Browsing by Author "Acarlar, Funda"
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Item Çok düşük doğum ağırlığı ile doğan prematüre çocukların iletişim ve dil becerilerinin sosyoekonomik düzeye göre incelenmesi(Eğitim Bilimleri Enstitüsü, 2017) Şakrucu, Evrim Durgut; Acarlar, FundaBebeklerde doğum ağırlığının 1500 gram ve altında olması çok düşük doğum ağırlığı (ÇDDA), yaşam sınırının (23 hafta) üzerinde ve 37 haftadan erken olan doğumlar prematüre doğum olarak adlandırılmaktadır. Prematüre çocuklarda öğrenme güçlüğü, dikkat ve davranış bozuklukları, hiperaktivite ve dil problemleri çok fazla görülmektedir. Bu nedenle iletişim ve dil becerileri açısından da değerlendirilmeleri önem taşımaktadır. Bu çalışmanın amacı, çok düşük doğum ağırlığı (≤1500 gram) ile doğan prematüre çocukların düzeltilmiş 12-24 aylar arasındaki iletişim ve dil özelliklerinin incelenerek betimlenmesidir. Araştırma grubunu, Zekai Tahir Burak Kadın Sağlığı Eğitim ve Araştırma Hastanesi'nde doğan 1500 gram ve altında doğan, araştırma verilerinin toplandığı dönemde düzeltilmiş yaşları 12-24 aylar arasında olan toplam 32 prematüre çocuk oluşturmaktadır.Araştırmada Bilgi Formu, Ankara Gelişim Tarama Envanteri (AGTE) ve Türkçe İletişim Davranışları Gelişimi Envanteri (TİGE) kullanılmıştır. Verilerin analizinde parametrik olmayan istatistiksel tekniklerden Mann Whitney U testi kullanılmıştır. Sonuç olarak çok düşük doğum ağırlıklı prematüre çocukların iletişim ve dil becerileri TİGE normları ile karşılaştırıldığında özellikle ifade edici dil gelişimi açısından zamanında doğan akranlarının oldukça gerisinde oldukları bulunmuştur. Ayrıca farklı sosyoekonomik düzeylerdeki çok düşük doğum ağırlıklı prematüre çocukların iletişim ve dil becerileri incelendiğinde düşük sosyoekonomik düzeydeki ailelerin çocuklarının puan ortalamalarının anlamlı olarak düşük olduğu, cinsiyete göre değerlendirildiğinde ise iki grup arasında anlamlı farklılık olmadığı belirlenmiştir.AbstractInfants born with a birth weight with 1500 g or less are defined as very low birth weight (VLBW) infants and births above the limit of life (23 weeks) and earlier than 37 weeks are called premature births. Learning difficulties, attention and behavior disorders, hyperactivity and language problems are common in premature children. For this reason, it is important to evaluate VLBW infants in terms of communication and language skills. The aim of this study was to describe the language characteristics of premature children born with very low birth weight (≤1500 grams) between 12-24 months corrected ages. This study includes 32 premature babies born in the Zekai Tahir Burak Women's Health Education and Research Hospital with birth weight of 1500 grams or less and whose corrected age were 12-24 months when the research data were collected. Demographic and socio-economic information form, Ankara Developmental Screening Inventory (ADSI) and Turkish Communicative Development Inventory (TCDI) were used in the study. In the analysis of the data, Mann Whitney U non-parametric test was used. In conclusion, when communication and language skills of premature children with very low birth weight compared to TCDI norms, especially expressive language development was behind their full-term peers. Also, when communication and language skills of very low birth weight premature children at different socioeconomic levels were examined, it was determined that the mean scores of children from families with low socioeconomic status were significantly lower and when children were evaluated according to the sex, there was no significant difference between the two groups.Item Dil gelişiminde gecikme gösteren çocukların annelerinin çocuğa yöneltilmiş dil kullanım özelliklerinin incelenmesi(Eğitim Bilimleri Enstitüsü, 2011) Baykal, Gökçe; Acarlar, Funda; Özel EğitimPurpose of this research is to analyze language usage properties of mother who direct it to their children have language delay. Working group of research consist of 20 children, 10 of them are normal development and the other 10 have language delay, and mothers of all children. Age range of normal development children are between 19-32 months and ages avarage is 15 month. Age range of children with language