Araştırma Makalesi
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Görsel Sahne Sunumu Uygulamasının Etkililiğini Araştıran Çalışmaların Meta Analizi

Yıl 2023, Cilt: 36 Sayı: 1, 228 - 254, 29.04.2023
https://doi.org/10.19171/uefad.1251751

Öz

Görsel sahne sunumu (GSS) bir sahneye veya bağlama ait görsellere (fotoğrafik görüntü, çizimler, taranmış görseller gibi) yazılı ya da sesli uyaranların eklenmesiyle oluşturulan ve farklı tanıları olan bireylere farklı becerilerin öğretiminde etkili bir şekilde kullanılabilen teknoloji tabanlı bir uygulamadır. Bu çalışmada GSS uygulamasının özel gereksinimli bireyler üzerindeki etkililiğinin incelendiği çalışmaların betimsel ve meta analizi amaçlanmıştır. Çalışmalar öncelikle Kratochwill ve meslektaşları tarafından önerilen göstergeler kullanılarak niteliksel olarak değerlendirilmiştir. Daha sonra ise tek denekli araştırma desenlerinin kullanıldığı ve model standartlarını karşılayan ya da koşullu karşılayan dokuz çalışma için görsel analiz yapılmış aynı zamanda bu çalışmaların kapsamlı betimsel analizi de gerçekleştirilmiştir. Görsel analiz sonucunda güçlü ve orta düzey etkiye sahip olduğu belirlenen yedi çalışma için etki büyüklüğü hesaplanmıştır. Çalışmaların etki büyüklüklerinin hesaplanmasında ilerleme oranı farkı (İLOF) kullanılmıştır. Bu hesaplamalar sonucunda çalışmaların yedi çalışmanın tamamının çok etkili olduğu belirlenmiştir. Bu çalışmalarda etkisi araştırılan GSS uygulamasının farklı tanı gruplarında ve yaş aralığında bulunan bireylere farklı becerilerin öğretiminde bilimsel dayanaklı bir uygulama olduğu sonucuna ulaşılmıştır. İleri çalışmalar ve uygulamalara yönelik önerilerde bulunulmuştur.

Destekleyen Kurum

Çalışmayı destekleyen herhangi bir kurum bulunmamaktadır.

