Araştırma Makalesi
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Öğretmenlerin Gelişim Yetersizliği Olan Öğrencilere Sosyal Beceri Öğretimine İlişkin Bilgileri, Deneyimleri ve Mesleki Gelişim Gereksinimleri

Yıl 2023, Cilt: 36 Sayı: 2, 641 - 668, 30.08.2023
https://doi.org/10.19171/uefad.1293113

Öz

Araştırmada gelişim yetersizliği olan öğrencilerle çalışan özel eğitim ve genel eğitim öğretmenlerinin gelişim yetersizliği olan öğrencilere sosyal becerilerin öğretimine ilişkin bilgi sahibi olma durumları, deneyimleri ve mesleki gelişim gereksinimlerinin ortaya konması amaçlanmaktadır. Araştırma nicel araştırma yöntemlerinden betimsel araştırma modeliyle tasarlanmıştır. Araştırma 120 katılımcı ile gerçekleştirilmiş olup veriler araştırmacılar tarafından geliştirilen “Gelişim Yetersizliği Olan Çocuklara Sosyal Becerilerin Öğretilmesine İlişkin Özel Eğitim ve Genel Eğitim Öğretmenlerinin Bilgi, Deneyim ve Mesleki Gelişim Gereksinimlerini Belirleme Anketi” ile toplanmıştır. Araştırma verileri betimsel olarak analiz edilmiştir. Araştırmanın bulgularına göre, katılımcıların en yüksek düzeyde bilgi sahibi oldukları uygulamanın video destekli uygulamalar olduğu, ancak katılımcıların hiçbirinin aile aracılı uygulamalar, matriks öğretimi ve umut vaad eden uygulamaları kullanmada kendilerini çok yeterli olarak değerlendirmedikleri görülmüştür. Katılımcıların hemen her öğretim uygulamasına ilişkin lisans ve /veya lisansüstü öğrenimleri sırasında ya da mesleki gelişim etkinliklerine katılarak eğitim aldıkları ve eğitimlerin niteliğini genellikle yeterli buldukları görülmüştür. Bulgular doğrultusunda; öğretmenlerin gelişim yetersizliği olan öğrencilere yönelik sosyal beceri öğretimi konusunda bilimsel-dayanaklı uygulamalara yer vererek öğretim yapmaları, umut vaad eden uygulamalar kapsamında lisans ve lisansüstü öğretimde bu uygulamaları içeren derslerin okutulması önerilebilir. Gelecek araştırmalarda gelişim yetersizliği olan çocuğa sahip ailelerin sosyal beceri ve sosyal becerilerin öğretimine ilişkin bilgi ve deneyimlerini belirlemeye yönelik araştırmalar gerçekleştirilebilir.