evolution retardation are between 33-60 months and ages avarage is 56 month. Participating mothers of normal development children consist of 2 primary school graduated, 5 secondary school graduated and 3 high school graduated. Participating mothers of children with language evolution retardation consist of 5 primary school graduated, 1 secondary school graduated and 3 high school graduated. One of them is only literate but no graduation.In this research, demographic data were collected by means of general data forms. Ankara Developmental Screening Inventory was applied to each child. Mother-child Interaction was recorded in free play context for 20 minutes. Sequences of records are recorded to ?Language Usage Behaviors? list shaped as a result of literature review and involves totally 31 behaviors. At list, primarly behaviors? descriptive statistics were cared, avarages, standard deviations, minimum and maximum values were calculated. Mann Whitney U Test was used.to examine the differences in behaviors between two groups.It was found that, mothers of children with language delay used less turn taking, joint attention, repetition, expantion, self-speech, making directive, prosedic tips usage, modeling and social play behaviors than mothers of normal develepment children.Item Down sendromlu çocuklar ve yetişkinlerde dil gelişimi(2006) Acarlar, FundaBu yazıda Down sendromlu çocuklar ve yetişkinlerin dil gelişimi incelenmiştir. Dilde gelişimsel olarak gözlenen güçlü ve zayıf oldukları alanlar özetlenmiştir. Özgül güçlüklerinin olduğu alanlar a) dili anlama ve kullanma arasındaki ayrılık, b) sözcük dağarcığı ve gramer arasındaki ayrılık ile c) kısa süreli bellek güçlükleri olarak tanımlanmıştır. This article provides a review about language development in children and adolescents with Down syndrome. The developmentally emerging strengths and weaknesses are summarized. The particular difficulty areas identified are a) the divergence of expressive and receptive language, b) the divergence of lexical and grammer, and c) auditory short-term memory difficultiesItem Gelişimsel dil bozukluğu olan ve normal gelişim gösteren çocuklarda sözdizimini anlama becerileri ile sözel çalışma belleği ilişkisinin incelenmesi(Eğitim Bilimleri Enstitüsü, 2011) Akoğlu, Gözde; Acarlar, Funda; Özel EğitimThe present study aims to investigate the relationships between the ability of comprehension of complex syntax structures and verbal working memory in children with and without developmental language disorders. The 36 children with developmental language disorders whom take place in the unrelated measures design and relational research method study are 12 children with down syndrome (4 girls and 4 boys), 11 children with autism (1 girl and 11 boys) and 12 children with specific learning disability (2 girls and 10 boys). Normally developing sample consists of 36 children (7 girls, 29 boys) between 3-9 years. Nonverbal intelligence coefficients were used in order to pair the control and study groups. Expressive language performances were assessed with spontaneus language samples and MLU?s were calculated. To assess the verbal working memory, nonword repetition test and to assess the ability of comprehension of complex syntax structures, test of comprehension of complex syntax structures were applied. The findings showed that not only age and nonverbal intelligence, but also language measurements such as MLU were linked with verbal working memory and ability of comprehension of complex syntax structures. It was found that verbal working memory and ability of comprehension of complex syntax structures were related in both study and control groups and children with developmental language disorders were found to have lower performances in both study variables compared to control group. Finally, it was further determined that verbal working memory and MLU predict the performances on understanding complex syntax structures and conditional clauses were the most difficult structures for both study and control groups.Item Okul öncesi dönemde sözel olmayan otizm spektrum bozukluğu tanılı çocukların söz öncesi becerilerinin gelişiminde anne yanıtlayıcılığının etkisinin boylamsal incelenmesi(Eğitim Bilimleri