship between joint attention and pretend play in autism. Development and Psychopathology, 9, 1–16.
• Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird , G., and Drew, A. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33(5), 781-789.
• Dawson, G, Galpert L. (1986). A developmental model for facilitating the social behavior of autistic children. Social Behavior in Autism, E Schopler, GB Mesibov (Eds), Plenum Press, (237-261). New York.
• Dawson, G., Meltzoff, A., Osterling, J., and Rinaldi, J. (1998). Neuropsychological correlates of early symptoms of autism.Child Development, 69(5), 1276-1285.
• Elder, J. H., Gregory V., Hossein Y. Deborah W., Elder, T. H. (2005). Nursing Research, 54(1), 22-32.
• Gast, D.L. (2010). Single subject research methodology in behavioral sciences. New York: Taylor and Francis. 10 Temmuz 2019 tarihinde https://ebookcentral. proquest.com sitesindenalınmıştır.
• Genç-Tosun, D. ve Kurt, O. (2014). Otizm spektrum bozukluğu ve video modelle öğretim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(3), 37-49.
• Halisküçük, E. Ş. (2007). Zihinsel yetersizliği olan öğrencilere makarna pişirme becerisinin öğretiminde video modelinin etkililiği. Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi Eğitim Bilimleri Enstitüsü, Bolu.
• Hine F. J., 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.
• Hitchcock, C. H., Dowrick, P. W., and Prater, M. A. (2003). Video self-modeling in school-based settings. Remedial and Special Education, 56, 36-45.
• Ingersoll, B. (2007). Teaching imitation to children with autism: A focus on social reciprocity. The Journal of Speech and Language Pathology- Applied Behavior Analysis, 2(3),269-277.
• Ingersoll, B. (2008a). The social role of imitation in autism: Implications for the treatment of imitation deficits. Infants & Young Children, 21, 107-19.
• Ingersoll, B. (2008b). The effect of context on imitation skills in children with autism. Research in Autism Spectrum Disorders, 2(2), 332-340.
• Ingersoll, B., and Meyer, K. (2011b). Do object and gesture imitation skills represent independent dimensions in autism? Journal of Developmental and PhysicalDisabilities, 23, 421-431.
• Jones, E. J. H., and Herbert, J. S. (2006). Exploring memory in infancy: deferred imitation and the development of declarative memory. Infant and Child Development, 15(2), 195-205.
• Karasu, N. (2011). Otizmli bireylerin eğitiminde video ile model olma uygulamalarının değerlendirilmesi: Bir alanyazın derlemesi ve meta-analiz örneği. Özel Eğitim Dergisi, 12(2) 1-12.
• Kırcaali-İftar, G. ve Tekin, E. (Ed.). (1997). Tek Denekli Araştırma Yöntemleri (1) Ankara: Türk Psikologlar Dernegi Yayınları.
• Kleeberger, V., and Mirenda, P. (2010). Teaching generalized imitation skills to a preschooler with autism using video modeling. Journal of Positive Behavior Interventions, 12(2), 116-127.
• MacDonald, R. P. F., Dickson C. A., Martineau M., and Aheam W. H. (2015). Prerequisite Skills That Support Learning through Video Modeling. Education and Treatment of Children, 38, 33-48.
• McDowell, L. S. (2015). Video Modeling for Teaching Imitation to Young Children with Autism: A Treatment Comparison and Analysis of Potential Predictors of Success. FIU Electronic Theses and Dissertations. 2178.
• McDowell, L. S., Gutierrez A., and Bennett D.B. (2015). Analysis of live modeling plus prompting and video modeling for teaching imitation to children with autism. Behavioral Interventions, 30, 333–351.
• Mechling, L. C. (2004). Effects of multimedia, computer-based instruction on grocery shopping fluency. Journal of Special Education Technology, 19(1), 23-34.
• Mechling, L.C. (2005). The effects of instructor-created video programs to teach students with disabilities: A literature review. Journal of Special Education Technology, 20(2), 25-36.
• Miller, N. E., and Dollard, J. (1941). Social learning and imitation. New Haven, CT, US: Yale University Press.
