BibTex RIS Kaynak Göster

Otizm spektrum bozukluğu ve video modelle öğretim

Yıl 2014, Cilt: 15 Sayı: 03, 37 - 50, 01.04.2014

Derya Genç-tosun Onur Kurt

https://doi.org/10.1501/Ozlegt_0000000213

Öz

Anahtar Kelimeler

-

Kaynakça

  • Acar, Ç., ve Diken, İ. H. (2012). Otistik bozukluk gösteren çocuklara video model öğretim uygulamalarıyla yapılan çalışmaların incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12, 2719-2738.
  • Akmanoğlu, N., ve Kurnaz, E. (2014). Otizmli çocukların eğitiminde yeni eğilimler: Videoyla kendine model olma ve etkileri, Özel Eğitim Dergisi, 15(2) 63-77.
  • Akmanoglu, N. & Tekin-Iftar, E. (2011). Teaching children with autism how to respond to the lures of strangers. The International Journal of Research and Practice, 15, 205-222.
  • Akmanoglu, N., Yanardag, M., & Batu, E. S. (2014). Comparing video modeling and graduated guidance together and video modeling alone for teaching role-playing skills to children with autism. Education and Training in Autism and Developmental Disabilities, 49, 17–31.
  • Alberto, P. A. & Troutman, A. C. (2009). Applied behavior analysis for teachers (8. Baskı). Upper Saddle River, NJ: Merrill.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
  • Banda, D. R., Copple, K. S., Koul, R. K., Sancibrian, S. L., Bogschutz, R. J. (2010). Video modelling interventions to teach spontaneous requesting using AAC devices to individuals with autism: a preliminary investigation. Disability and Rehabilitation, 32, 1364-1372.
  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287.
  • Bernard-Opitz, V., Sriram, N., & Sapuan, S. (1999). Enhancing vocal imitations in children with autism using the IBM speech viewer. Autism, 3, 131-147.
  • Besler, F. & Kurt, O. (2014, February). The power of mother generated and delivered video modeling intervention. Poster session presented at the ABAI 8th Annual Autism Conference, Louisville, KY, USA.
  • Blum-Dimaya, A., Reeve, S. A., Reeve, K. F., & Hoch, H. (2010). Teaching children with autism to play a video game using activity schedules and game-embedded simultaneous video modeling. Education and Treatment of Children, 33, 351-370.
  • Bondy, A. S., & Frost, L. A. (1994). The picture exchange communication system. Focus on Autism and Other Developmental Disabilities, 9, 1-19.
  • Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12-21.
  • 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 of Autism and Developmantal Disorders, 30, 537-552.
  • Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 433-441.
  • Cihak, D. F., Smith, C. C., Cornett, A., & Coleman, M. B. (2012). The use of video modeling with the picture exchange communication system to increase independent communicative initiations in preschoolers with autism and developmental delays. Focus on Autism and Other Developmental Disabilities, 27, 3-11.
  • Cohen., M. J., & Sloan, D. L. (2007). Visual supports for people with autism. USA: Woodbine House.
  • Corbett, B. A. (2003). Video modeling: A window into the world of autism. The Behavior Analyst Today, 4, 367-377.
  • D’Ateno, P., Mangiapanello, K., Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5-11.
  • Dauphin, M., Kinney, E. M., & Stromer, R. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with autism. Journal of Positive Behavior Interventions, 5, 5-11.
  • Değirmenci, H. D. (2010). Zihinsel yetersizliği olan bireylere otel kat hizmetleri becerilerinin öğretiminde videoyla model olma stratejisinin etkililiği. Yayınlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28, 33-42.
  • Ergenekon, Y. (2012). Teaching basic first-aid skills against home accidents to children with autism through video modeling. Educational Sciences: Theory and Practice, 12(4), 2759-2766.
  • Ergenekon, Y., Tekin-Iftar, E., Kapan, A, & Akmanoglu, N. (2014). Comparison of video and live modeling in teaching response chains to children with autism. Education and Training in Autism and Developmental Disabilities, 49(2), 200-213.
  • Genç, D. (2010). Otistik özellikler gösteren çocuklara eşzamanlı ipucuyla öğretim ile eşzamanlı ipucuyla öğretim ve video modelle öğretimin birlikte sunulmasının etkilerinin karşılaştırılması. Yayınlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Halisküçük, E. S. Ve Çifci-Tekinarslan, İ. (2007). Zihinsel yetersizliği olan öğrencilere makarna pişirme becerisinin öğretiminde videoyla model olmanın etkililiği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 113-127.
  • 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, 83-93.
  • Hitchcock, C. H., Dowrick, P. W., & Prater, M. A. (2003). Video self modeling in school based settings. Remedial and Special Education, 56, 36-45.
  • 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.
