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Otizm Spektrum Bozukluğu Olan Öğrencilerin Yazılı İfade Becerilerinin Geliştirilmesinde BOY Stratejisi: Bir Alan Yazın Derlemesi

Yıl 2022, Cilt: 4 Sayı: 2, 1 - 15, 30.12.2022
https://doi.org/10.37233/TRSPED.2022.0130

Öz

Yazma stratejileri kişinin belirli amaca yönelik olan yazma görevini başarıyla tamamlamak için uyguladığı bilinçli, yöntemli ve çaba gerektiren işlemlerdir. Yazma stratejileri öğretimi, öğrencilere yazılarını oluşturmayı, ortaya çıkan ürünü geliştirmeyi ve yazma sürecini desteklemeyi amaçlayarak yazma görevlerinin karmaşıklığını yönetmeleri için bilişsel rutinler sağlar. BOY Stratejisi (Belirle + Organize et + Yaz) ise öğrencilerin planlama ve yazma becerilerinin geliştirilmesine katkı sağlayan bir yazma stratejisidir. Bu araştırmada, ilgili araştırmalar çerçevesinde otizm spektrum bozukluğu (OSB) olan öğrencilere yazılı ifade becerileri öğretiminde etkili olduğu bildirilen BOY Stratejisi’nin tanıtılması amaçlanmıştır. Çalışmada, ilk olarak OSB’de yazılı ifade özellikleri hakkında teorik çerçeveye yer verilmiş; ikinci olarak, BOY stratejisi tanıtılmış ve uygulama aşamaları açıklanmıştır. Üçüncü olarak ise OSB’li öğrencilerin yazılı ifade becerileri üzerinde BOY Stratejisi’nin etkililiğini inceleyen ilgili araştırma bulgularına yer verilerek literatür çerçevesinde tartışılmıştır. Dördüncü ve son olarak, literatür doğrultusunda, Türkiye’de OSB’li öğrencilere yazılı ifade öğretimine ilişkin uygulama ve ileri araştırma önerileri sunulmuştur.