Fakültesi, 2018) Alak, Gamze; Acarlar, Funda; Özel EğitimThis longitudinal study investigated the relationship of maternal responsiveness with intentional communication, imitation and object play with a group of children diagnosed with nonverbal Autism Spectrum Disorder (ASD) in the preschool period, and their mothers. In the study, the participants were prospectively monitored for a specific time and the data were collected at two time points with a 6 month interval. The study group selected with criterion sampling comprised 31 (30 male and 1 female) children with ASD who were aged 28-79 months at Time I and 34-85 months at Time 2, as well as, their mothers with ages varying between 25 and 45. In the study, intentional communication, imitation and object play skills of the children with ASD were evaluated with observation-based structured procedures and the frequency of maternal responsiveness was evaluated in a mother-child free-play session. Intentional communication, object play and maternal responsiveness scores were calculated by frequency, while imitation scores were calculated according to a rating system. The study adopted a longitudinal relational design. Preliminary data analysis investigated bivariate correlations between the covariates, putative predictor variables and control variables at Time I, and the difference scores for criterion variables measured at both Time I and II. In order to control for the covariates found to have a significant correlation with the criterion variables, whether or not the putative predictor variables uniquely predicted the gains in the criterion variables was examined. Finally, whether or not the putative predictor variables played a mediator and moderator role in the relationship between the covariates and the criterion variables was investigated. Analysis results for intentional communication acts showed that gains in intentional communication acts over time had a positive relationship with follow-in commenting and nonverbal response, and a negative relationship with expansion. However, after controlling for object/action engagement and mild-moderate symptoms, only follow-in commenting was found to predict gains in intentional communication acts. Furthermore, object/action engagement and follow-in commenting were determined to be serial mediators in the relationship between severity of autism symptoms and gains in intentional communication acts. The analysis results for joint attention, which is a function of communication, yielded a positive relationship of gains in joint attention over time with follow-in commenting, nonverbal response and linguistic mapping. At the same time, after controlling for high object/action engagement, mild-moderate symptoms and duration of special education attendance, follow-in commenting and nonverbal response predicted gains in joint attention. In addition, object/action engagement, nonverbal response and joint attention gains were found to be serial mediators in the relationship between severity of autism symptoms and gains in joint attention. The analysis conducted for behavioral regulation, another a function of communication, yielded two results. Expansion, albeit being negatively correlated with gains in behavioral regulation over time did not predict gains in behavioral regulation after controlling for communication acts. Similarly, although lack of verbal responsiveness had a positive relationship with gains in behavioral regulation over time, it failed to predict gains in behavioral regulation after controlling for object/action engagement. The analysis results for imitation skills showed that follow-in commenting and follow-in directives for behavior, which were found to be positively correlated with imitation gains, did not predict gains in imitation after controlling for high object/action engagement and mild-moderate autism symptoms. However, the relationship between object/action engagement and gains in structured imitation was moderated by follow-in commenting, and a significant relationship only existed high level of follow-in commenting. In addition, follow-in commenting, follow-in directives for behavior and nonverbal response, which had a positive relationship with