Kaynakça

  • Babb, S., Gormley, J., Light, J., & McNaughton, D., (2018). Applications of video visual scene display technology in a vocational setting. Resna Annual Conference. USA. https://www.resna.org/sites/default/files/conference/2018/cac/Babb.html
  • Babb, S., Jung, S., Ousley, C., McNaughton, D., & Light, J. (2021). Personalized AAC intervention to increase participation and communication for a young adult with Down syndrome. Topics in Language Disorders, 41(3), 232. https://doi:10.1177/0162643418795842
  • Babb, S., Gormley, J., McNaughton, D., & Light, J. (2019). Enhancing independent participation within vocational activities for an adolescent with ASD using AAC video visual scene displays. Journal of Special Education Technology, 34(2), 120-132. https://doi.org/10.1177/0162643418795842
  • Babb, S., McNaughton, D., Light, J., & Caron, J. (2021). “Two friends spending time together”: The impact of video visual scene displays on peer social interaction for adolescents with autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 52(4), 1095-1108. https://doi.org/10.1044/2021_LSHSS-21-00016
  • Babb, S., McNaughton, D., Light, J., Caron, J., Wydner, K., & Jung, S. (2020). Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs. Augmentative and Alternative Communication, 36(1), 31-42. https://doi.org/10.1080/07434618.2020.1737966
  • Blackstone, S., Light, J., Beukelman, D., & Shane, H. (2004). Visual scene displays. Augmentative Communication News, 16(2), 1-16.
  • Bondy, A. (2001). PECS: Potential benefits and risks. The Behavior Analyst Today, 2(2), 127.
  • Bondy, A., & Frost, L. (2011). A Picture's Worth: PECS and Other Visual Communication Strategies in Autism (2nd ed.). Woodbine House.
  • Bopp, K. D., Brown, K. E., & Mirenda, P. (2004). Speech-language pathologists’ roles in the delivery of positive behavior support for individuals with developmental disabilities. Speech-Language Pathology, 13(1), 5-19. https://doi.org/10.1044/1058-0360(2004/003)
  • Brewster, S. J. (2004). Putting words into their mouths? Interviewing people with learning disabilities and little/no speech. British journal of Learning Disabilities, 32(4), 166-169. https://doi.org/10.1111/j.1468-3156.2004.00319.x
  • Chapin, S. E., McNaughton, D., Light, J., McCoy, A., Caron, J., & Lee, D. L. (2021). The effects of AAC video visual scene display technology on the communicative turns of preschoolers with autism spectrum disorder. Assistive Technology, 1-11. https://doi.org/10.1080/10400435.2021.1893235
  • Drager, K. D. R., Light, J. C., Carlson, R., D’Silvia, K., Larsson, B., Pitkin, L., Stopper, G. (2004). Learning of dynamic display AAC technologies by typically-developing 3-year- olds: Effect of different layouts and menu approaches. Journal of Speech Language, and Hearing Research, 47, 1133–1148. http://dx.doi.org/10.1044/1092- 4388(2004/084)
  • Drager, K. D., Light, J. C., Currall, J., Muttiah, N., Smith, V., Kreis, D., ... & Wiscount, J. (2019). AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability. Journal of Intellectual & Developmental Disability, 44(3), 321-336. https://doi.org/10.3109/13668250.2017.1326585
  • Drager, K. D. R., Light, J. C., Speltz, J. C., Fallon, K. A., & Jeffries, L. Z. (2003). The performance of typically developing 21⁄2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46, 298–312. http://dx.doi.org/ 10.1044/1092-4388(2003/024)