Destekleyen Kurum

yok

Kaynakça

  • Accardo, A. L., Finnegan, E. G., Kuder, S. J. & Bomgardner, E. M. (2019). Writing interventions for individuals with autism spectrum disorder: A research synthesis. Journal of Autism and Developmental Disorders, 50, 1-19. https://doi.org/10.1007/s10803-019-03955-9
  • Asaro, K. & Saddler, B. (2009). Effects of planning instruction on a young writer with asperger syndrome. Intervention in School and Clinic, 44(5), 268-275. https://doi.org/10.1177/1053451208330895
  • Asaro-Saddler, K. (2014). Self-regulated strategy development: Effects on writers with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 49(1), 78-91. http://www.jstor.org/stable/23880656
  • Asaro-Saddler, K. (2016). Using evidence-based practices to teach writing to children with autism spectrum disorders, preventing school failure. Alternative Education for Children and Youth, 60(1), 79-85. https://doi.org/10.1080/1045988X.2014.981793
  • Asaro-Saddler, K. & Bak, N. (2012). Teaching children with high-functioning autism spectrum disorders to write persuasive essays. Topics in Language Disorders, 32(4), 361-378. http://dx.doi.org/10.1097/TLD.0b013e318271813f
  • Asaro-Saddler, K. & Bak, N. (2014). Persuasive writing and self-regulation training for writers with autism spectrum disorders. The Journal of Special Education, 48(2), 92-105. http://dx.doi.org/10.1177/0022466912474101
  • Asaro-Saddler, K. & Saddler, B. (2010). Planning instruction and self-regulation training: Effects on writers with autism spectrum disorders. Exceptional Children, 77(1), 107-124. https://doi.org/10.1177%2F001440291007700105
  • Asaro-Saddler, K., Moeyaert, M., Xu, X., & Yerden, X. (2021). Multilevel meta-analysis of the effectiveness of self-regulated strategy development in writing for children with ASD. Exceptionality, 29(2), 150-166. https://doi.org/10.1080/09362835.2020.1850457
  • Ashburner, J., Ziviani, J. & Pennington, A. (2012). The introduction of keyboarding to children with autism spectrum disorders with handwriting difficulties: A help or a hindrance? Australasian Journal of Special Education, 36(1), 32-61. http://dx.doi.org/10.1017/jse.2012.6
  • Aydın, O., Tekin-İftar, E., & Rakap, S. (2019). Bilimsel dayanaklı uygulamaları belirlemede “tek-denekli deneysel araştırmaların niteliksel göstergeleri” yönergesinin matematik becerileri öğretimi örneğinde ele alınışı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(3), 597-628. https://doi.org/10.21565/ozelegitimdergisi.421952
  • Danoff, B., Harris, K. R. & Graham, S. (1993). Incorporating strategy instruction within the writing process in the regular classroom: Effects on the writing of students with and without learning disabilities. Journal of Reading Behavior, 25(3), 295-322. http://dx.doi.org/10.1080/10862969009547819
  • Delano, M. E. (2007a). Improving written language performance of adolescents with asperger syndrome. Journal of Applied Behavior Analysis, 40, 345-351. https://doi.org/10.1901%2Fjaba.2007.50-06
  • Delano, M. E. (2007b). Use of strategy instruction to improve the story writing skills of a student with asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(4), 252-258. https://doi.org/10.1177%2F10883576070220040701
  • Dilidüzgün, Ş. (2019). Yazma becerisinin önemi. Bayat, N. (Edt) Yazma ve eğitimi içinde (s. 187-222) Anı yayıncılık 1. Baskı Ankara.
  • Dockrell, J. E., Ricketts, J., Charman, T., & Lindsay, G. (2014) Exploring writing in products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32, 81–90. https://doi.org/10.1016/j.learninstruc.2014.01.008
  • Finnegan, E., & Accardo, A. L. (2018). Written expression in Individuals with Autism Spectrum Disorder: A meta-analysis. Journal of Autism and Developmental Disorders, 48(3), 868-882. https://doi.org/10.1007/s10803-017-3385-9
  • Graham, S., & Harris, K. R. (2005). Writing better: Teaching writing processes and self-regulation to students with learning problems. Baltimore, MD: Brookes.
  • Graham, S., Harris, K. R., Sawyer, R. (1987). Composition instruction with learning disabled students: Self-instructional strategy training. Focus on Exceptional Children, 20, 1-11. https://doi.org/10.17161/foec.v20i4.7502
  • Griffin, H.C., Griffin, L.W., Fitch, C.W., Albera, V. & Gingras, H. (2006). Educational interventions for individuals with Asperger Syndrome. Intervention in School and Clinic, 41(3), 150-155. https://doi.org/10.1177%2F10534512060410030401
  • Harris, K. R., & Graham, S. (2018). Self-regulated strategy development: Theoretical bases, critical instructional elements, and future research. In M. Braaksma, K. R. Harris, & R. Fidalgo (Eds.), Design Principles for Teaching Effective Writing: Theoretical and Empirical Grounded Principles (pp. 119-151). (Studies in Writing; Vol. 34). Brill Academic Publishers. https://doi.org/10.1163/9789004270480_007
  • Hayes, J., & Flower, L. (1980). Identifying the organization of writing process. In L. Greggand and E. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum.
  • Landa, R. (2007). Early communication development and ıntervention for children with autism. Mental Retardation and Developmental Disabilities Research Reviews, 13(1) 16-25. https://doi.org/10.1002/mrdd.20134
  • Marble-Flint, K. J. & Brown, B: L. (2022). Self-regulated strategy development for writing: A case study of a female with autism spectrum disorders. Communication Disorders Quarterly, 1-6. https://doi.org/10.1177/15257401221077209
  • Mayes, S. D., & Calhoun, S. L. (2003). Analysis of WISC–III, Stanford–Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33, 329–341. https://doi.org/10.1023/A:102446271908
  • Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II profiles in children with high-functioning autism. Journal of Autism and Developmental Disorders, 38, 428-439. https://doi.org/10.1007/s10803-007-0410-4
  • McCutchen, D. (2003). Cognitive factors in the development of children’s writing. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp.115-130). New York, NY: Guilford.
  • Pennington, R. C. & Delano, M. E. (2012). Writing instruction for students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 27, 158–167. http://dx.doi.org/10.1177/1088357612451318
  • Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing Writing Difficulties: The Effects of Planning Strategy Instruction on the Writing Performance of Struggling Writers, Exceptionality, 12(1), 3-17, doi: 10.1207/s15327035ex1201_2
  • Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171-186). New York, NY: Guilford.
  • Tager-Flusberg, H. (2016). Risk factors associated with language in autism spectrum disorder: Clues to underlying mechanisms. Journal of Speech, Language and Hearing Research, 59, 143–154. https://doi.org/10.1044/2015_JSLHR-L-15-0146
  • Troia, G. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configuration/