spontaneous imitation gains, was found to not predict spontaneous imitation gains after controlling for high object/action engagement, mild-moderate autism symptoms and duration of special education attendance. Finally, the analysis results for object play did not yield a significant relationship between level of exploratory play and any maternal response. Follow-in directives for behavior and nonverbal response, which positively correlated with level of relational play, did not predict level of relational play at Time II after controlling for children's initial relational play performance and look object/action engagement. On the other hand, although follow-in commenting, follow-in directives for behavior and nonverbal response had a positive relationship with level of functional play at Time II, only follow-in commenting was found to predict level of functional play at Time II after controlling for initial level of functional play, moderate-severe autism symptoms and touch object/action engagement. Furthermore, albeit the positive relationship of follow-in commenting, follow-in directives for behavior and nonverbal response with level of symbolic play at Time II, only follow-in commenting was determined to predict level of symbolic play at Time II after controlling for initial level of functional play, touch object/action engagement, mild-moderate autism symptoms and duration of special education attendance.Item Otizm Spektrum Bozukluğu olan çocuklarda söz-öncesi sosyal iletişim becerilerinin dilin bileşenleri ile ilişkisinin incelenmesi(Eğitim Bilimleri Enstitüsü, 2016) Ökcün, Meral Çilem Akçamuş; Acarlar, FundaBu araştırmada Otizm Spektrum Bozukluğu (OSB) olan çocuklarda sözelolmayan sosyal iletişim becerilerinden ortak dikkat başlatma, taklit, oyun ve jestler ilesözel dil gelişimi arasındaki ilişki incelenmiştir. Araştırmanın çalışma grubu, 3.0-8.2yaş arası, 10’u kız, 59’u erkek toplam 69 OSB tanılı çocuktan oluşmaktadır.Araştırmada OSB olan çocukların sözel olmayan sosyal iletişim becerileri bir grupişlem ile değerlendirilmiştir. Ayrıca çocuklardan sohbet bağlamında dil örneği alınarak,dilin bileşenlerine yönelik ölçümler olan ortalama sözce uzunluğu (OSU), eylemsioranı, farklı sözcük sayısı (FSÖZS), uygun olmayan cevap sayısı ve sohbette sıra almaoranı hesaplanmıştır.Araştırmanın nedensel karşılaştırma deseninde planlanan ilk aşamasında, sözelolmayan sosyal iletişim becerilerinde dilin gelişim düzeylerine göre farklılaşma olupolmadığı incelenmiştir. Bu amaçla OSB olan çocuklar OSU’na göre sözel dile sahipolmayam, tek sözcük döneminde olan, basit cümle dönemine olan ve karmaşık cümledöneminde olan çocuklar olarak gruplara ayrılmış ve taklit, oyun, ortak dikkat başlatmave jestler için gruplar arası farklara bakılmıştır. Araştırma sonucunda tüm sözel olmayansosyal iletişim becerileri açısından gruplar arası anlamlı farklılıklar olduğu ve taklit,oyun, ortak dikkat başlatma ile jest puan ortalamalarının çocukların dil düzeyi ileparalel bir artış gösterdiği bulunmuştur.Araştırmanın ikinci aşaması korelasyonel araştırma deseninde planlanmıştır. Buaşamada kendisini sözel olarak ifade eden OSB olan çocuklarda, sözel olmayan sosyaliletişim becerilerinin, dilin biçimbirim bilgisi/sözdizimi, anlam bilgisi ve kullanımbilgisi bileşenlerine ilişkin ölçümlerden hangilerini anlamlı olarak yordadığı incelenmiştir. Analiz sonucunda, oyun becerilerinin dilin biçim birim bilgisi/sözdizimiölçümlerinden OSU’yu ve eylemsi oranını anlamlı olarak yordadığı bulunmuştur. Dilinkullanım bilgisine ilişkin ölçüm olan sohbette sıra almayı, ortak dikkat başlatma vetaklit becerilerinin anlamlı olarak yordadığı, kullanım bilgisine ilişkin diğer bir ölçümolan UOC sayısını sözel olmayan sosyal iletişim becerilerinden hiçbirinin anlamlıolarak yordamadığı belirlenmiştir. Dilin anlam bilgisine ilişkin bir ölçüm olan FSÖZS’üoyun, taklit ve ortak dikkat başlatmanın anlamlı olarak yordadığı bulunmuştur.AbstractThe purpose of this study was to examine the relationship between verballanguage development and initiating joint attention, imitation, play, and gestures whichare nonverbal social communication skills for children with Autism Spectrum Disorder(ASD). The study group consisted of 69 children with ASD of