  • Ganz, J. B., Hong, E. R., Gilliland, W., Morin, K., & Svenkerud, N. (2015). Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD. Research in Autism Spectrum Disorders, 11, 27-41. https://doi.org/10.1016/j.rasd.2014.11.005
  • Gevarter, C., Horan, K., & Sigafoos, J. (2020). Teaching preschoolers with autism to use different speech-generating device display formats during play: Intervention and secondary factors. Language, Speech, and Hearing Services in Schools, 51(3), 821-838. https://doi.org/10.1044/2020_LSHSS-19-00092
  • Gevarter, C., O'Reilly, M. F., Sammarco, N., Ferguson, R., Watkins, L., Kuhn, M., & Sigafoos, J. (2018). Comparison of schematic and taxonomic speech generating devices for children with ASD. Education and Training in Autism and Developmental Disabilities, 53(2), 222-238.
  • Harris, M. D., & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities. Speech-Language Pathology, 13(2), 155-167 https://doi.org/10.1044/1058-0360(2004/016)
  • Holyfield, C., Caron, J. G., Drager, K., & Light, J. (2019). Effect of mobile technology featuring visual scene displays and just-in-time programming on communication turns by preadolescent and adolescent beginning communicators. International Journal of Speech-Language Pathology, 21(2), 201-211. https://doi.org/10.1080/17549507.2018.1441440
  • Holyfield, C., Caron, J. G., Light, J., & McNaughton, D. (2019). Effect of video embedded with hotspots with dynamic text on single-word recognition by children with multiple disabilities. Journal of Developmental and Physical Disabilities, 31(6), 727-740. https://doi:10.1007/s10882-019-09673-5
  • Holyfield, C., Drager, K., Light, J., & Caron, J. G. (2017). Typical toddlers' participation in “just-in-time” programming of vocabulary for visual scene display augmentative and alternative communication apps on mobile technology: A descriptive study. American Journal of Speech-Language Pathology, 26(3), 737-749. https://doi.org/10.1044/2017_AJSLP-15-0197
  • Holyfield, C., Light, J., Mcnaughton, D., Caron, J., Drager, K., & Pope, L. (2020). Effect of AAC technology with dynamic text on the single-word recognition of adults with intellectual and developmental disabilities. International Journal of Speech-Language Pathology, 22(2), 129-140. https://doi.org/10.1080/17549507.2019.1619836
  • Hyppa-Martin, J. K., Stromberg, A. M., Chen, M., & Mizuko, M. I. (2020). Comparing embedded and non-embedded visual scene displays for one adult diagnosed with autism spectrum disorder: A clinical application of single case design. Child Language Teaching and Therapy, 36(1), 3-18. https://doi.org/10.1177/0265659019884111
  • Jagaroo, V., & Wilkinson, K. (2008). Further considerations of visual cognitive neuroscience in aided AAC: The potential role of motion perception systems in maximizing design display. Augmentative and Alternative Communication, 24(1), 29–42. https://doi.org/10.1080/07434610701390673
  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38. https://doi.org/10.1177/0741932512452794
  • Laubscher, E., Light, J., & McNaughton, D. (2019). Effect of an application with video visual scene displays on communication during play: pilot study of a child with autism spectrum disorder and a peer. Augmentative and Alternative Communication, 35(4), 299-308. https://doi.org/10.1080/07434618.2019.1699160
  • Ledford, J. R., Hall, E., Conder, E., & Lane, J. D. (2016). Research for young children with autism spectrum disorders: Evidence of social and ecological validity. Topics in Early Childhood Special Education, 35(4), 223-233.