POW Strategy to Improve Written Expression Skills of Students with Autism Spectrum Disorder: A Literature Review

Yıl 2022, Cilt: 4 Sayı: 2, 1 - 15, 30.12.2022
https://doi.org/10.37233/TRSPED.2022.0130

Öz

Writing strategies require effort and are consciously applied by a person to successfully complete a writing task for a specific purpose. Teaching writing strategies provide students with cognitive routines to construct their texts, develop the resulting text, and manage the complexity of writing tasks to support the writing process. It helps students gain more awareness about the difficulties and strengths of writing. The POW Strategy (Pick + Organize + Write) is a writing strategy that supports the development of students' planning and writing skills. This review study aims to introduce the POW Strategy which has been reported to be effective in teaching written expression skills to students with autism spectrum disorder (ASD) within the framework of related studies. In the study, firstly, the theoretical framework about the features of written expression among students with ASD was introduced. Secondly, the POW Strategy and implementation steps are introduced. Thirdly, the relevant research findings examining the effectiveness of the POW Strategy on the written expression skills of students with ASD were introduced and discussed within the framework of the literature. Fourth and lastly, research and implementation suggestions were made for teaching written expression to students with ASD in Turkey in line with the related literature.

Kaynakça

  • Accardo, A. L., Finnegan, E. G., Kuder, S. J. & Bomgardner, E. M. (2019). Writing interventions for individuals with autism spectrum disorder: A research synthesis. Journal of Autism and Developmental Disorders, 50, 1-19. https://doi.org/10.1007/s10803-019-03955-9
  • Asaro, K. & Saddler, B. (2009). Effects of planning instruction on a young writer with asperger syndrome. Intervention in School and Clinic, 44(5), 268-275. https://doi.org/10.1177/1053451208330895
  • Asaro-Saddler, K. (2014). Self-regulated strategy development: Effects on writers with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 49(1), 78-91. http://www.jstor.org/stable/23880656
  • Asaro-Saddler, K. (2016). Using evidence-based practices to teach writing to children with autism spectrum disorders, preventing school failure. Alternative Education for Children and Youth, 60(1), 79-85. https://doi.org/10.1080/1045988X.2014.981793
  • Asaro-Saddler, K. & Bak, N. (2012). Teaching children with high-functioning autism spectrum disorders to write persuasive essays. Topics in Language Disorders, 32(4), 361-378. http://dx.doi.org/10.1097/TLD.0b013e318271813f
  • Asaro-Saddler, K. & Bak, N. (2014). Persuasive writing and self-regulation training for writers with autism spectrum disorders. The Journal of Special Education, 48(2), 92-105. http://dx.doi.org/10.1177/0022466912474101
  • Asaro-Saddler, K. & Saddler, B. (2010). Planning instruction and self-regulation training: Effects on writers with autism spectrum disorders. Exceptional Children, 77(1), 107-124. https://doi.org/10.1177%2F001440291007700105
  • Asaro-Saddler, K., Moeyaert, M., Xu, X., & Yerden, X. (2021). Multilevel meta-analysis of the effectiveness of self-regulated strategy development in writing for children with ASD. Exceptionality, 29(2), 150-166. https://doi.org/10.1080/09362835.2020.1850457
  • Ashburner, J., Ziviani, J. & Pennington, A. (2012). The introduction of keyboarding to children with autism spectrum disorders with handwriting difficulties: A help or a hindrance? Australasian Journal of Special Education, 36(1), 32-61. http://dx.doi.org/10.1017/jse.2012.6
  • Aydın, O., Tekin-İftar, E., & Rakap, S. (2019). Bilimsel dayanaklı uygulamaları belirlemede “tek-denekli deneysel araştırmaların niteliksel göstergeleri” yönergesinin matematik becerileri öğretimi örneğinde ele alınışı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(3), 597-628. https://doi.org/10.21565/ozelegitimdergisi.421952
  • Danoff, B., Harris, K. R. & Graham, S. (1993). Incorporating strategy instruction within the writing process in the regular classroom: Effects on the writing of students with and without learning disabilities. Journal of Reading Behavior, 25(3), 295-322. http://dx.doi.org/10.1080/10862969009547819
  • Delano, M. E. (2007a). Improving written language performance of adolescents with asperger syndrome. Journal of Applied Behavior Analysis, 40, 345-351. https://doi.org/10.1901%2Fjaba.2007.50-06