which 10 were girls, and59 were boys who were 3.0 to 8.2 years old. Nonverbal social communication skills ofchildren with ASD were assessed by a group of tasks. Moreover, by collecting languagesample of the children in the conversational context, measurements for languagecomponents which were the mean length of utterance (MLU), the ratio of relativeclauses, the number of different words (NDW), the number of inappropriate responses(NIR), and the ratio of taking turns during the conversation were calculated.For the first stage of the study which was in casual comparative design, it wasexamined whether there was a significant difference in the nonverbal socialcommunication skills in terms of language development level. For this purpose, childrenwith ASD were grouped as at the pre-linguistic stage, one-word stage, simple sentencestage, and complex sentence stage and group differences were examined in terms ofimitation, play, initiating joint attention, and gestures. The results showed that in termsof all of the nonverbal social communication skills there were significant groupvidifferences and the mean scores of the imitation, play, initiating joint attention, andgestures increased in parallel with the child’s language level.The second stage of the study was in correlational research design. At this stage,for the children with ASD who were verbal, whether the components of language suchas morphology/syntax, semantics, and pragmatics were significantly predicted by thenonverbal social communication skills were examined. The results of the analysesshowed that the MLU and the ratio of relative clauses which were morphology/syntaxmeasurements were significantly predicted by the play skills. Taking turns during theconversation which was one of the measures for the pragmatics was significantlypredicted by initiating joint attention and imitation skills, NIR which was anothermeasure for the pragmatics was not significantly predicted by any of the nonverbalsocial communication skills. NDW which was a measure for the semantics wassignificantly predicted by play, imitation, and initiating joint attention.Item Otizm Spektrum Bozukluğu Olan Çocuklarda Taklit Türlerinin Oyun Karmaşıklığı ve Sözcük Dağarcığı İle İlişkileri(Ankara Üniversitesi, 2018-12-01) Akçamuş, Meral Çilem Ökcün; Acarlar, Funda; Alak, Gamze; orcid.org/0000-0003-3297-9711; orcid.org/0000-0003-3796-4279; orcid.org/0000-0002-4054-5617; Eğitim Bilimleri FakültesiOtizm spektrum bozukluğu (OSB) olan çocuklarda taklit ve sembolik oyun becerilerinde güçlükler, sözel dil gelişiminde ise yaşam boyu süren bozukluklar görülmektedir. Araştırmalar OSB olan çocukların taklit, sembolik oyun ve dil alanında yaşadığı güçlüklerin birbiri ile ilişkili olduğunu öne sürmektedir. Bu araştırmada da OSB olan çocuklarda taklit türlerinin sözcük dağarcığı ve oyun karmaşıklığı ile ilişkilerinin incelenmesi amaçlanmıştır. Araştırmaya 3.0-8.0 yaş arasında söz öncesi dönemde bulunan (n = 58) ve sözel dile sahip (n= 50) toplam 108 OSB olan çocuk katılmıştır. Çocukların taklit becerileri ve sembolik oyun karmaşıklığı alanyazında sıkça kullanılan gözleme dayalı işlemlerle değerlendirilmiştir. Sözcük dağarcığı ise sohbet bağlamında alınan dil örneklerinden elde edilmiştir. Sonuçta tüm taklit türlerinde söz öncesi ve sözel dil grupları arasında anlamlı farklılıklar olduğu, söz öncesi grupta yapılandırılmış nesneli taklitlerin oyun karmaşıklığını anlamlı yordadığı; sözel dil grubunda ise yapılandırılmış nesneli taklitlerin ve kendiliğinden taklitlerin oyun karmaşıklığını ve sözcük dağarcığını anlamlı yordadığı belirlenmiştir. Araştırmanın bulguları, OSB olan çocukların dil becerilerinin ve oyun karmaşıklığının gelişiminde farklı türdeki taklit becerilerinin önemli bir rolü olabileceğini göstermektedir.Item Otizm spektrum bozukluğu olan çocukların biçim-sözdizimsel dil özelliklerinin incelenmesi(Eğitim Bilimleri Fakültesi, 2018) Servi, Ceyhun; Acarlar, Funda; Özel EğitimLimited social interaction is one of the common diagnostic properties of children with Autism Spectrum Disorders (ASD). For a usual process of social interaction, all components of communication should be used. Verbal language is at the head of the most frequently used tools of