  • Light, R. J. (2004). Making the most of college: Students speak their minds. Harvard University Press.
  • Light, R. J., & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23(3), 204-216. https://doi.org/10.1080/07434610701553635
  • Light, R. J., McNaughton, D., Jakobs, T., & Hershberger, D. (2014). Investigating AAC technologies to support the transition from graphic symbols to literacy. Rehabilitation Engineering Research Center on Augmentative and Alternative Communication. https://tinyurl. com/rerc-on-aac-T2L.
  • Light, S. H., Su, L., Rivera-Lugo, R., Cornejo, J. A., Louie, A., Iavarone, A. T., ... & Portnoy, D. A. (2018). A flavin-based extracellular electron transfer mechanism in diverse Gram-positive bacteria. Nature, 562(7725), 140-144.
  • Logan E., (2018, Ocak 19). Visual scene displays: Creative ways to promote communication. TalkLink. https://talklink.org.nz/uploads/193950bf642dbaf5ec8d60f6bc23c51e.pdf
  • Mandak, K., Light, J., & McNaughton, D. (2019). Digital books with dynamic text and speech output: Effects on sight word reading for preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(3), 1193-1204. https://doi:10.1007/s10803-018-3817-1
  • Mandak, K., Light, J., & McNaughton, D. (2020). Video visual scene displays with dynamic text: Effect on single-word reading by an adolescent with cerebral palsy. Perspectives of the ASHA Special Interest Groups, 5(5), 1272-1281. https://doi.org/10.1044/2020_PERSP-20-00068
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Sage.
  • Muttiah, N., Drager, K. D., Beale, B., Bongo, H., & Riley, L. (2022). The effects of an intervention using low-tech visual scene displays and aided modeling with young children with complex communication needs. Topics in Early Childhood Special Education, 42(1), 91-104. https://doi.org/10.1177/027112141984482
  • O'Neill, T., Light, J., & McNaughton, D. (2017). Videos with integrated AAC visual scene displays to enhance participation in community and vocational activities: Pilot case study with an adolescent with autism spectrum disorder. Perspectives of the ASHA Special Interest Groups, 2(12), 55-69. https://doi.org/10.1044/persp2.SIG12.55
  • Parker, R. I., Vannest, K. J., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75(2), 135-150. https://doi.org/10.1177/001440290907500201
  • Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303-322. https://doi.org/10.1177/0145445511399147
  • Rakap, S. (2015). Effect sizes as result interpretation aids in single‐subject experimental research: description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11-33. https://doi.org/10.1111/1467-8578.12091
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  • Tekin-Iftar, E., Olcay-Gul, S., & Collins, B. C. (2019). Descriptive analysis and meta analysis of studies investigating the effectiveness of simultaneous prompting procedure. Exceptional Children, 85(3), 309-328. https://doi.org/10.1177/00144029187957
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  • Tekin-İftar, E. (2019). Özel eğitimde bilimsel dayanaklı uygulamalar: Tanım, tarihçe ve öneriler. Araştırmadan Uygulamaya Özel Eğitim Dergisi, 1(1), 15-20
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  • Wilkinson, K. M., Light, J., & Drager, K. (2012). Considerations for the composition of visual scene displays: Potential contributions of information from visual and cognitive sciences. Augmentative and Alternative Communication, 28(3), 137-147. https://doi.org/10.3109/07434618.2012.704522