  • Keen, D., Brannigan, K. L., & Cuskelly, M. (2007). Toilet training for children with autism: The effects of video modeling category. Journal of Developmental and Physical Disabilities, 19, 291-303.
  • Laarhoven, T. V., Johnson, J. W., Laarhoven-Myers, T. V., Grider, K. L., & Grider, K. M. (2009). The effectiveness of using a video ipod as a prompting device in employment settings. Journal of Behavioral Education, 18, 119-141.
  • MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20, 225-238.
  • Maione, L., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8, 106-118.
  • McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30, 182-213.
  • Mirenda, P., & Erickson, K. (2000). Augmentative communication and literacy. In. A. M. Wetherby & B. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective. (pp. 333–367). Baltimore: Paul H. Brookes Publishing Co.
  • Murray, S. & Noland, B. (2013). Video modeling for young children with autism spektrum disorders: A practical guide for parents and professionals. London: Jessica Kingsley Publishers.
  • Murzynski, N. T., & Bourret, J. C. (2007). Combining video modeling and least-to-most prompting for establishing response chains. Behavioral Interventions, 22, 147-152.
  • NAC (National Autism Center) (2009). The National Autism Center’s National Standarts Report. Massachusetts: National Autism Center.
  • Nikopoulos, K., & Keenan, M. (2003). Promoting social initiations in children with autism using video modeling. Behavioral Interventions, 18, 87-108.
  • Nikopoulos, C., & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37, 93-96.
  • Nikopoulos, C., & Keenan, M. (2006). Video modeling and behaviour analysis. 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 Disorders, 37, 678-693.
  • NPDC (National Professional Development Center) (2014). The National Professional Development Center on Autism Spectrum Disorders http://autismpdc.fpg.unc.edu/content/video-modeling adresinden 01.05.2014 tarihinde edinildi.
  • Odluyurt, S. (2013). Kaynaştırmaya devam eden otistik özellikler gösteren çocuklara kurallı oyun öğretiminde akranları tarafından doğrudan model olma ve videoyla model olma öğretiminin etkilerinin karşılaştırılması. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 523-540.
  • Oncul, N., & Yucesoy-Ozkan, S. (2010). Teaching the daily living skills to adults with moderate and severe intellectual disabilities using video modeling. Anadolu University Journal of Social Sciences, 10(3), 143- 156.
  • O’Riordan, M. A. (2004). Superior visual search in adults with autism. Autism: The Internatiol Journal of Research and Practice, 8, 229-248.
  • Paterson, C. R., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31, 660-681.
  • Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent A. C., & Rydell, P. J. (2006). The scert model: A comprehensive educational approach for children with autism spectrum disorders. Baltimore, MD: Brookes.
  • Rayner, C., Denholm, C. & Sigafoos, J. (2009). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autisn Spectrum Disorders, 3, 291-303.
  • Quill, K. A. (1997). Instructional consideration for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697-714.
  • Sani-Bozkurt, S. (2011). Otizmli çocuklara rol oyun becerilerinin öğretiminde akran ve yetişkin modelin kullanıldığı video modelin etkililiği ve verimliliği. Yayınlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • 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, 162-178.
  • Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is beter “self” or “other” as a model? Behavior Modification, 25, 140-158.
  • Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental disabilities, 25, 23-36.
  • Sigafoos, J., O’Reilly, M., & Cannella, H. (2005). Computer-presented video prompting for teaching microwave oven use to three adults with developmental disabilities. Journal of Behavioral Education, 14,189-201.
  • Sigafoos, J., O’Reilly, M., & de la Cruz, B. (2007). PRO-ED series on autism spectrum disorders: How to use video modeling and video prompting. Austin, TX: PRO-ED.
  • Sturmey, P. (2003). Video technology and persons with autism and other developmantal disabilities: An emerging technology for PBS. Journal of Positive Bahevior Interventions, 5, 3-4.
  • Sturmey, P., & Fitzer, A. (2007). Autism spectrum disorders. PRO-ED: USA.
  • Thelen, M. H., Fry, R. A., Fethenbach, P. A., & Frautsch, N. M. (1979). Therapeutic videotape and film modeling: A review. Psychological Bulletin, 86, 701-720.
  • West, E. A. (2008). Effects of verbal cues versus pictural cues on the transfer of stimulus control for children with autism. Focus on Autism and Other Developmental Disabilities, 23, 229-241.

