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OTİZMLİ ÖĞRENCİLERE İLETİŞİM BECERİLERİNİN KAZANDIRILMASINDA SANAL GERÇEKLİĞİN ETKİLİLİĞİ

Year 2022, Volume: 4 Issue: 1, 104 - 124, 26.12.2022

Muratcan Akbıyık Alpaslan Karabulut

Abstract

Bu araştırmanın amacı otizm spektrum bozukluğu olan öğrencilere iletişim başlatma-sürdürme becerisinin kazandırılmasında sanal gerçekliğin etkililiğini belirlemektir. Araştırmada katılımcılar arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Araştırmanın bağımlı değişkeni, sanal gerçeklik ile sunulan öğretimin iletişim başlatma ve sürdürme becerisinin kazanım düzeyidir. İletişim başlatma-sürdürme becerisinin analizine yönelik hazırlanan 360 derece videolar araştırmanın bağımsız değişkeni olan sanal gerçeklik gözlüğü aracılığıyla öğretim oturumlarında kullanılmıştır. 360 derece videolar 360 derece kamera kullanılarak çekilmiş ve araştırmacı tarafından sanal gerçeklik gözlüğünde izlenebilecek şekilde düzenlenmiştir. Uygulama süreçleri başlama düzeyi yoklama, günlük yoklama, öğretim, izleme ve genelleme oturumlarından oluşmaktadır. Genelleme oturumları ön-test son-test biçiminde düzenlenmiştir. Ayrıca araştırmanın yetişkin katılımcılarından ve bir ebeveynden araştırmaya yönelik sosyal geçerlik verileri toplanmıştır. Sosyal geçerlik verileri toplama amacıyla yapılan görüşmeler yarı-yapılandırılmış görüşme şeklinde düzenlenmiştir. Araştırma bulguları OSB olan öğrencilere iletişim başlatma-sürdürme becerisinin kazandırılmasında sanal gerçekliğin etkili olduğunu, öğrencilerin öğretimi yapılan beceriyi birinci ikinci ve üçüncü haftalarda koruduğunu, öğretimi yapılan beceriyi farklı ortam ve kişilere genelleyebildiğini göstermektedir. Sosyal geçerlik bulgularında ebeveyn ve yetişkin katılımcıların görüşlerine göre sanal gerçekliğin becerilerin kazandırılmasında etkili bir araç olduğu, öğretim süreçlerinde zamanı kısaltabileceği öngörülmektedir.

Keywords

yardımcı teknoloji otizm spektrum bozukluğu iletişim başlatma-sürdürme becerisi sanal gerçeklik