Meta-Analysis of Studies Investigating the Effectiveness of the Visual Scene Display Intervention

Yıl 2023, Cilt: 36 Sayı: 1, 228 - 254, 29.04.2023
https://doi.org/10.19171/uefad.1251751

Öz

Visual scene display (VSD) is a technology-based application created by adding written or audio stimuli to visuals (such as photographic images, drawings, scanned images) of a scene or context and can be used effectively in teaching different skills to individuals with different diagnoses. In this study, descriptive and meta-analysis of studies examining the effectiveness of VSD on individuals with special needs were aimed. Studies were primarily evaluated qualitatively using the quality indicators recommended by Kratochwill and colleagues. Then, visual analysis was performed for nine studies that used single-subject research designs and that met standards or met standards with reservation as well as a comprehensive descriptive analysis of these studies. The effect size was calculated for seven studies that were determined to have large and moderate effect as a result of visual analysis. Improvement rate difference (IRD) was used to calculate the effect sizes of the studies. As a result of these calculations, it was determined that all of the seven studies were large effective. It was concluded that VSD is an evidence-based application in teaching different skills to individuals in different diagnosis groups and age ranges. Implications for teaching and suggestions for further studies are made.

Kaynakça

  • Babb, S., Gormley, J., Light, J., & McNaughton, D., (2018). Applications of video visual scene display technology in a vocational setting. Resna Annual Conference. USA. https://www.resna.org/sites/default/files/conference/2018/cac/Babb.html
  • Babb, S., Jung, S., Ousley, C., McNaughton, D., & Light, J. (2021). Personalized AAC intervention to increase participation and communication for a young adult with Down syndrome. Topics in Language Disorders, 41(3), 232. https://doi:10.1177/0162643418795842
  • Babb, S., Gormley, J., McNaughton, D., & Light, J. (2019). Enhancing independent participation within vocational activities for an adolescent with ASD using AAC video visual scene displays. Journal of Special Education Technology, 34(2), 120-132. https://doi.org/10.1177/0162643418795842
  • Babb, S., McNaughton, D., Light, J., & Caron, J. (2021). “Two friends spending time together”: The impact of video visual scene displays on peer social interaction for adolescents with autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 52(4), 1095-1108. https://doi.org/10.1044/2021_LSHSS-21-00016
  • Babb, S., McNaughton, D., Light, J., Caron, J., Wydner, K., & Jung, S. (2020). Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs. Augmentative and Alternative Communication, 36(1), 31-42. https://doi.org/10.1080/07434618.2020.1737966
  • Blackstone, S., Light, J., Beukelman, D., & Shane, H. (2004). Visual scene displays. Augmentative Communication News, 16(2), 1-16.
  • Bondy, A. (2001). PECS: Potential benefits and risks. The Behavior Analyst Today, 2(2), 127.
  • Bondy, A., & Frost, L. (2011). A Picture's Worth: PECS and Other Visual Communication Strategies in Autism (2nd ed.). Woodbine House.
  • Bopp, K. D., Brown, K. E., & Mirenda, P. (2004). Speech-language pathologists’ roles in the delivery of positive behavior support for individuals with developmental disabilities. Speech-Language Pathology, 13(1), 5-19. https://doi.org/10.1044/1058-0360(2004/003)
  • Brewster, S. J. (2004). Putting words into their mouths? Interviewing people with learning disabilities and little/no speech. British journal of Learning Disabilities, 32(4), 166-169. https://doi.org/10.1111/j.1468-3156.2004.00319.x
  • Chapin, S. E., McNaughton, D., Light, J., McCoy, A., Caron, J., & Lee, D. L. (2021). The effects of AAC video visual scene display technology on the communicative turns of preschoolers with autism spectrum disorder. Assistive Technology, 1-11. https://doi.org/10.1080/10400435.2021.1893235
  • Drager, K. D. R., Light, J. C., Carlson, R., D’Silvia, K., Larsson, B., Pitkin, L., Stopper, G. (2004). Learning of dynamic display AAC technologies by typically-developing 3-year- olds: Effect of different layouts and menu approaches. Journal of Speech Language, and Hearing Research, 47, 1133–1148. http://dx.doi.org/10.1044/1092- 4388(2004/084)
