Telehealth for Families of Children With Special Needs: Experts’ Opinions

Saral, Dincer; Olçay, Seray

doi:10.17718/tojde.1002803

Cited by 4 publications

(3 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Remote training and coaching have the potential to provide PD that is efficient in terms of time, cost, and resources. Experts who are experienced with remote BST and coaching indicated the importance of some components (e.g., incorrect video examples) for successful practices [40]. In this study, the researchers used PowerPoint presentations, correct and incorrect video examples in instruction and modeling steps of BST respectively.…”

Section: Teacher Outcomesmentioning

confidence: 99%

See 1 more Smart Citation

Remote Professional Development of Teachers to Implement Power Cards to Teach Students with Autism Spectrum Disorder

Olcay,

Saral

2023

Клиническая И Специальная Психология

View full text Add to dashboard Cite

<p style="text-align: justify;">Impairments in social skills are one of the core characteristics of individuals with autism spectrum disorder. Impairments in social skills in this group of individuals may not naturally decrease or disappear over time. Rather, they become more pronounced unless appropriate interventions to promote social competence are delivered to these individuals. In this study, researchers examined the effects of remote professional development training through behavioral skills training and coaching on teachers’ (psychologists') use of Power Card method using a one-group pre- and post-test design. Moreover, the effects of Power Card method on teaching social skills – saying “Thank you.” (e.g., thanking upon accessing the requested item) – to their students with autism spectrum disorder were investigated using a multiple probe design across participants. Three psychologists working as a special education teacher and their students with autism spectrum disorder from a special education school participated in the study. The researchers evaluated teachers’ performance on script and Power Card development and implementation using checklists (e.g., Steps for Developing Scripts and Power Cards). They performed visual analysis to evaluate students’ performance. Remote behavioral skills training and coaching were effective in the acquisition, maintenance, and generalization of teachers’ use of Power Card procedure, and the Power Card procedure was effective in teaching social skills to students with autism spectrum disorder. Furthermore, the students maintained the target skills 2 and 4 weeks after the intervention and generalized them across different conditions. Teachers had positive opinions regarding (a) feasibility of the Power Cards, (b) acceptability of remote behavioral skills training and coaching, and (c) social significance of the target skills for the students. Limitations (e.g., narrow focus on social skills and collection of social validity data through participant judgement) and implications for future research are discussed.</p>

show abstract

Section: Teacher Outcomesmentioning

confidence: 99%

“…Previous research revealed that PD trainings performed onsite or remotely showed no differences in terms of effectiveness [17; 49] time and associated costs, as well as allowing for more flexible time for scheduling [27; 49]. Additionally, the necessity of and demand for remote training have increased due to COVID-19 pandemic [40].…”

Section: Introductionmentioning

confidence: 99%

Remote Professional Development of Teachers to Implement Power Cards to Teach Students with Autism Spectrum Disorder

Olcay,

Saral

2023

Клиническая И Специальная Психология

View full text Add to dashboard Cite

show abstract

“…Regarding the studies conducted in Turkey, Kara (2023) investigated the views of parents of children with special needs on digital games. The study was conducted with the parents of 5th grade children who were diagnosed with attention deficit and hyperactivity deficit, learning disability and mild intellectual disability.…”

mentioning

confidence: 99%

Determining the Opinions of Parents with Children with Special Needs on Digital Games

Deniz,

Gürgör Kılıç

2024

YED

View full text Add to dashboard Cite

With the development of technology, interest in digital games has increased in children with typical development and children with special needs. Many digital games with different contents are played by children with special needs. The research was carried out with the parents of diagnosed children aged 6-13 years. The aim of the research is to determine the views of parents of children with special needs on digital games. The research was designed with phenomenology (phenomenology), one of the qualitative research methods, and the data were created and analyzed using content analysis. A semi-structured interview form and a questionnaire containing demographic information were used in the research. As a result of the data, codes were created and thanks to them, themes and sub-themes were reached. In the research, digital game theme and sub-themes were reached. In consequence of them, it was obtained that children with special needs mostly prefer war games, their purpose of playing games is entertainment, they mostly prefer mobile phones while playing games, and they play games for at least two hours a day. In addition to the findings that digital games contribute positively to the educational processes, skills and development of children with special needs, there were also findings that digital games have negative effects such as children not being able to spare time for their lessons and spending all their time in digital games.

show abstract