Destekleyen Kurum

Yok

Kaynakça

  • Acar, Ç., Tekin-İftar, E., & Yıkmış, A. (2017). Effects of mother-delivered social stories and video modelling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215-226.
  • American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (DSM 5). American Psychiatric Publishing.
  • American Association on Intellectual and Developmental Disabilities. (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). American Association on Intellectual and Developmental Disabilities.
  • Ayres, K. M., Travers, J.,Shepley, S. B., & Caglian, R. (2017). Video-Based ınstruction for learners with autism. In J. B. Leaf (Ed), Handbook of social skills and autism spectrum disorder: Assessment, curricula, and intervention. Autism and child psychopathology series (pp.223-239). Springer International Publishing. ISBN 978-3-319-62995-7 (eBook). doi: 10.1007/978-3-319-62995-7.
  • Brock, M. E., Huber, H. B., Carter, E. W., Juarez, A. P., & Warren, Z. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 29(2), 67–79. doi: 10.1177/1088357614522290
  • Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135-144.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). ISBN-13: 978-0-13-136739- Upper Saddle River, N.J: Merrill.
  • Elliott, S. N., & Gresham, F. M. (1993). Social skills interventions for children. Behavior Modification, 17(3), 287–313. https://doi.org/10.1177/01454455930173004
  • Friend, M., & Bursuck, W.D. (2006). Including students with special need. A practical guide for classroom teachers. (4th ed.). Allyn & Bacon Pearson Education Company.
  • Gerhardt, P. F., & Crimmins, D. (2013). Social skills and adaptive behavior in learners with autism spectrum disorders. Brookes Publishing Co.
  • Gresham, F. M. (1986). Conceptual and definitional issues in the assessment of children's social skills: Implications for classification and training. Journal of Clinical Child Psychology, 75, 3–15. https://doi.org/10.1207/s15374424jccp1501_1
  • Gresham, F. M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46(3), 319–332. https://doi.org/10.1080/0305764X.2016.1195788
  • Gresham, F. M., & Elliott, S. N. (1990). The social skills rating system manual. American Guidance Service.
  • Han, H. S., & Kemple, K. M. (2006). Components of social competence and strategies of support: Considering what to teach and how. Early Childhood Education Journal, 34(3), 241-246. doi:10.1007/s10643-006-0139-2
  • Jewell, J. D., Jordan, S. S., Hupp, S. D. A., & Everett, G. E. (2009). Etiology and relationships to developmental disabilities and psychopathology. In J. L. Matson (Ed.), Social behavior and skills in children (pp. 39–59). Springer Science + Business Media
  • Karasar, N. (2020). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (28. Baskı). Nobel Akademik Yayıncılık. ISBN 6055426587, 9786055426583
  • Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2018). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3–14. https://doi.org/10.1177/1088357618755694
  • Leaf, J. B. (2017). Handbook of social skills and autism spectrum disorder assessment, curricula, and intervention. Autism and child psychopathology series, Springer International Publishing. ISBN 978-3-319-62995-7 (eBook). doi.10.1007/978-3-319-62995-7
  • Little, S. G., Swangler, J., & Akin-Little, A. (2017). Defining social skills. In J. L. Matson (Ed.), Handbook of social behavior and skills in children. Autism and child psychopathology series (pp. 9-17). Springer International Publishing. ISBN 978-3- 319-64592-6 (eBook). doi:10.1007/978-3-319-64592-6.
  • T.C. Millî Eğitim Bakanlığı Strateji Geliştirme Başkanlığı (2021-2022). Milli eğitim istatistikleri: Örgün eğitim (National education statistics: Formal education) Resmi İstatistik Programı Yayını. http://sgb.meb.gov.tr 29.03.2023 tarihinde erişilmiştir.
  • Milligan, K., Sibalis, A., Morgan, A., & Phillips, M. (2017). Social competence: consideration of behavioral, cognitive, and emotional factors. In J. L. Matson (Ed.), Handbook of social behavior and skills in children. Autism and child psychopathology series (pp. 63-82). Springer International Publishing. ISBN 978-3-319-64592-6 (eBook). doi:10.1007/978-3-319-64592-6.
  • Mills, G. E., & Gay, L. R. (2016). Educational research: Competencies for analysis and applications (11th ed.). Pearson.
  • Moody, C. T., & Laugeson, E. A. (2020). Social skills training in autism spectrum disorder across the lifespan. Child and Adolescent Psychiatric Clinics of North America, 29(2), 359–371. https://doi.org/10.1016/j.chc.2019.11.001
  • National Autism Center (NAC). (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author
  • National Clearinghouse on Autism Evidence and Practice, (2020). https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf
  • National Professional Development Center on Autism Spectrum Disorders (NPDC). (2014). https://autismpdc.fpg.unc.edu. https://autismpdc.fpg.unc.edu./npdc-model
  • Odom, S. L., Cox, A. W., & Brock, M. E. (2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79, 233-251.
  • Radley, K. C., Dart, E. H., Brennan, K. J., Helbig, K. A., Lehman, E. L., Silberman, M., & Mendanhall, K. (2020). Social skills teaching for ındividuals with autism spectrum disorder: A systematic review. Advances in Neurodevelopmental Disorders, 4, 215–226. https://doi.org/10.1007/s41252-020-00170-x
  • Sazak-Pınar, E. (2014). Özel eğitim okullarında ve sınıflarında görev yapan öğretmenlerin sosyal beceri öğretimine ilişkin bilgi düzeyleri. NWSA-Education Sciences, 1C0607, 9(1), 73-86.
  • Sazak-Pınar, E., Sucuoğlu, B., & Çıkrıklı Demirtaşlı, N. (2013). Sınıfında özel gereksinimli öğrenci bulunan öğretmenlerin sosyal beceri öğretimine ilişkin bilgi düzeylerinin belirlenmesi. Eğitim ve Bilim, 38, 168.
  • Semrud-Clikeman, M. (2007). Social competence in children. Springer ISBN-13: 978-0-387-71365-6 e-ISBN-13: 978-0-387-71366-3
  • Sigafoos, J., Lancioni, G. E., Singh, N. N., & O’Reilly, M. F. (2017). Intellectual disability and social skills. In J. L. Matson (Ed.), Handbook of social behavior and skills in children. Autism and child psychopathology series (pp. 249-271). Springer International Publishing. ISBN 978-3-319-64592-6 (eBook). doi: 10. 1007/978-3-319-64592-6
  • Silveira-Zaldivar, T. (2019). Utilizing participatory action research to implement evidence based social skills interventions for elementary students with high functioning autism in inclusive classroom settings [Unpublished doctoral dissertation]. Northwest Nazarene University.
  • Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
  • Tekin-İftar, E. (2018). Özel eğitimde bilimsel-dayanaklı uygulamalar: Tarihçe, tanım ve öneriler [Evidence-based practices in special education: History, definition, and recommendations]. Araştırmadan Uygulamaya Özel Eğitim Dergisi, 1(1), 15–20.
  • Travers, J. C. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52(4), 195-203. https://doi.org/10.1177/1053451216659466
  • Watkins, L., Kuhn, M., O’Reilly, M. F., Lang, R., Sigafoos, J., & Lancioni, G. E. (2016). Social skills. In Nirbhay N. Singh. (Ed.), Handbook of evidence-based practices in intellectual and developmental disabilities. Evidence-Based practices in behavioral health series (pp. 493-511). Springer International Publishing Switzerland ISBN 978-3-319-26583-4 (eBook). doi: 10.1007/978-3-319-26583-4
  • Yıldız, N. (2018). Öğretmenlerin sosyal beceri öğretimine yönelik bilgi düzeyleri ile öğrencilerin sosyal becerileri arasındaki ilişki. Elementary Education Online, 16(3), 1275-1286.