  • Drager, K. D., Light, J. C., Currall, J., Muttiah, N., Smith, V., Kreis, D., ... & Wiscount, J. (2019). AAC technologies with visual scene displays and “just in time” programming and symbolic communication turns expressed by students with severe disability. Journal of Intellectual & Developmental Disability, 44(3), 321-336. https://doi.org/10.3109/13668250.2017.1326585
  • Drager, K. D. R., Light, J. C., Speltz, J. C., Fallon, K. A., & Jeffries, L. Z. (2003). The performance of typically developing 21⁄2-year-olds on dynamic display AAC technologies with different system layouts and language organizations. Journal of Speech, Language, and Hearing Research, 46, 298–312. http://dx.doi.org/ 10.1044/1092-4388(2003/024)
  • Ganz, J. B., Hong, E. R., Gilliland, W., Morin, K., & Svenkerud, N. (2015). Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD. Research in Autism Spectrum Disorders, 11, 27-41. https://doi.org/10.1016/j.rasd.2014.11.005
  • Gevarter, C., Horan, K., & Sigafoos, J. (2020). Teaching preschoolers with autism to use different speech-generating device display formats during play: Intervention and secondary factors. Language, Speech, and Hearing Services in Schools, 51(3), 821-838. https://doi.org/10.1044/2020_LSHSS-19-00092
  • Gevarter, C., O'Reilly, M. F., Sammarco, N., Ferguson, R., Watkins, L., Kuhn, M., & Sigafoos, J. (2018). Comparison of schematic and taxonomic speech generating devices for children with ASD. Education and Training in Autism and Developmental Disabilities, 53(2), 222-238.
  • Harris, M. D., & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities. Speech-Language Pathology, 13(2), 155-167 https://doi.org/10.1044/1058-0360(2004/016)
  • Holyfield, C., Caron, J. G., Drager, K., & Light, J. (2019). Effect of mobile technology featuring visual scene displays and just-in-time programming on communication turns by preadolescent and adolescent beginning communicators. International Journal of Speech-Language Pathology, 21(2), 201-211. https://doi.org/10.1080/17549507.2018.1441440
  • Holyfield, C., Caron, J. G., Light, J., & McNaughton, D. (2019). Effect of video embedded with hotspots with dynamic text on single-word recognition by children with multiple disabilities. Journal of Developmental and Physical Disabilities, 31(6), 727-740. https://doi:10.1007/s10882-019-09673-5
  • Holyfield, C., Drager, K., Light, J., & Caron, J. G. (2017). Typical toddlers' participation in “just-in-time” programming of vocabulary for visual scene display augmentative and alternative communication apps on mobile technology: A descriptive study. American Journal of Speech-Language Pathology, 26(3), 737-749. https://doi.org/10.1044/2017_AJSLP-15-0197
  • Holyfield, C., Light, J., Mcnaughton, D., Caron, J., Drager, K., & Pope, L. (2020). Effect of AAC technology with dynamic text on the single-word recognition of adults with intellectual and developmental disabilities. International Journal of Speech-Language Pathology, 22(2), 129-140. https://doi.org/10.1080/17549507.2019.1619836
  • Hyppa-Martin, J. K., Stromberg, A. M., Chen, M., & Mizuko, M. I. (2020). Comparing embedded and non-embedded visual scene displays for one adult diagnosed with autism spectrum disorder: A clinical application of single case design. Child Language Teaching and Therapy, 36(1), 3-18. https://doi.org/10.1177/0265659019884111
  • Jagaroo, V., & Wilkinson, K. (2008). Further considerations of visual cognitive neuroscience in aided AAC: The potential role of motion perception systems in maximizing design display. Augmentative and Alternative Communication, 24(1), 29–42. https://doi.org/10.1080/07434610701390673
  • Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case intervention research design standards. Remedial and Special Education, 34(1), 26-38. https://doi.org/10.1177/0741932512452794
  • Laubscher, E., Light, J., & McNaughton, D. (2019). Effect of an application with video visual scene displays on communication during play: pilot study of a child with autism spectrum disorder and a peer. Augmentative and Alternative Communication, 35(4), 299-308. https://doi.org/10.1080/07434618.2019.1699160
  • Ledford, J. R., Hall, E., Conder, E., & Lane, J. D. (2016). Research for young children with autism spectrum disorders: Evidence of social and ecological validity. Topics in Early Childhood Special Education, 35(4), 223-233.
  • Light, R. J. (2004). Making the most of college: Students speak their minds. Harvard University Press.
  • Light, R. J., & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23(3), 204-216. https://doi.org/10.1080/07434610701553635