References

  • Alnahdi, G. (2014). Assistive technology in special education and the universal design for learning. Turkish Online Journal of Educational Technology, 13(2), 18-23.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
  • Banda, D. R., Hart, S. L. and Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4(4), 619-625. Doi: 10.1016/j.rasd.2009.12.005
  • Beach, J. and Wendt, J. (2014). Social interaction development through immersive virtual environments. In M. Nakayama, F. Lou, B. Bannier, & W. Wattanabe (Eds.), Proceedings of the internationalconference on education technologies and computers (pp. 1–8). Lodz University of Technology.
  • Cheng, Y., Chiang, H. C., Ye, J. and Cheng, L. H. (2010). Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions. Computers & Education, 55(4), 1449-1458. Doi: 10.1016/j.compedu.2010.06.008
  • Çitil, M. (2016). Bilişsel yetersizliği olan çocuklar için yardımcı teknolojiler In S. Çakmak (Ed.). Özel eğitimde yardımcı teknolojiler (pp. 152-180). Ankara: Vize Basın Yayın.
  • Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D. and Chapman, S. (2016). Virtual reality social cognition training for children with high functioning autism. Computers in Human Behavior, 62(2016), 703-711. Doi: 10.1016/j.chb.2016.04.033
  • Durukan, İ. and Türkbay, T. (2008). Otizmde ortak dikkat becerileri: Gözden geçirme. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 15(2), 117-126.
  • Eliçin, Ö., Yıkmış, A. and Cavkaytar, A. (2015). Otizm spektrum bozukluğu olan çocuklara işlevsel okuma becerilerinin kazandırılmasında tablet bilgisayar aracılığı ile sunulan programın etkililiği. The Journal of Social Sciences Research, 5(13), 255-279.
  • Erbaş, D. (2018). Güvenirlik. In E. Tekin-İftar (Ed.). Eğitim ve davranış bilimlerinde tek denekli araştırmalar (pp. 109-132). Ankara: Anı Yayıncılık.
  • Gena, A. (2006). The effects of prompting and social reinforcement on establishing social interactions with peers during the inclusion of four children with autism in preschool. International Journal of Psychology, 41(6), 541-554. Doi: 10.1080/00207590500492658
  • Genç-Tosun, D. and Kurt, O. (2014). Otizm spektrum bozukluğu ve video modelle öğretim. Ankara University Faculty of Educational Sciences Journal of Special Education, 15(03), 37-50. Doi: 10.1501/Ozlegt_0000000213
  • Güzel-Özmen, R. (2005). Otistik bir çocuğa dil öğretimi. Education and Science, 30(138). 18-27.
  • Ho, T. and Budagavi, M. (2017) Dual-fisheye lens stitching for 360-degree imaging. In 2017 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP) (pp. 2172-2176). Doi: 10.1109/ICASSP.2017.7952541
  • House, A. E., House, B. J. and Campbell, M. B. (1981). Measures of interobserver agreement: Calculation formulas and distribution effects. Journal of Behavioral Assessment, 3(1), 37-57. Doi: 10.1007/BF01321350
  • Kalyva, E. and Avramidis, E. (2005). Improving communication between children with autism and their peers through the ‘circle of friends’: A small‐scale intervention study. Journal of Applied Research in Intellectual Disabilities, 18(3), 253-261. Doi: 10.1111/j.14683148.2005.00232.x
  • Kandalaft, M. R., Didehbani, N., Krawczyk, D. C., Allen, T. T. and Chapman, S. B. (2013). Virtual reality social cognition training for young adults with high-functioning autism. Journal of Autism and Developmental Disorders, 43(1), 34-44. Doi: 10.1007/s10803012-1544-6
  • Kayabaşı, Y. (2005). Sanal gerçeklik ve eğitim amaçlı kullanılması. The Turkish Online Journal of Educational Technology, 4(3), 151-158.
  • Ke, F. and Im, T. (2013). Virtual-reality-based social interaction training for children with high functioning autism. The Journal of Educational Research, 106(6), 441-461. Doi: 10.1080/00220671.2013.832999