Teachers' Knowledge, Experience, and Professional Development Needs For Teaching Social Skills to Students with Developmental Disabilities

Yıl 2023, Cilt: 36 Sayı: 2, 641 - 668, 30.08.2023
https://doi.org/10.19171/uefad.1293113

Öz

This study is designed to reveal the knowledge, experience and professional development needs of special education and general education teachers working with students with developmental disabilities about teaching social skills to students with developmental disabilities. The researchers used descriptive research design. The research was carried out with 120 participants, and the data were collected with the "Questionnaire for Determining the Knowledge, Experience and Professional Development Needs of Special Education and General Education Teachers on Teaching Social Skills to Children with Developmental Disabilities" developed by the researchers. Research data were analyzed descriptively. According to the findings of the study, the application with which the participants had the highest level of knowledge about was video-based interventions, but none of the participants considered themselves very competent in using parent-mediated interventions, matrix training and promising practices. In the research, it is seen that the participants received training during their undergraduate and/or graduate education or by participating in professional development activities related to teaching interventions. Participants generally stated that they find the quality of the education offered to them sufficient. In line of the findings obtained; It can be suggested that teachers should teach by including evidence-based practices in social skills teaching for students with developmental disabilities, and that courses containing these practices should be taught in undergraduate and graduate education within the scope of promising practices. Future studies can be conducted to determine the knowledge and experience of families with children with developmental disabilities on teaching social skills and social skills.

