Geli̇şi̇msel Yetersi̇zli̇ği̇ Olan Bi̇reylere Yabanci Ki̇şi̇lerden Korunma Beceri̇leri̇ni̇n Öğreti̇mi̇ne İli̇şki̇n Araştirmalarin İncelenmesi̇

Abstract

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.

Use of Mobile Social Story Maps in the Development of Cognitive and Social Skills of Children With Autism Spectrum Disorder

“…All participants gained the target skills by both animated narrative and non-animated narrative supported mobile social story map. In the literature, it is seen that similar findings have been reached and in the studies social stories supported with technology such as video or still image, and these methods are stated to be effective in improving the social skills of individuals with ASD (Acar, 2015; Almumen & Almuhareb, 2020; Bernad-Ripoll, 2007; Kim et al, 2014; Kutlu, 2016; Mancil et al, 2009; Özdemir, 2008; Sansosti & Powell-Smith, 2008; Scattone, 2008; Turhan, 2015; Vandermeer et al, 2015). Studies (Acar, 2015; Turhan, 2015) comparing the formats in which social stories are presented alone or presented with video modeled, in terms of effectiveness and efficiency, stated that both methods were effective in developing target skills, but in terms of efficiency, in the social story format presented with video, target skills were acquired in a shorter time.…”

“…This also supports the efficiency findings of the same participant. Kutlu (2016) worked with four participants in his study and stated that the method presented social stories supported with video model was more efficient in just one participant than the method unsupported. It is seen that the comparison studies on this subject are few and different results have been reached in the findings of the studies conducted.…”

“…Therefore, more studies should be done on which method is more efficient in which participant characteristics. However, in studies where social stories are supported by technology, it is found that although there is no clarity in terms of efficiency, it provides ease of use for teachers, students need less external support and students find the process more enjoyable (Kim et al, 2014; Kutlu, 2016; Mancil et al, 2009; Özdemir, 2008; Vandermeer et al, 2015). In this study, it was also seen that children with ASD were willing to participate in intervention sessions and could perform their own learning processes with little external support.…”

Use and effectiveness of musical social story therapy in children with developmental disorders (down syndrome, autism spectrum disorder, fragile x syndrome, fetal alcohol spectrum disorder, cerebral palsy and adhd)

“…Some practices and research conducted in our country on this subject date mostly to 2011 and later, and the prominent studies on the subject are (Avcıoğlu, 2001;Çadır, 2008;Emecan, 2008;Karşıyakalı, 2011;Gül, 2012;Turhan, 2015;Giray, 2015). ; Kutlu, 2016;Gebeloğlu, 2016;Terzioğlu, 2017;Türker, 2018;Pektaş, 2020). It would be very valuable to disseminate intervention techniques related to musical social stories in the social learning and skill development of children with developmental disorders in our country.…”

Instruction of Safety Skills for the Individuals with Intellectual Disabilities

“…Therefore, it is important to develop effective prevention and intervention methods for these individuals. Literature reveals that safety skills are taught by several instruction methods, like errorless teaching (Batu et al, 2004), direct instruction (Christe nsen et al, 1996), game-based teaching (Coles et al, 2007;Foxx et al, 1984), video modeling (Bevill & Gast, 1988), social stories (Kutlu & Kurt, 2017;Kutlu, 2016;Süzer, 2015), and behavioral skills training (BST) (Bevill & Gast, 1998;Ergenekon & Çolak, 2019;Matson, 1980a). Among these methods, BST is most frequently preferred (Bevill & Gast, 1998;Ergenekon & Çolak, 2019;Mechling, 2008).…”