  • Kızır, M. and Yıkmış, A. (2016). Otizm spektrum bozukluğu olan bireylere sosyal beceri öğretiminde bilgisayar destekli öğretim uygulamalarının gözden geçirilmesi. Bartın University Journal of Faculty of Education, 5(2), 247-272. Doi: 10.14686/buefad.v5i2.5000164182
  • Koyuncu, M. (2009). Karşılıklı yoğunlaştırılmış etkileşim yönteminin otizmli çocuklarda iletişim becerilerinin gelişimine etkisinin değerlendirilmesi (Unpublished master’s thesis). Konya: Selcuk University.
  • Köse, N. and Yengin, D. (2018). Dijital pazarlamadan fijital pazarlamaya geçişe örnek olarak artırılmış gerçeklik ve sanal gerçeklik uygulamalarının pazarlama üzerindeki katkılarının incelenmesi. Journal of Istanbul Aydın University, 10(1), 77-111. Doi: 10.17932/IAU.IAUD.m.13091352.2018.1/37.77-111
  • Lahiri, U., Bekele, E., Dohrmann, E., Warren, Z. and Sarkar, N. (2015). A physiologically informed virtual reality based social communication system for individuals with autism. Journal of Autism and Developmental Disorders, 45(4), 919-931. Doi: 10.1007/s10803-014-2240-5
  • Leaf, J. B., Taubman, M., Bloomfield, S., Palos-Rafuse, L., Leaf, R., McEachin, J. and Oppenheim, M. L. (2009). Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package. Research in Autism Spectrum Disorders, 3(1), 275-289. Doi: 10.1016/j.rasd.2008.07.003
  • Ökcün-Akçamuş, M. Ç. (2016). Otizm spektrum bozukluğu olan çocukların sosyal iletişim becerileri ve dil gelişim özellikleri. Ankara University Faculty of Educational Sciences Journal of Special Education, 17(02), 163-192. Doi: 10.21565/ozelegitimdergisi.246293
  • Rao, S. M. and Gagie, B. (2006). Learning through seeing and doing: Visual supports for children with autism. Teaching Exceptional Children, 38(6), 26-33. Doi: 10.1177/004005990603800604
  • Rieger, M. J. (2004). Communication teaching methods for young children with autism. (Unpublished master’s thesis). Southwest Minnesota State University.
  • Rutherford, M. D., Young, G. S., Hepburn, S. and Rogers, S. J. (2007). A longitudinal study of pretend play in autism. Journal of Autism and Developmental Disorders, 37(6), 1024-1039. Doi: 10.1007/s10803-006-0240-9
  • Smith, M. J., Ginger, E. J., Wright, K., Wright, M. A., Taylor, J. L., Humm, L. B. ... and Fleming, M. F.(2014). Virtual reality job interview training in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(10), 2450-2463. Doi: 10.1007/s10803-014-2113-y
  • Steuer, J. (1992). Defining virtual reality: Dimensions determining telepresence. Journal of Communication, 42(4), 73-93. Doi: 10.1111/j.1460-2466.1992.tb00812.x
  • Tekin-İftar, E. (Ed.). (2018). Eğitim ve davranış bilimlerinde tek-denekli araştırmalar. Ankara: Anı Yayıncılık.
  • Tincani, M. (2004). Comparing the picture exchange communication system and sign language training for children with autism. Focus on Autism and Other Developmental Disabilities, 19(3), 152-163. Doi: 10.1177/10883576040190030301
  • Tincani, M., Crozier, S. and Alazetta, L. (2006). The picture exchange communication system: Effects on manding and speech development for school-aged children with autism. Education and Training in Developmental Disabilities, 41(2), 177-184.
  • Trepagnier, C. Y., Olsen, D. E., Boteler, L. and Bell, C. A. (2011). Virtual conversation partner for adults with autism. Cyberpsychology, Behavior, and Social Networking, 14(1-2), 21-27. Doi: 10.1089/cyber.200
  • YouTube Creator Academy. (2019). Introduction to 360-degree video and virtual reality. Retrieved from https://creatoracademy.youtube.com/page/lesson/sphericalvideo?hl=tr#strategies-zippy-link-3