Otizm Spektrum Bozukluğu ve Video Modelle Öğretim

Yıl 2014, Cilt: 15 Sayı: 03, 37 - 50, 01.04.2014

Derya Genç-tosun Onur Kurt

https://doi.org/10.1501/Ozlegt_0000000213

Öz

Bu çalışmanın amacı, otizm spektrum bozukluğu olan bireylerin eğitiminde giderek daha sık kullanılan video modelle öğretimi tanıtmak, bu öğretim stratejisine ilişkin hazırlık çalışmalarını ve uygulama basamaklarını açıklayarak video modelle öğretimin uygulanması sırasında dikkat edilmesi önerilen noktaları sıralamaktır. Ayrıca, çalışmada video modelle öğretimin etkililiğinin ortaya konduğu araştırmalara değinerek, uygulamacı ve araştırmacılara önerilerde bulunulmuştur

Anahtar Kelimeler

Video modelle öğretim otizm spektrum bozukluğu görsel stratejiler

Kaynakça

  • Acar, Ç., ve Diken, İ. H. (2012). Otistik bozukluk gösteren çocuklara video model öğretim uygulamalarıyla yapılan çalışmaların incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12, 2719-2738.
  • Akmanoğlu, N., ve Kurnaz, E. (2014). Otizmli çocukların eğitiminde yeni eğilimler: Videoyla kendine model olma ve etkileri, Özel Eğitim Dergisi, 15(2) 63-77.
  • Akmanoglu, N. & Tekin-Iftar, E. (2011). Teaching children with autism how to respond to the lures of strangers. The International Journal of Research and Practice, 15, 205-222.
  • Akmanoglu, N., Yanardag, M., & Batu, E. S. (2014). Comparing video modeling and graduated guidance together and video modeling alone for teaching role-playing skills to children with autism. Education and Training in Autism and Developmental Disabilities, 49, 17–31.
  • Alberto, P. A. & Troutman, A. C. (2009). Applied behavior analysis for teachers (8. Baskı). Upper Saddle River, NJ: Merrill.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
  • Banda, D. R., Copple, K. S., Koul, R. K., Sancibrian, S. L., Bogschutz, R. J. (2010). Video modelling interventions to teach spontaneous requesting using AAC devices to individuals with autism: a preliminary investigation. Disability and Rehabilitation, 32, 1364-1372.
  • Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264-287.
  • Bernard-Opitz, V., Sriram, N., & Sapuan, S. (1999). Enhancing vocal imitations in children with autism using the IBM speech viewer. Autism, 3, 131-147.
  • Besler, F. & Kurt, O. (2014, February). The power of mother generated and delivered video modeling intervention. Poster session presented at the ABAI 8th Annual Autism Conference, Louisville, KY, USA.
  • Blum-Dimaya, A., Reeve, S. A., Reeve, K. F., & Hoch, H. (2010). Teaching children with autism to play a video game using activity schedules and game-embedded simultaneous video modeling. Education and Treatment of Children, 33, 351-370.
  • Bondy, A. S., & Frost, L. A. (1994). The picture exchange communication system. Focus on Autism and Other Developmental Disabilities, 9, 1-19.
  • Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12-21.
  • 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 of Autism and Developmantal Disorders, 30, 537-552.
  • Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 433-441.
  • Cihak, D. F., Smith, C. C., Cornett, A., & Coleman, M. B. (2012). The use of video modeling with the picture exchange communication system to increase independent communicative initiations in preschoolers with autism and developmental delays. Focus on Autism and Other Developmental Disabilities, 27, 3-11.
  • Cohen., M. J., & Sloan, D. L. (2007). Visual supports for people with autism. USA: Woodbine House.