  • Light, R. J., McNaughton, D., Jakobs, T., & Hershberger, D. (2014). Investigating AAC technologies to support the transition from graphic symbols to literacy. Rehabilitation Engineering Research Center on Augmentative and Alternative Communication. https://tinyurl. com/rerc-on-aac-T2L.
  • Light, S. H., Su, L., Rivera-Lugo, R., Cornejo, J. A., Louie, A., Iavarone, A. T., ... & Portnoy, D. A. (2018). A flavin-based extracellular electron transfer mechanism in diverse Gram-positive bacteria. Nature, 562(7725), 140-144.
  • Logan E., (2018, Ocak 19). Visual scene displays: Creative ways to promote communication. TalkLink. https://talklink.org.nz/uploads/193950bf642dbaf5ec8d60f6bc23c51e.pdf
  • Mandak, K., Light, J., & McNaughton, D. (2019). Digital books with dynamic text and speech output: Effects on sight word reading for preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(3), 1193-1204. https://doi:10.1007/s10803-018-3817-1
  • Mandak, K., Light, J., & McNaughton, D. (2020). Video visual scene displays with dynamic text: Effect on single-word reading by an adolescent with cerebral palsy. Perspectives of the ASHA Special Interest Groups, 5(5), 1272-1281. https://doi.org/10.1044/2020_PERSP-20-00068
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Sage.
  • Muttiah, N., Drager, K. D., Beale, B., Bongo, H., & Riley, L. (2022). The effects of an intervention using low-tech visual scene displays and aided modeling with young children with complex communication needs. Topics in Early Childhood Special Education, 42(1), 91-104. https://doi.org/10.1177/027112141984482
  • O'Neill, T., Light, J., & McNaughton, D. (2017). Videos with integrated AAC visual scene displays to enhance participation in community and vocational activities: Pilot case study with an adolescent with autism spectrum disorder. Perspectives of the ASHA Special Interest Groups, 2(12), 55-69. https://doi.org/10.1044/persp2.SIG12.55
  • Parker, R. I., Vannest, K. J., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75(2), 135-150. https://doi.org/10.1177/001440290907500201
  • Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303-322. https://doi.org/10.1177/0145445511399147
  • Rakap, S. (2015). Effect sizes as result interpretation aids in single‐subject experimental research: description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11-33. https://doi.org/10.1111/1467-8578.12091
  • Romski, M. A., & Sevcik, R. A. (1996). Breaking the speech barrier: Language development through augmented means. Brookes Publishing Company.
  • Sani-Bozkurt, S., Bozkuş-Genç, G., Vuran, S., Yıldız, G., Çelik, S., Diken, İ. H., ... & Demiryürek, P. (2021). COVID-19 salgınında Türkiye’deki özel gereksinimi olan öğrenciler ve ailelerine yönelik uzaktan özel eğitim uygulamalarına ilişkin uzman bakış açısı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Erken Görünüm. https://doi.org/10.21565/ozelegitimdergisi.786118
  • Tekin-Iftar, E., Olcay-Gul, S., & Collins, B. C. (2019). Descriptive analysis and meta analysis of studies investigating the effectiveness of simultaneous prompting procedure. Exceptional Children, 85(3), 309-328. https://doi.org/10.1177/00144029187957
  • Tekin-İftar, E., Olçay-Gül, S., Şirin, N., Bilmez, H., & Değirmenci, H. D. (2021). Systematic review of safety skills inteventions for individuals with autism spectrum disorder. The Journal of Special Education, 54(4), 239-250. https://doi.org/ 10.1177/00224669209
  • Tekin-İftar, E. (2018). Eğitim ve davranış bilimlerinde tek denekli araştırmalar. Vize Akademik.
  • Tekin-İftar, E. (2019). Özel eğitimde bilimsel dayanaklı uygulamalar: Tanım, tarihçe ve öneriler. Araştırmadan Uygulamaya Özel Eğitim Dergisi, 1(1), 15-20
  • Tincani, M., & Travers, J. (2019). Replication research, publication, bias, and applied behavior analysis. Perspectives on Behavior Science, 42(1), 59-75. https://doi.org/10.1007/s40614-019-00191-5
  • Wilkinson, L. (2012). The grammar of graphics. J. E. Gentle, W. K. Hardle, Y. Mori (Eds.), In Handbook of Computational Statistics (pp. 375-414). Springer.
  • Wilkinson, K. M., & Jagaroo, V. (2004). Contributions of principles of visual cognitive science to AAC system display design. Augmentative and Alternative Communication, 20(3), 123-136. https://doi.org/10.1080/07434610410001699717
  • Wilkinson, K. M., Light, J., & Drager, K. (2012). Considerations for the composition of visual scene displays: Potential contributions of information from visual and cognitive sciences. Augmentative and Alternative Communication, 28(3), 137-147. https://doi.org/10.3109/07434618.2012.704522