EFFECTIVENESS OF VIRTUAL REALITY ON TEACHING COMMUNICATION SKILLS TO STUDENTS WITH AUTISM

Year 2022, Volume: 4 Issue: 1, 104 - 124, 26.12.2022

Muratcan Akbıyık Alpaslan Karabulut

Abstract

The purpose of this study is to determine the effectiveness of virtual reality in teaching the ability to initiate and maintain communication to students with autism spectrum disorder. Multiple probe design across participants was used in the study. The intervention processes consist of baseline probe, daily probes, teaching, follow-up, and generalization sessions. 360-degree videos prepared for the analysis of communication initiation and maintaining skills were used in teaching sessions via virtual reality headsets. 360-degree videos were recorded using a 360-degree camera, and the videos were arranged by the researcher so that they can be watched on virtual reality headsets. Generalization sessions were organized as pre-test and post-test. The social validity data were collected from adult participants and a parent. The findings revealed that virtual reality is effective in teaching the skill to initiate and maintain communication. Results also revealed that students maintained these skills during the second, and third weeks and they were able to generalize these skills to different environments and to different people.

Keywords

assistive technology autism spectrum disorder communication initiating-maintaining skill virtual reality

References

  • Alnahdi, G. (2014). Assistive technology in special education and the universal design for learning. Turkish Online Journal of Educational Technology, 13(2), 18-23.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
  • Banda, D. R., Hart, S. L. and Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4(4), 619-625. Doi: 10.1016/j.rasd.2009.12.005
  • Beach, J. and Wendt, J. (2014). Social interaction development through immersive virtual environments. In M. Nakayama, F. Lou, B. Bannier, & W. Wattanabe (Eds.), Proceedings of the internationalconference on education technologies and computers (pp. 1–8). Lodz University of Technology.
  • Cheng, Y., Chiang, H. C., Ye, J. and Cheng, L. H. (2010). Enhancing empathy instruction using a collaborative virtual learning environment for children with autistic spectrum conditions. Computers & Education, 55(4), 1449-1458. Doi: 10.1016/j.compedu.2010.06.008
  • Çitil, M. (2016). Bilişsel yetersizliği olan çocuklar için yardımcı teknolojiler In S. Çakmak (Ed.). Özel eğitimde yardımcı teknolojiler (pp. 152-180). Ankara: Vize Basın Yayın.
  • Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D. and Chapman, S. (2016). Virtual reality social cognition training for children with high functioning autism. Computers in Human Behavior, 62(2016), 703-711. Doi: 10.1016/j.chb.2016.04.033
  • Durukan, İ. and Türkbay, T. (2008). Otizmde ortak dikkat becerileri: Gözden geçirme. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 15(2), 117-126.
  • Eliçin, Ö., Yıkmış, A. and Cavkaytar, A. (2015). Otizm spektrum bozukluğu olan çocuklara işlevsel okuma becerilerinin kazandırılmasında tablet bilgisayar aracılığı ile sunulan programın etkililiği. The Journal of Social Sciences Research, 5(13), 255-279.
  • Erbaş, D. (2018). Güvenirlik. In E. Tekin-İftar (Ed.). Eğitim ve davranış bilimlerinde tek denekli araştırmalar (pp. 109-132). Ankara: Anı Yayıncılık.
  • Gena, A. (2006). The effects of prompting and social reinforcement on establishing social interactions with peers during the inclusion of four children with autism in preschool. International Journal of Psychology, 41(6), 541-554. Doi: 10.1080/00207590500492658
  • Genç-Tosun, D. and Kurt, O. (2014). Otizm spektrum bozukluğu ve video modelle öğretim. Ankara University Faculty of Educational Sciences Journal of Special Education, 15(03), 37-50. Doi: 10.1501/Ozlegt_0000000213
  • Güzel-Özmen, R. (2005). Otistik bir çocuğa dil öğretimi. Education and Science, 30(138). 18-27.
  • Ho, T. and Budagavi, M. (2017) Dual-fisheye lens stitching for 360-degree imaging. In 2017 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP) (pp. 2172-2176). Doi: 10.1109/ICASSP.2017.7952541
  • House, A. E., House, B. J. and Campbell, M. B. (1981). Measures of interobserver agreement: Calculation formulas and distribution effects. Journal of Behavioral Assessment, 3(1), 37-57. Doi: 10.1007/BF01321350