Kaynakça

  • Acar, Ç., Tekin-İftar, E., & Yıkmış, A. (2017). Effects of mother-delivered social stories and video modelling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215-226.
  • American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (DSM 5). American Psychiatric Publishing.
  • American Association on Intellectual and Developmental Disabilities. (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). American Association on Intellectual and Developmental Disabilities.
  • Ayres, K. M., Travers, J.,Shepley, S. B., & Caglian, R. (2017). Video-Based ınstruction for learners with autism. In J. B. Leaf (Ed), Handbook of social skills and autism spectrum disorder: Assessment, curricula, and intervention. Autism and child psychopathology series (pp.223-239). Springer International Publishing. ISBN 978-3-319-62995-7 (eBook). doi: 10.1007/978-3-319-62995-7.
  • Brock, M. E., Huber, H. B., Carter, E. W., Juarez, A. P., & Warren, Z. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 29(2), 67–79. doi: 10.1177/1088357614522290
  • Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135-144.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). ISBN-13: 978-0-13-136739- Upper Saddle River, N.J: Merrill.
  • Elliott, S. N., & Gresham, F. M. (1993). Social skills interventions for children. Behavior Modification, 17(3), 287–313. https://doi.org/10.1177/01454455930173004
  • Friend, M., & Bursuck, W.D. (2006). Including students with special need. A practical guide for classroom teachers. (4th ed.). Allyn & Bacon Pearson Education Company.
  • Gerhardt, P. F., & Crimmins, D. (2013). Social skills and adaptive behavior in learners with autism spectrum disorders. Brookes Publishing Co.
  • Gresham, F. M. (1986). Conceptual and definitional issues in the assessment of children's social skills: Implications for classification and training. Journal of Clinical Child Psychology, 75, 3–15. https://doi.org/10.1207/s15374424jccp1501_1
  • Gresham, F. M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46(3), 319–332. https://doi.org/10.1080/0305764X.2016.1195788
  • Gresham, F. M., & Elliott, S. N. (1990). The social skills rating system manual. American Guidance Service.
  • Han, H. S., & Kemple, K. M. (2006). Components of social competence and strategies of support: Considering what to teach and how. Early Childhood Education Journal, 34(3), 241-246. doi:10.1007/s10643-006-0139-2
  • Jewell, J. D., Jordan, S. S., Hupp, S. D. A., & Everett, G. E. (2009). Etiology and relationships to developmental disabilities and psychopathology. In J. L. Matson (Ed.), Social behavior and skills in children (pp. 39–59). Springer Science + Business Media
  • Karasar, N. (2020). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (28. Baskı). Nobel Akademik Yayıncılık. ISBN 6055426587, 9786055426583
  • Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2018). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3–14. https://doi.org/10.1177/1088357618755694
  • Leaf, J. B. (2017). Handbook of social skills and autism spectrum disorder assessment, curricula, and intervention. Autism and child psychopathology series, Springer International Publishing. ISBN 978-3-319-62995-7 (eBook). doi.10.1007/978-3-319-62995-7
  • Little, S. G., Swangler, J., & Akin-Little, A. (2017). Defining social skills. In J. L. Matson (Ed.), Handbook of social behavior and skills in children. Autism and child psychopathology series (pp. 9-17). Springer International Publishing. ISBN 978-3- 319-64592-6 (eBook). doi:10.1007/978-3-319-64592-6.
  • T.C. Millî Eğitim Bakanlığı Strateji Geliştirme Başkanlığı (2021-2022). Milli eğitim istatistikleri: Örgün eğitim (National education statistics: Formal education) Resmi İstatistik Programı Yayını. http://sgb.meb.gov.tr 29.03.2023 tarihinde erişilmiştir.
  • Milligan, K., Sibalis, A., Morgan, A., & Phillips, M. (2017). Social competence: consideration of behavioral, cognitive, and emotional factors. In J. L. Matson (Ed.), Handbook of social behavior and skills in children. Autism and child psychopathology series (pp. 63-82). Springer International Publishing. ISBN 978-3-319-64592-6 (eBook). doi:10.1007/978-3-319-64592-6.
  • Mills, G. E., & Gay, L. R. (2016). Educational research: Competencies for analysis and applications (11th ed.). Pearson.
  • Moody, C. T., & Laugeson, E. A. (2020). Social skills training in autism spectrum disorder across the lifespan. Child and Adolescent Psychiatric Clinics of North America, 29(2), 359–371. https://doi.org/10.1016/j.chc.2019.11.001
  • National Autism Center (NAC). (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author
  • National Clearinghouse on Autism Evidence and Practice, (2020). https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf
  • National Professional Development Center on Autism Spectrum Disorders (NPDC). (2014). https://autismpdc.fpg.unc.edu. https://autismpdc.fpg.unc.edu./npdc-model
  • Odom, S. L., Cox, A. W., & Brock, M. E. (2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79, 233-251.
  • Radley, K. C., Dart, E. H., Brennan, K. J., Helbig, K. A., Lehman, E. L., Silberman, M., & Mendanhall, K. (2020). Social skills teaching for ındividuals with autism spectrum disorder: A systematic review. Advances in Neurodevelopmental Disorders, 4, 215–226. https://doi.org/10.1007/s41252-020-00170-x
  • Sazak-Pınar, E. (2014). Özel eğitim okullarında ve sınıflarında görev yapan öğretmenlerin sosyal beceri öğretimine ilişkin bilgi düzeyleri. NWSA-Education Sciences, 1C0607, 9(1), 73-86.
  • Sazak-Pınar, E., Sucuoğlu, B., & Çıkrıklı Demirtaşlı, N. (2013). Sınıfında özel gereksinimli öğrenci bulunan öğretmenlerin sosyal beceri öğretimine ilişkin bilgi düzeylerinin belirlenmesi. Eğitim ve Bilim, 38, 168.
  • Semrud-Clikeman, M. (2007). Social competence in children. Springer ISBN-13: 978-0-387-71365-6 e-ISBN-13: 978-0-387-71366-3
  • Sigafoos, J., Lancioni, G. E., Singh, N. N., & O’Reilly, M. F. (2017). Intellectual disability and social skills. In J. L. Matson (Ed.), Handbook of social behavior and skills in children. Autism and child psychopathology series (pp. 249-271). Springer International Publishing. ISBN 978-3-319-64592-6 (eBook). doi: 10. 1007/978-3-319-64592-6
  • Silveira-Zaldivar, T. (2019). Utilizing participatory action research to implement evidence based social skills interventions for elementary students with high functioning autism in inclusive classroom settings [Unpublished doctoral dissertation]. Northwest Nazarene University.
  • Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
  • Tekin-İftar, E. (2018). Özel eğitimde bilimsel-dayanaklı uygulamalar: Tarihçe, tanım ve öneriler [Evidence-based practices in special education: History, definition, and recommendations]. Araştırmadan Uygulamaya Özel Eğitim Dergisi, 1(1), 15–20.
  • Travers, J. C. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52(4), 195-203. https://doi.org/10.1177/1053451216659466
  • Watkins, L., Kuhn, M., O’Reilly, M. F., Lang, R., Sigafoos, J., & Lancioni, G. E. (2016). Social skills. In Nirbhay N. Singh. (Ed.), Handbook of evidence-based practices in intellectual and developmental disabilities. Evidence-Based practices in behavioral health series (pp. 493-511). Springer International Publishing Switzerland ISBN 978-3-319-26583-4 (eBook). doi: 10.1007/978-3-319-26583-4
  • Yıldız, N. (2018). Öğretmenlerin sosyal beceri öğretimine yönelik bilgi düzeyleri ile öğrencilerin sosyal becerileri arasındaki ilişki. Elementary Education Online, 16(3), 1275-1286.