Meta-Analysis of Studies Investigating the Effectiveness of the Visual Scene Display Intervention

Yıl 2023, Cilt: 36 Sayı: 1, 228 - 254, 29.04.2023
https://doi.org/10.19171/uefad.1251751

Öz

Visual scene display (VSD) is a technology-based application created by adding written or audio stimuli to visuals (such as photographic images, drawings, scanned images) of a scene or context and can be used effectively in teaching different skills to individuals with different diagnoses. In this study, descriptive and meta-analysis of studies examining the effectiveness of VSD on individuals with special needs were aimed. Studies were primarily evaluated qualitatively using the quality indicators recommended by Kratochwill and colleagues. Then, visual analysis was performed for nine studies that used single-subject research designs and that met standards or met standards with reservation as well as a comprehensive descriptive analysis of these studies. The effect size was calculated for seven studies that were determined to have large and moderate effect as a result of visual analysis. Improvement rate difference (IRD) was used to calculate the effect sizes of the studies. As a result of these calculations, it was determined that all of the seven studies were large effective. It was concluded that VSD is an evidence-based application in teaching different skills to individuals in different diagnosis groups and age ranges. Implications for teaching and suggestions for further studies are made.

Kaynakça

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  • Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303-322. https://doi.org/10.1177/0145445511399147
  • Rakap, S. (2015). Effect sizes as result interpretation aids in single‐subject experimental research: description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11-33. https://doi.org/10.1111/1467-8578.12091
  • Romski, M. A., & Sevcik, R. A. (1996). Breaking the speech barrier: Language development through augmented means. Brookes Publishing Company.
  • Sani-Bozkurt, S., Bozkuş-Genç, G., Vuran, S., Yıldız, G., Çelik, S., Diken, İ. H., ... & Demiryürek, P. (2021). COVID-19 salgınında Türkiye’deki özel gereksinimi olan öğrenciler ve ailelerine yönelik uzaktan özel eğitim uygulamalarına ilişkin uzman bakış açısı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Erken Görünüm. https://doi.org/10.21565/ozelegitimdergisi.786118
  • Tekin-Iftar, E., Olcay-Gul, S., & Collins, B. C. (2019). Descriptive analysis and meta analysis of studies investigating the effectiveness of simultaneous prompting procedure. Exceptional Children, 85(3), 309-328. https://doi.org/10.1177/00144029187957
  • Tekin-İftar, E., Olçay-Gül, S., Şirin, N., Bilmez, H., & Değirmenci, H. D. (2021). Systematic review of safety skills inteventions for individuals with autism spectrum disorder. The Journal of Special Education, 54(4), 239-250. https://doi.org/ 10.1177/00224669209
  • Tekin-İftar, E. (2018). Eğitim ve davranış bilimlerinde tek denekli araştırmalar. Vize Akademik.
  • Tekin-İftar, E. (2019). Özel eğitimde bilimsel dayanaklı uygulamalar: Tanım, tarihçe ve öneriler. Araştırmadan Uygulamaya Özel Eğitim Dergisi, 1(1), 15-20
  • Tincani, M., & Travers, J. (2019). Replication research, publication, bias, and applied behavior analysis. Perspectives on Behavior Science, 42(1), 59-75. https://doi.org/10.1007/s40614-019-00191-5
  • Wilkinson, L. (2012). The grammar of graphics. J. E. Gentle, W. K. Hardle, Y. Mori (Eds.), In Handbook of Computational Statistics (pp. 375-414). Springer.
  • Wilkinson, K. M., & Jagaroo, V. (2004). Contributions of principles of visual cognitive science to AAC system display design. Augmentative and Alternative Communication, 20(3), 123-136. https://doi.org/10.1080/07434610410001699717
  • Wilkinson, K. M., Light, J., & Drager, K. (2012). Considerations for the composition of visual scene displays: Potential contributions of information from visual and cognitive sciences. Augmentative and Alternative Communication, 28(3), 137-147. https://doi.org/10.3109/07434618.2012.704522
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Çimen Oğur 0000-0002-7386-8332

Seray Olçay 0000-0002-5007-7466

Erken Görünüm Tarihi 29 Nisan 2023
Yayımlanma Tarihi 29 Nisan 2023
Gönderilme Tarihi 15 Şubat 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 36 Sayı: 1

Kaynak Göster

APA Oğur, Ç., & Olçay, S. (2023). Görsel Sahne Sunumu Uygulamasının Etkililiğini Araştıran Çalışmaların Meta Analizi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 228-254. https://doi.org/10.19171/uefad.1251751