  • Kalyva, E. and Avramidis, E. (2005). Improving communication between children with autism and their peers through the ‘circle of friends’: A small‐scale intervention study. Journal of Applied Research in Intellectual Disabilities, 18(3), 253-261. Doi: 10.1111/j.14683148.2005.00232.x
  • Kandalaft, M. R., Didehbani, N., Krawczyk, D. C., Allen, T. T. and Chapman, S. B. (2013). Virtual reality social cognition training for young adults with high-functioning autism. Journal of Autism and Developmental Disorders, 43(1), 34-44. Doi: 10.1007/s10803012-1544-6
  • Kayabaşı, Y. (2005). Sanal gerçeklik ve eğitim amaçlı kullanılması. The Turkish Online Journal of Educational Technology, 4(3), 151-158.
  • Ke, F. and Im, T. (2013). Virtual-reality-based social interaction training for children with high functioning autism. The Journal of Educational Research, 106(6), 441-461. Doi: 10.1080/00220671.2013.832999
  • Kızır, M. and Yıkmış, A. (2016). Otizm spektrum bozukluğu olan bireylere sosyal beceri öğretiminde bilgisayar destekli öğretim uygulamalarının gözden geçirilmesi. Bartın University Journal of Faculty of Education, 5(2), 247-272. Doi: 10.14686/buefad.v5i2.5000164182
  • Koyuncu, M. (2009). Karşılıklı yoğunlaştırılmış etkileşim yönteminin otizmli çocuklarda iletişim becerilerinin gelişimine etkisinin değerlendirilmesi (Unpublished master’s thesis). Konya: Selcuk University.
  • Köse, N. and Yengin, D. (2018). Dijital pazarlamadan fijital pazarlamaya geçişe örnek olarak artırılmış gerçeklik ve sanal gerçeklik uygulamalarının pazarlama üzerindeki katkılarının incelenmesi. Journal of Istanbul Aydın University, 10(1), 77-111. Doi: 10.17932/IAU.IAUD.m.13091352.2018.1/37.77-111
  • Lahiri, U., Bekele, E., Dohrmann, E., Warren, Z. and Sarkar, N. (2015). A physiologically informed virtual reality based social communication system for individuals with autism. Journal of Autism and Developmental Disorders, 45(4), 919-931. Doi: 10.1007/s10803-014-2240-5
  • Leaf, J. B., Taubman, M., Bloomfield, S., Palos-Rafuse, L., Leaf, R., McEachin, J. and Oppenheim, M. L. (2009). Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package. Research in Autism Spectrum Disorders, 3(1), 275-289. Doi: 10.1016/j.rasd.2008.07.003
  • Ökcün-Akçamuş, M. Ç. (2016). Otizm spektrum bozukluğu olan çocukların sosyal iletişim becerileri ve dil gelişim özellikleri. Ankara University Faculty of Educational Sciences Journal of Special Education, 17(02), 163-192. Doi: 10.21565/ozelegitimdergisi.246293
  • Rao, S. M. and Gagie, B. (2006). Learning through seeing and doing: Visual supports for children with autism. Teaching Exceptional Children, 38(6), 26-33. Doi: 10.1177/004005990603800604
  • Rieger, M. J. (2004). Communication teaching methods for young children with autism. (Unpublished master’s thesis). Southwest Minnesota State University.
  • Rutherford, M. D., Young, G. S., Hepburn, S. and Rogers, S. J. (2007). A longitudinal study of pretend play in autism. Journal of Autism and Developmental Disorders, 37(6), 1024-1039. Doi: 10.1007/s10803-006-0240-9
  • Smith, M. J., Ginger, E. J., Wright, K., Wright, M. A., Taylor, J. L., Humm, L. B. ... and Fleming, M. F.(2014). Virtual reality job interview training in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44(10), 2450-2463. Doi: 10.1007/s10803-014-2113-y
  • Steuer, J. (1992). Defining virtual reality: Dimensions determining telepresence. Journal of Communication, 42(4), 73-93. Doi: 10.1111/j.1460-2466.1992.tb00812.x
  • Tekin-İftar, E. (Ed.). (2018). Eğitim ve davranış bilimlerinde tek-denekli araştırmalar. Ankara: Anı Yayıncılık.
  • Tincani, M. (2004). Comparing the picture exchange communication system and sign language training for children with autism. Focus on Autism and Other Developmental Disabilities, 19(3), 152-163. Doi: 10.1177/10883576040190030301
  • Tincani, M., Crozier, S. and Alazetta, L. (2006). The picture exchange communication system: Effects on manding and speech development for school-aged children with autism. Education and Training in Developmental Disabilities, 41(2), 177-184.
  • Trepagnier, C. Y., Olsen, D. E., Boteler, L. and Bell, C. A. (2011). Virtual conversation partner for adults with autism. Cyberpsychology, Behavior, and Social Networking, 14(1-2), 21-27. Doi: 10.1089/cyber.200
  • YouTube Creator Academy. (2019). Introduction to 360-degree video and virtual reality. Retrieved from https://creatoracademy.youtube.com/page/lesson/sphericalvideo?hl=tr#strategies-zippy-link-3
There are 35 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Muratcan Akbıyık 0000-0002-1972-3802