Teachers' Knowledge, Experience, and Professional Development Needs For Teaching Social Skills to Students with Developmental Disabilities

Yıl 2023, Cilt: 36 Sayı: 2, 641 - 668, 30.08.2023
https://doi.org/10.19171/uefad.1293113

Öz

This study is designed to reveal the knowledge, experience and professional development needs of special education and general education teachers working with students with developmental disabilities about teaching social skills to students with developmental disabilities. The researchers used descriptive research design. The research was carried out with 120 participants, and the data were collected with the "Questionnaire for Determining the Knowledge, Experience and Professional Development Needs of Special Education and General Education Teachers on Teaching Social Skills to Children with Developmental Disabilities" developed by the researchers. Research data were analyzed descriptively. According to the findings of the study, the application with which the participants had the highest level of knowledge about was video-based interventions, but none of the participants considered themselves very competent in using parent-mediated interventions, matrix training and promising practices. In the research, it is seen that the participants received training during their undergraduate and/or graduate education or by participating in professional development activities related to teaching interventions. Participants generally stated that they find the quality of the education offered to them sufficient. In line of the findings obtained; It can be suggested that teachers should teach by including evidence-based practices in social skills teaching for students with developmental disabilities, and that courses containing these practices should be taught in undergraduate and graduate education within the scope of promising practices. Future studies can be conducted to determine the knowledge and experience of families with children with developmental disabilities on teaching social skills and social skills.