  • Corbett, B. A. (2003). Video modeling: A window into the world of autism. The Behavior Analyst Today, 4, 367-377.
  • D’Ateno, P., Mangiapanello, K., Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5-11.
  • Dauphin, M., Kinney, E. M., & Stromer, R. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with autism. Journal of Positive Behavior Interventions, 5, 5-11.
  • Değirmenci, H. D. (2010). Zihinsel yetersizliği olan bireylere otel kat hizmetleri becerilerinin öğretiminde videoyla model olma stratejisinin etkililiği. Yayınlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28, 33-42.
  • Ergenekon, Y. (2012). Teaching basic first-aid skills against home accidents to children with autism through video modeling. Educational Sciences: Theory and Practice, 12(4), 2759-2766.
  • Ergenekon, Y., Tekin-Iftar, E., Kapan, A, & Akmanoglu, N. (2014). Comparison of video and live modeling in teaching response chains to children with autism. Education and Training in Autism and Developmental Disabilities, 49(2), 200-213.
  • Genç, D. (2010). Otistik özellikler gösteren çocuklara eşzamanlı ipucuyla öğretim ile eşzamanlı ipucuyla öğretim ve video modelle öğretimin birlikte sunulmasının etkilerinin karşılaştırılması. Yayınlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • Halisküçük, E. S. Ve Çifci-Tekinarslan, İ. (2007). Zihinsel yetersizliği olan öğrencilere makarna pişirme becerisinin öğretiminde videoyla model olmanın etkililiği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 113-127.
  • 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, 83-93.
  • Hitchcock, C. H., Dowrick, P. W., & Prater, M. A. (2003). Video self modeling in school based settings. Remedial and Special Education, 56, 36-45.
  • 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.
  • Keen, D., Brannigan, K. L., & Cuskelly, M. (2007). Toilet training for children with autism: The effects of video modeling category. Journal of Developmental and Physical Disabilities, 19, 291-303.
  • Laarhoven, T. V., Johnson, J. W., Laarhoven-Myers, T. V., Grider, K. L., & Grider, K. M. (2009). The effectiveness of using a video ipod as a prompting device in employment settings. Journal of Behavioral Education, 18, 119-141.
  • MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20, 225-238.
  • Maione, L., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8, 106-118.
  • McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30, 182-213.
  • Mirenda, P., & Erickson, K. (2000). Augmentative communication and literacy. In. A. M. Wetherby & B. Prizant (Eds.), Autism spectrum disorders: A transactional developmental perspective. (pp. 333–367). Baltimore: Paul H. Brookes Publishing Co.
  • Murray, S. & Noland, B. (2013). Video modeling for young children with autism spektrum disorders: A practical guide for parents and professionals. London: Jessica Kingsley Publishers.
  • Murzynski, N. T., & Bourret, J. C. (2007). Combining video modeling and least-to-most prompting for establishing response chains. Behavioral Interventions, 22, 147-152.
  • NAC (National Autism Center) (2009). The National Autism Center’s National Standarts Report. Massachusetts: National Autism Center.
  • Nikopoulos, K., & Keenan, M. (2003). Promoting social initiations in children with autism using video modeling. Behavioral Interventions, 18, 87-108.
  • Nikopoulos, C., & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37, 93-96.
  • Nikopoulos, C., & Keenan, M. (2006). Video modeling and behaviour analysis. 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 Disorders, 37, 678-693.