Alpaslan Karabulut 0000-0002-7355-5109

Publication Date December 26, 2022
Submission Date November 22, 2022
Acceptance Date December 12, 2022
Published in Issue Year 2022 Volume: 4 Issue: 1

Cite

APA Akbıyık, M., & Karabulut, A. (2022). EFFECTIVENESS OF VIRTUAL REALITY ON TEACHING COMMUNICATION SKILLS TO STUDENTS WITH AUTISM. Turkish Special Education Journal: International, 4(1), 104-124.
AMA Akbıyık M, Karabulut A. EFFECTIVENESS OF VIRTUAL REALITY ON TEACHING COMMUNICATION SKILLS TO STUDENTS WITH AUTISM. Turkish Special Education Journal: International. December 2022;4(1):104-124.
Chicago Akbıyık, Muratcan, and Alpaslan Karabulut. “EFFECTIVENESS OF VIRTUAL REALITY ON TEACHING COMMUNICATION SKILLS TO STUDENTS WITH AUTISM”. Turkish Special Education Journal: International 4, no. 1 (December 2022): 104-24.
EndNote Akbıyık M, Karabulut A (December 1, 2022) EFFECTIVENESS OF VIRTUAL REALITY ON TEACHING COMMUNICATION SKILLS TO STUDENTS WITH AUTISM. Turkish Special Education Journal: International 4 1 104–124.
IEEE M. Akbıyık and A. Karabulut, “EFFECTIVENESS OF VIRTUAL REALITY ON TEACHING COMMUNICATION SKILLS TO STUDENTS WITH AUTISM”, Turkish Special Education Journal: International, vol. 4, no. 1, pp. 104–124, 2022.
ISNAD Akbıyık, Muratcan - Karabulut, Alpaslan. “EFFECTIVENESS OF VIRTUAL REALITY ON TEACHING COMMUNICATION SKILLS TO STUDENTS WITH AUTISM”. Turkish Special Education Journal: International 4/1 (December 2022), 104-124.
JAMA Akbıyık M, Karabulut A. EFFECTIVENESS OF VIRTUAL REALITY ON TEACHING COMMUNICATION SKILLS TO STUDENTS WITH AUTISM. Turkish Special Education Journal: International. 2022;4:104–124.
MLA Akbıyık, Muratcan and Alpaslan Karabulut. “EFFECTIVENESS OF VIRTUAL REALITY ON TEACHING COMMUNICATION SKILLS TO STUDENTS WITH AUTISM”. Turkish Special Education Journal: International, vol. 4, no. 1, 2022, pp. 104-2.
Vancouver Akbıyık M, Karabulut A. EFFECTIVENESS OF VIRTUAL REALITY ON TEACHING COMMUNICATION SKILLS TO STUDENTS WITH AUTISM. Turkish Special Education Journal: International. 2022;4(1):104-2.