Kaynakça

  • Acar, Ç., Tekin-İftar, E., & Yıkmış, A. (2017). Effects of mother-delivered social stories and video modelling in teaching social skills to children with autism spectrum disorders. The Journal of Special Education, 50(4), 215-226.
  • American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (DSM 5). American Psychiatric Publishing.
  • American Association on Intellectual and Developmental Disabilities. (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). American Association on Intellectual and Developmental Disabilities.
  • Ayres, K. M., Travers, J.,Shepley, S. B., & Caglian, R. (2017). Video-Based ınstruction for learners with autism. In J. B. Leaf (Ed), Handbook of social skills and autism spectrum disorder: Assessment, curricula, and intervention. Autism and child psychopathology series (pp.223-239). Springer International Publishing. ISBN 978-3-319-62995-7 (eBook). doi: 10.1007/978-3-319-62995-7.
  • Brock, M. E., Huber, H. B., Carter, E. W., Juarez, A. P., & Warren, Z. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 29(2), 67–79. doi: 10.1177/1088357614522290
  • Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135-144.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). ISBN-13: 978-0-13-136739- Upper Saddle River, N.J: Merrill.
  • Elliott, S. N., & Gresham, F. M. (1993). Social skills interventions for children. Behavior Modification, 17(3), 287–313. https://doi.org/10.1177/01454455930173004
  • Friend, M., & Bursuck, W.D. (2006). Including students with special need. A practical guide for classroom teachers. (4th ed.). Allyn & Bacon Pearson Education Company.
  • Gerhardt, P. F., & Crimmins, D. (2013). Social skills and adaptive behavior in learners with autism spectrum disorders. Brookes Publishing Co.
  • Gresham, F. M. (1986). Conceptual and definitional issues in the assessment of children's social skills: Implications for classification and training. Journal of Clinical Child Psychology, 75, 3–15. https://doi.org/10.1207/s15374424jccp1501_1
  • Gresham, F. M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46(3), 319–332. https://doi.org/10.1080/0305764X.2016.1195788
  • Gresham, F. M., & Elliott, S. N. (1990). The social skills rating system manual. American Guidance Service.
  • Han, H. S., & Kemple, K. M. (2006). Components of social competence and strategies of support: Considering what to teach and how. Early Childhood Education Journal, 34(3), 241-246. doi:10.1007/s10643-006-0139-2
  • Jewell, J. D., Jordan, S. S., Hupp, S. D. A., & Everett, G. E. (2009). Etiology and relationships to developmental disabilities and psychopathology. In J. L. Matson (Ed.), Social behavior and skills in children (pp. 39–59). Springer Science + Business Media
  • Karasar, N. (2020). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (28. Baskı). Nobel Akademik Yayıncılık. ISBN 6055426587, 9786055426583
  • Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2018). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3–14. https://doi.org/10.1177/1088357618755694
  • Leaf, J. B. (2017). Handbook of social skills and autism spectrum disorder assessment, curricula, and intervention. Autism and child psychopathology series, Springer International Publishing. ISBN 978-3-319-62995-7 (eBook). doi.10.1007/978-3-319-62995-7
  • Little, S. G., Swangler, J., & Akin-Little, A. (2017). Defining social skills. In J. L. Matson (Ed.), Handbook of social behavior and skills in children. Autism and child psychopathology series (pp. 9-17). Springer International Publishing. ISBN 978-3- 319-64592-6 (eBook). doi:10.1007/978-3-319-64592-6.
  • T.C. Millî Eğitim Bakanlığı Strateji Geliştirme Başkanlığı (2021-2022). Milli eğitim istatistikleri: Örgün eğitim (National education statistics: Formal education) Resmi İstatistik Programı Yayını. http://sgb.meb.gov.tr 29.03.2023 tarihinde erişilmiştir.
  • Milligan, K., Sibalis, A., Morgan, A., & Phillips, M. (2017). Social competence: consideration of behavioral, cognitive, and emotional factors. In J. L. Matson (Ed.), Handbook of social behavior and skills in children. Autism and child psychopathology series (pp. 63-82). Springer International Publishing. ISBN 978-3-319-64592-6 (eBook). doi:10.1007/978-3-319-64592-6.