  • Delano, M. E. (2007b). Use of strategy instruction to improve the story writing skills of a student with asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(4), 252-258. https://doi.org/10.1177%2F10883576070220040701
  • Dilidüzgün, Ş. (2019). Yazma becerisinin önemi. Bayat, N. (Edt) Yazma ve eğitimi içinde (s. 187-222) Anı yayıncılık 1. Baskı Ankara.
  • Dockrell, J. E., Ricketts, J., Charman, T., & Lindsay, G. (2014) Exploring writing in products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32, 81–90. https://doi.org/10.1016/j.learninstruc.2014.01.008
  • Finnegan, E., & Accardo, A. L. (2018). Written expression in Individuals with Autism Spectrum Disorder: A meta-analysis. Journal of Autism and Developmental Disorders, 48(3), 868-882. https://doi.org/10.1007/s10803-017-3385-9
  • Graham, S., & Harris, K. R. (2005). Writing better: Teaching writing processes and self-regulation to students with learning problems. Baltimore, MD: Brookes.
  • Graham, S., Harris, K. R., Sawyer, R. (1987). Composition instruction with learning disabled students: Self-instructional strategy training. Focus on Exceptional Children, 20, 1-11. https://doi.org/10.17161/foec.v20i4.7502
  • Griffin, H.C., Griffin, L.W., Fitch, C.W., Albera, V. & Gingras, H. (2006). Educational interventions for individuals with Asperger Syndrome. Intervention in School and Clinic, 41(3), 150-155. https://doi.org/10.1177%2F10534512060410030401
  • Harris, K. R., & Graham, S. (2018). Self-regulated strategy development: Theoretical bases, critical instructional elements, and future research. In M. Braaksma, K. R. Harris, & R. Fidalgo (Eds.), Design Principles for Teaching Effective Writing: Theoretical and Empirical Grounded Principles (pp. 119-151). (Studies in Writing; Vol. 34). Brill Academic Publishers. https://doi.org/10.1163/9789004270480_007
  • Hayes, J., & Flower, L. (1980). Identifying the organization of writing process. In L. Greggand and E. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum.
  • Landa, R. (2007). Early communication development and ıntervention for children with autism. Mental Retardation and Developmental Disabilities Research Reviews, 13(1) 16-25. https://doi.org/10.1002/mrdd.20134
  • Marble-Flint, K. J. & Brown, B: L. (2022). Self-regulated strategy development for writing: A case study of a female with autism spectrum disorders. Communication Disorders Quarterly, 1-6. https://doi.org/10.1177/15257401221077209
  • Mayes, S. D., & Calhoun, S. L. (2003). Analysis of WISC–III, Stanford–Binet: IV, and academic achievement test scores in children with autism. Journal of Autism and Developmental Disorders, 33, 329–341. https://doi.org/10.1023/A:102446271908
  • Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II profiles in children with high-functioning autism. Journal of Autism and Developmental Disorders, 38, 428-439. https://doi.org/10.1007/s10803-007-0410-4
  • McCutchen, D. (2003). Cognitive factors in the development of children’s writing. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp.115-130). New York, NY: Guilford.
  • Pennington, R. C. & Delano, M. E. (2012). Writing instruction for students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 27, 158–167. http://dx.doi.org/10.1177/1088357612451318
  • Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing Writing Difficulties: The Effects of Planning Strategy Instruction on the Writing Performance of Struggling Writers, Exceptionality, 12(1), 3-17, doi: 10.1207/s15327035ex1201_2
  • Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171-186). New York, NY: Guilford.
  • Tager-Flusberg, H. (2016). Risk factors associated with language in autism spectrum disorder: Clues to underlying mechanisms. Journal of Speech, Language and Hearing Research, 59, 143–154. https://doi.org/10.1044/2015_JSLHR-L-15-0146
  • Troia, G. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configuration/
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Cem Gökmen 0000-0002-0967-7566

Mahmut Çitil 0000-0001-7607-6595

Yayımlanma Tarihi 30 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 2

Kaynak Göster

APA Gökmen, C., & Çitil, M. (2022). Otizm Spektrum Bozukluğu Olan Öğrencilerin Yazılı İfade Becerilerinin Geliştirilmesinde BOY Stratejisi: Bir Alan Yazın Derlemesi. Turkish Journal of Special Education Research and Practice, 4(2), 1-15. https://doi.org/10.37233/TRSPED.2022.0130