communication. Language features of individuals with ASD have been studied for many years. It has been determined that individuals with ASD exhibit different performance in the pragmatic and semantic components of language when compared with normally developing children. Children with ASD are experiencing difficulties in these two components. Altough there are different opinions, recently it has been stated that children with ASD have difficulty in phonology. In this study, morphosyntactic properties of children with ASD have been investigated. The study group was consisted of 23 (19 male, 4 female) children with autism spectrum disorder between the ages of 3 and 8 and 19 typically developing (TD) children (14 boys, 5 girls). Non-verbal intelligence of children with ASD was equalized with TD children. Children with ASD are children who can use verbal language at least at the level of simple sentences. Language sample analysis was used as data collection tool in the research and 15 minutes language samples were taken from each child in the context of conversation. Language samples are transcribed by researcher and separated to the utterances and morphemes and all mistakes and misuses have been coded. Then, another researcher who use language sample analysis as an expert, conducted an inter-observer reliability study and it has found that four processes which are transcribing (%99), separating to the utterances (%99), separating to the morphemes (%98) and coding (%91.4) are reliable. All datas have been analysed by SPSS 20 package program. According to the results of this study, there were differences in mean length of utterances (MLU), total number of bound morphemes, number of name and verb suffixes, number of verbals, clause ratio, between children with ASD and TD children. The measurements about morphosyntactic properties were found to be higher in TD children than children with ASD. It has been determined that children with ASD showed high rates for omission, commission and morpheme addition than TD children. Children with ASD also showed high rates of utterance level mistakes than TD children. Mazes which are indicators for language disorders also examined in this study. Children with normal development frequently maze during conversations and they have higher rates on total number of mazes, filled pauses, repetitions and revisions than children with ASD. As a result, all datas from language samples which is related with morphosyntactic properties of children with ASD have been showed that children with ASD have difficulty in morphosyntax.Item Otizm spektrum bozukluğu olan ve normal gelişen çocuklarda sözdiziminin ve sözcük dağarcığının zihin kuramı ile ilişkisinin incelenmesi(Eğitim Bilimleri Enstitüsü, 2012) Kaysılı, Bahar Keçeli; Acarlar, Funda; Özel EğitimThis study examined the relationship between syntax, vocabulary and theory of mind in children with autism spectrum disorders (ASD) and in typically developing (TD) children by utilizing the ex post-facto design. The participants were 30 children with ASD and 30 TD children whose Test of Early Language Development (TELD) expressive language age scores were at least 4 years old. In the ASD and TD groups half the children passed ToM tasks whereas half didn?t. Children with ASD and TD children were matched on mean length of utterance (MLU) and theory of mind (ToM) ability.ToM ability was assessed on a battery of tasks. Language assessment consisted of criterion referenced tasks of comprehension and expression of sentential complements with communication verbs, relative clause and belief term tasks. Language samples were also collected and analyzed for MLU, Number of Different Words (NDW), sentential complements, relative clauses, adverbial clauses and mental state vocabulary.The findings revealed that the children with ASD and TD children who passed ToM tasks performed similarly on language measures except the relative clause performance. Morphosyntax (MLU) is a particularly predictor of ToM performance in children with ASD and in TD children. Besides the relationship between language and ToM were, more evident in children with ASD than the one in TD children. Furthermore, the results suggest that the sentential complements (-DIK) was the strongest predictor in TD children?s ToM performance whereas in children with ASD, relative clause (-An) and sentential complements predicted ToM performance. Children?s use of mental state verbs and vocabulary (NDW) were not related to the performance on ToM tasks.The theoretical implications of these findings are discussed.Item Otizmli, down sendromlu ve normal gelişim gösteren çocukların dil öncesi dönemdeki jest kullanım becerilerinin incelenmesi(Eğitim Bilimleri Enstitüsü, 2010) Töret, Gökhan; Acarlar, Funda; Özel EğitimThe purpose of this study was to examine and compare the use ofgestures in prelinguistic children with autism, Down's syndrome and typicallydeveloping children.Parent-child and researcher-child interactions were video-recorded in thisdescriptive study. Gestures were examined in three functional categories:behavior regulation, social interaction and joint attention. Researchquestions attempt to determine the distribution of gestures in each group anddifferences between groups.Ten children with Down syndrome and ten children with autism agedbetween 24-60 months and ten typically developing children aged between12-18 months were participated in this study. Analyses of gestures was doneby video-recordings. Parent-child interaction was recorded in free-playcontext with standard materials. Seven tasks have been developed forresearcher-child interaction to ensure the use of gestures. Tasks wereapplied at children?s school. Frequency and type of gestures for each childwere defined and then marked to the observation form.First the means, standard deviations and minimum-maximum scoreswere calculated for gestures. ANOVA was used to determine the differencesfor using gestures between the groups.Results revealed significant differences for gestures within the categoryof behavior regulation between the groups. The typically developing childrenused gestures more frequently than other groups. The lowest frequency ofgesture use have been found for children with autism . It was found thatchildren with autism have more difficulties in gesture use within the categoryof Social interaction and joint attention thanDown syndrome and typicallydeveloping groups. Children with Down syndrome have become moresuccessful in the use of these gestures than other two groups. It was foundthat researcher-child interaction provides more information about thefrequency of gestures than parent-child interaction.This study supports the findings in the literature. Similar results arefound in this study where individuals with autism have difficulties in usinggestures. Individuals with Down syndrome have a strength in that area.Results of this study have provided useful information for assessment andeducation of communication skills of prelinguistic children with Downsyndrome and autism.Keywords: Prelinguistic communication , gesture development, autism,down syndrome, joint attention, social interaction.Item Özel eğitim öğretmenlerinin otizm spektrum bozukluğu olan öğrencilerin dil gelişimlerini desteklemek amacıyla kullandıkları yöntemler(2017) Gülay, Alper; Acarlar, Funda (Danışman); Acarlar, FundaBu araştırmanın amacı, Ankara ilinde özel eğitim ve rehabilitasyon merkezlerinde okul öncesi dönemdeki otizm spektrum bozukluğu (OSB) olan öğrencilerle çalışan öğretmenlerin, öğrencilerinin dil gelişimlerini desteklemek amacıyla hangi yöntemleri kullandıkları ve hangi çalışmaları yaptıklarına ilişkin görüşlerini belirlemektir. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Verilerin toplanmasında yarı yapılandırılmış görüşme tekniği, verilerin analizinde ise içerik analizi tekniği kullanılmıştır. Görüşme soruları araştırmacı tarafından hazırlanmıştır ve uzman görüşü alınarak hazırlanan görüşme sorularının anlaşılırlığının test edilmesinin yanı sıra araştırmacının tecrübe kazanması için pilot görüşmeler yapılmıştır. Araştırmaya özel eğitim ve rehabilitasyon merkezlerinde en az iki en fazla altı yıl OSB olan okul öncesi çocuklarla çalışmış, üniversitelerin özel eğitim bölümü zihin engelliler öğretmenliği programından mezun olmuş 15 öğretmen katılmıştır. Katılımcılar ile yapılan görüşmeler ses kayıt cihazı ile kayıt altına alınmıştır. Elde edilen ses kayıtlarının dökümü yapılarak