  • Mills, G. E., & Gay, L. R. (2016). Educational research: Competencies for analysis and applications (11th ed.). Pearson.
  • Moody, C. T., & Laugeson, E. A. (2020). Social skills training in autism spectrum disorder across the lifespan. Child and Adolescent Psychiatric Clinics of North America, 29(2), 359–371. https://doi.org/10.1016/j.chc.2019.11.001
  • National Autism Center (NAC). (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author
  • National Clearinghouse on Autism Evidence and Practice, (2020). https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf
  • National Professional Development Center on Autism Spectrum Disorders (NPDC). (2014). https://autismpdc.fpg.unc.edu. https://autismpdc.fpg.unc.edu./npdc-model
  • Odom, S. L., Cox, A. W., & Brock, M. E. (2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79, 233-251.
  • Radley, K. C., Dart, E. H., Brennan, K. J., Helbig, K. A., Lehman, E. L., Silberman, M., & Mendanhall, K. (2020). Social skills teaching for ındividuals with autism spectrum disorder: A systematic review. Advances in Neurodevelopmental Disorders, 4, 215–226. https://doi.org/10.1007/s41252-020-00170-x
  • Sazak-Pınar, E. (2014). Özel eğitim okullarında ve sınıflarında görev yapan öğretmenlerin sosyal beceri öğretimine ilişkin bilgi düzeyleri. NWSA-Education Sciences, 1C0607, 9(1), 73-86.
  • Sazak-Pınar, E., Sucuoğlu, B., & Çıkrıklı Demirtaşlı, N. (2013). Sınıfında özel gereksinimli öğrenci bulunan öğretmenlerin sosyal beceri öğretimine ilişkin bilgi düzeylerinin belirlenmesi. Eğitim ve Bilim, 38, 168.
  • Semrud-Clikeman, M. (2007). Social competence in children. Springer ISBN-13: 978-0-387-71365-6 e-ISBN-13: 978-0-387-71366-3
  • Sigafoos, J., Lancioni, G. E., Singh, N. N., & O’Reilly, M. F. (2017). Intellectual disability and social skills. In J. L. Matson (Ed.), Handbook of social behavior and skills in children. Autism and child psychopathology series (pp. 249-271). Springer International Publishing. ISBN 978-3-319-64592-6 (eBook). doi: 10. 1007/978-3-319-64592-6
  • Silveira-Zaldivar, T. (2019). Utilizing participatory action research to implement evidence based social skills interventions for elementary students with high functioning autism in inclusive classroom settings [Unpublished doctoral dissertation]. Northwest Nazarene University.
  • Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
  • Tekin-İftar, E. (2018). Özel eğitimde bilimsel-dayanaklı uygulamalar: Tarihçe, tanım ve öneriler [Evidence-based practices in special education: History, definition, and recommendations]. Araştırmadan Uygulamaya Özel Eğitim Dergisi, 1(1), 15–20.
  • Travers, J. C. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, 52(4), 195-203. https://doi.org/10.1177/1053451216659466
  • Watkins, L., Kuhn, M., O’Reilly, M. F., Lang, R., Sigafoos, J., & Lancioni, G. E. (2016). Social skills. In Nirbhay N. Singh. (Ed.), Handbook of evidence-based practices in intellectual and developmental disabilities. Evidence-Based practices in behavioral health series (pp. 493-511). Springer International Publishing Switzerland ISBN 978-3-319-26583-4 (eBook). doi: 10.1007/978-3-319-26583-4
  • Yıldız, N. (2018). Öğretmenlerin sosyal beceri öğretimine yönelik bilgi düzeyleri ile öğrencilerin sosyal becerileri arasındaki ilişki. Elementary Education Online, 16(3), 1275-1286.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Çimen Acar 0000-0002-9215-364X

Hatice Deniz Degirmenci 0000-0002-1053-4095

Seray Olçay 0000-0002-5007-7466

Elif Tekin İftar 0000-0001-5512-616X

Yayımlanma Tarihi 30 Ağustos 2023
Gönderilme Tarihi 5 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 36 Sayı: 2

Kaynak Göster

APA Acar, Ç., Degirmenci, H. D., Olçay, S., Tekin İftar, E. (2023). Öğretmenlerin Gelişim Yetersizliği Olan Öğrencilere Sosyal Beceri Öğretimine İlişkin Bilgileri, Deneyimleri ve Mesleki Gelişim Gereksinimleri. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 36(2), 641-668. https://doi.org/10.19171/uefad.1293113