• Murray, S. and Noland, B. (2013). Video modeling for young children with autism spectrum disorders: A practical guide for parents and professionals. London: Jessica Kingsley Publishers.
• Nadel, J. (2006). Does imitation matter to children with autism? In S. Rogers and J. Williams (Eds.), Imitation and the social mind(s. 118-137). New York: The Guilford.
• Nikopoulos C. K., and Keenan M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 18, 87–108.
• Nikopoulos, C., & Keenan, M. (2006). Video modeling and behavior analysis. London: Jessica Kingsley Publishers.
• Olçay-Gül, S. and Vuran, (2010). An Analysis of Studies Conducted Video Modeling in Teaching Social Skills.. Educational Sciences: Theory & Practice. 10 (1), 249-274.
• Pişkin Abdioğlu, Ü. (1993). Otistik Çocuklarda Oyun. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 1(03), 43-46.
• Plavnick, J. (2012). A practical strategy for teaching a child with autism to attend to and imitate a portable video model. Research & Practice for Persons with Severe Disabilities, 37(4), 263-270.
• Potter. C. A. (2016). I accept my son for who he is – he has incredible character and personality’: fathers’ positive experiences of parenting children with autism. Disability &Society. 31(7), 948-965.
• Quill K. A. (Ed.). (2002). The complexity of autism. Do, watch, listen, say: Social and communication intervention for children with autism (2). Baltimore, Maryland. Brookes Publishing.
• Rogers, S. J., Cook, I., & Meryl, A. (2005). Imitation and play in autism. Handbook of Autism and Pervasive Developmental Disorders, 1, 382-405.
• Rogers, S. J., Hepburn, S. L, Stackhouse, T., and Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. Journal of ChildPsychology and Psychiatry, 44, 763-781.
• Rogers, S. J., Young, G. S., Cook, I., Giolzetti, A., and Ozonoff, S. (2008). Deferred and immediate imitation in regressive and early onset autism. Journal of ChildPsychology and Psychiatry, 49(4), 449-457.
• Rayner, C. (2011). Sibling and adult video modelling to teach a student with autism: Imitation skills and intervention suitability. Developmental Neurorehabilitation, 14(6), 331–338.
• Rayner, C. (2015). Video-based intervention for children with autism: Towards improved assessment of pre-requisite imitation skills. Developmental Neurorehabilitation, 18(2), 113-121.
• Seung,H. K., Ashwell, S., Elder, J.H. veValcante, G. (2006). Verbal communication outcomes in children with autism after in-home father training. Journal of Intellectual Disability Research. 50(2), 139-150.
• Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., and Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better “self” or “other” as a model? Behavior Modification, 25, 140-158.
• Tereshko L, MacDonald R., and Ahearn W. H. (2010). Strategies for teaching children with autism to imitate response chains using video modeling. Research in Autism Spectrum Disorders. 4, 479–489.
• Toth, K., Munson, J., Meltzoff, A. N., and Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism and Developmental Disorders, 36(8), 993-1005.
• Töret, G. (2016).Karşılıklı taklit eğitiminin otizm spektrum bozukluğu olan çocukların taklit becerileri üzerinde etkililiğinin belirlenmesi. Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Turan, F. ve Ökçün-Akçamuş, M. Ç. (2013). Otistik spektrum bozukluğu olan çocuklarda taklit becerileri ve taklidin alıcı-ifade edici dil gelişimi ile ilişkilerinin incelenmesi. Türk Psikiyatri Dergisi, 24, 111-116.
• Turan, F. ve Ökçün-Akçamuş, M. Ç. (2015). Otizm spektrum bozukluğu olan çocuklarda taklit gelişimi ve taklidin gelişimsel rolü. H.Ü. Sağlık Bilimleri Fakültesi Dergisi 2,2.
• Zaghlawan, H. (2011). A parent-implemented intervention to improve spontaneous imitation by young children with autism. Doctoral dissertation, University ofIllinois at Urbana-Champaign.
• Zaghlawan, H. (2010). A parent-implemented intervention to improve spontaneous imitation by young children with autism. Doctoral dissertation, ProQuest, University of Illinois.