  • NPDC (National Professional Development Center) (2014). The National Professional Development Center on Autism Spectrum Disorders http://autismpdc.fpg.unc.edu/content/video-modeling adresinden 01.05.2014 tarihinde edinildi.
  • Odluyurt, S. (2013). Kaynaştırmaya devam eden otistik özellikler gösteren çocuklara kurallı oyun öğretiminde akranları tarafından doğrudan model olma ve videoyla model olma öğretiminin etkilerinin karşılaştırılması. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 523-540.
  • Oncul, N., & Yucesoy-Ozkan, S. (2010). Teaching the daily living skills to adults with moderate and severe intellectual disabilities using video modeling. Anadolu University Journal of Social Sciences, 10(3), 143- 156.
  • O’Riordan, M. A. (2004). Superior visual search in adults with autism. Autism: The Internatiol Journal of Research and Practice, 8, 229-248.
  • Paterson, C. R., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31, 660-681.
  • Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent A. C., & Rydell, P. J. (2006). The scert model: A comprehensive educational approach for children with autism spectrum disorders. Baltimore, MD: Brookes.
  • Rayner, C., Denholm, C. & Sigafoos, J. (2009). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autisn Spectrum Disorders, 3, 291-303.
  • Quill, K. A. (1997). Instructional consideration for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697-714.
  • Sani-Bozkurt, S. (2011). Otizmli çocuklara rol oyun becerilerinin öğretiminde akran ve yetişkin modelin kullanıldığı video modelin etkililiği ve verimliliği. Yayınlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Eskişehir.
  • 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, 162-178.
  • Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is beter “self” or “other” as a model? Behavior Modification, 25, 140-158.
  • Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental disabilities, 25, 23-36.
  • Sigafoos, J., O’Reilly, M., & Cannella, H. (2005). Computer-presented video prompting for teaching microwave oven use to three adults with developmental disabilities. Journal of Behavioral Education, 14,189-201.
  • Sigafoos, J., O’Reilly, M., & de la Cruz, B. (2007). PRO-ED series on autism spectrum disorders: How to use video modeling and video prompting. Austin, TX: PRO-ED.
  • Sturmey, P. (2003). Video technology and persons with autism and other developmantal disabilities: An emerging technology for PBS. Journal of Positive Bahevior Interventions, 5, 3-4.
  • Sturmey, P., & Fitzer, A. (2007). Autism spectrum disorders. PRO-ED: USA.
  • Thelen, M. H., Fry, R. A., Fethenbach, P. A., & Frautsch, N. M. (1979). Therapeutic videotape and film modeling: A review. Psychological Bulletin, 86, 701-720.
  • West, E. A. (2008). Effects of verbal cues versus pictural cues on the transfer of stimulus control for children with autism. Focus on Autism and Other Developmental Disabilities, 23, 229-241.
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Derya Genç-tosun Bu kişi benim

Onur Kurt Bu kişi benim

Yayımlanma Tarihi 1 Nisan 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 15 Sayı: 03

Kaynak Göster

APA Genç-tosun, D., & Kurt, O. (2014). Otizm Spektrum Bozukluğu ve Video Modelle Öğretim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 15(03), 37-50. https://doi.org/10.1501/Ozlegt_0000000213




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