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Although the field of autism intervention and treatment is still emerging, a lack of knowledge about what to do should no longer be considered a significant challenge facing service providers. Recent large-scale, systematic, and robust research reviews have identified interventions with strong empirical evidence of effectiveness in some outcome areas. The results of these reviews provide support for the use of specific treatments with individuals who have autism spectrum disorder (ASD), especially within certain subpopulations. Two initiatives, in particular, the National Autism Center's (NAC; 2009) National Standards Project (NSP) and similar efforts by the National Professional Development Center on Autism Spectrum Disorders (NPDC; Odom, Collet-Klingenberg, Rogers, & Hatton, 2010; Wong et al., 2014), have resulted in the dissemination of lists of empirically validated treatments that can be implemented by teachers, parents, and therapists. Although differing somewhat in methodology, scope, and definitions (NPDC, 2013), the NSP and NPDC studies independently and reliably identified autism interventions and treatments considered to be "established" and "confirmed," respectively, as evidence-based practices (EBPs) in autism. The NPDC list originally specified 24 confirmed EBPs, 18 of which were also identified as established treatments by the NSP. Additional EBPs have recently been added (and one was removed) by the NPDC (Wong et al., 2015). Both the NSP and NPDC reviews developed criteria to systematically analyze the content (i.e., the "quality, quantity, and consistency," NAC, 2009, p. 31) of research findings and their corresponding strength of evidence. Both research teams sought to ensure adequate empirical evidence was available to reliably determine the efficacy of treatments for individuals with ASD before labeling any intervention as an established, confirmed, or emerging EBP. Despite this encouraging development, research in special education, applied behavior analysis (ABA), and other therapeutic fields suggests empirical evidence of effectiveness is often not sufficient to ensure the widespread use of potentially effective interventions, treatments, and programs (e.g., Bodfish, 2004; Carter, 2010). Although using EBPs in the public education of children with autism and other disabilities is mandated by federal regulations (e.g.

gereçlerin sağlanmasıyla ilgili bütçe desteği, yardımcı teknolojilerle ilgili eğitim desteği ve araç-gereçlerin kullanımında teknik desteğe erişim olduğu belirlenmiştir.

ÖZETGelişimsel yetersizliği olan bireylerin kişisel güvenliklerini tehdit eden durumlarla karşılaştıklarında kendilerini koruyacak becerilere sahip olmaması onları yabancı kişiler tarafından gerçekleştirilebilecek cinsel istismar ya da kaçırılma gibi tehlikeli durumlarla yüzyüze bırakabilir. Bu çalışmada gelişimsel yetersizliği olan bireylere yabancı kişilerden korunma becerilerinin öğretimine ilişkin alan yazın incelenerek yayımlanmış araştırmalara ulaşılmıştır. Çalışmada internet üzerinden EbschoHost, Academic Search Complete elektronik veri tabanları ve Google Scholar internet arama motoru taranmış ve yabancı kişilerden korunma becerilerinin öğretimiyle ilgili 1990 -2016 yılları arasında hakemli dergilerde yayımlanan, 12 deneysel araştırma makalesi incelenmiştir. İncelenen araştırmalarda aşamalı yardımla öğretim, video modelle öğretim, rol-oyun, model olma, geri bildirim, fiziksel ipucu, sözel ipuçları, olumlu pekiştirme" gibi davranışçı yaklaşım ve uygulamalı davranış analizine dayalı öğretim uygulamalarının yer aldığı öğretim paketleri ve sabit bekleme süreli öğretim yöntemi kullanılmıştır. İncelenen araştırmalarda bulgular katılımcıların tümünde kullanılan öğretim uygulamalarının yabancı kişilerden korunma becerilerinin öğretiminde etkili olduğunu göstermektedir. Bu çalışmada, incelenen araştırmalardan elde edilen bulgular tartışılmış, uygulamacılara ve ileri araştırmalara yönelik önerilerde bulunulmuştur. Anahtar Kelimeler: Kaçırma, cinsel istismar, gelişimsel yetersizlik, korunma TEACHING INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES TO RESPOND TO THE LURES OF STRANGERS: A REVİEW OF THE LITERATUREABSTRACT All children are likely to run across many threats to personal safety in their interactions with the social environment. Although it is the responsibility of parents and other adults to decrease safety threats and to educate their children to engage in the secure behavior, some children still encounter safety threats that could result in injury or death if they lack the skills needed to respond appropriately. The present study reviewed the literature in teaching individuals with developmental disabilities to respond to the lures of strangers. A systematic search of EBSCO-Host, Academic Search Complete, and Google Scholar for the years of 1990-2016 was conducted. Twelve single subject design research articles met our inclusion criteria and were obtained from this search. Three studies trained sexualabuse protection skills, eight studies trained how to avoid abduction by strangers and one study trained how to respond if a stranger knocked on the door. Each study involved participants with intellectual disabilities or autism spectrum disorder. Researchers used intervention packages including video modeling, corrective feedback, graduated guidance, live modeling, role-play, the system of a least prompt, instructions and positive reinforcement in ten studies. Although results of the studies are positive in general, a few issues remain that need to be addressed in future research and practice.

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