Nvivo 10 programıyla analizi yapılmıştır. Geçerlik ve güvenirlik çalışması yapılarak araştırmanın bulguları oluşturulmuştur. Bulgular araştırmaya katılan öğretmenlerin OSB olan öğrencilerinin dil gelişimini desteklerken %68’inin doğal öğretim yöntemini, %32’sinin doğrudan öğretim yöntemini kullandıklarını göstermektedir. Öğretmen ifadelerinin %70’i kullandıkları yöntem etkili olduğu için bu yöntemi seçtiklerini göstermektedir. vi Araştırmaya katılan öğretmenler öğrencilerin dil gelişimini desteklerken oyuncak, resimli kartlar, video, bilgisayar, tablet ve telefon uygulamaları, kitaplar ve gerçek nesneleri kullandıklarını belirtmişlerdir. Problem davranışlar, ekolali, öğretmenlerin yeterlikle ilgili kaygıları ve seslendirme sınırlılıklarının öğretmenlerin dil gelişimini desteklerken en sık yaşadıkları güçlükler olduğu anlaşılmıştır. Öğretmenler yaşadıkları güçlüklere yönelik çözüm önerilerinde en fazla (%23) aile ile işbirliği yapılması gerektiğini belirtmişlerdir. Katılımcı ifadelerinin %76’sı OSB olan öğrencilerinin istek belirtme-yardım isteme amacıyla, %24’ü ise sosyal amaçla dilin kullanıldığını göstermektedir. Öğrencilerin dili sosyal amaçlı kullanımına yönelik yapılan çalışmalar en fazla, akranları ile bir araya getirmek ve sohbet etmek olmuştur. Dil öğrenimini kolaylaştırmak ve hızlandırmak için öğretmenlerin çoğu model olma yöntemini (%67) kullanmaktadır. Model olma yönteminden farklı olarak öğretmenler doğru sorular sorma (%21), bekleme süreli öğretim (%8) ve fırsat öğretimi (%4) yöntemlerini de kullanmaktadırlar. Katılımcılar sesbilgisi, biçimbirim bilgisi ve sözdizimi becerilerinin desteklenmesinde en fazla model olma yöntemini kullanmaktadırlar ancak katılımcıların üçte biri biçimbirim bilgisini desteklemeye yönelik çalışma yapmamaktadır. Ayrıca az sayıdaki katılımcı ses bilgisi, sözcük dağarcığı ve sözdizimine yönelik çalışma yapmamaktadır. Araştırmaya katılan öğretmenlerin sadece üçte birinin öğrencilerinin dil gelişimini desteklemek için çevresel düzenleme yaptıkları belirlenmiştir. Öğretmenlerin görüşlerinden elde edilen bulgular ışığında alanyazında bulunan çalışmalar birlikte değerlendirilerek tartışılmıştır. OSB olan okul öncesi dönemdeki çocukların dil ve iletişim becerilerinin desteklenmesine yönelik öneriler sunulmuştur. The aim of this research is to determine the opinions of the teachers, working with pre-school children who have Autism Spectrum Disorder (ASD) at special education and rehabilitation centers in Ankara, related to which methods and practices they use to support language development. In this research, case study pattern which is a qualitative research method has been used. Semi-stuctured interview technique was used to collect data. The data collected from the interviews was analysed using content analysis. Interview questions were prepared by the researcher and reformulated after expert opinions. After that pilot interviews were conducted for the researcher to gain experience as well as to test the comprehensibility of interview questions. The participants of the study were 15 teachers who had at least two, at most six years experience with ASD children at special education and rehabilitation centers. All of these 15 teachers had bachelor’s degree of teacher of mentally handicapped program in special education department. Interviews were recorded by using tape recorder. The voice recordings were transcribed and then analyzed on Nvivo 10 program. After validity and reliability procedures, the findings of the study are formed. The findings indicate that 68% of the participants use naturalistic teaching approach whereas 32% of them use direct instruction approach to support language development of children with ASD. 70% of teachers expressed that they prefer the method they use, because of its effectiveness. The participants of the study state that they use toys, flashcards, video, computer, tablet and applications of smart phones, viii books and authentic materials while supporting the language development of preschool children with ASD. It was determined that problematic behaviours, echolalia, teachers’ concerns about competence and limitations in the performance of vocalization are the most frequently encountered difficulties. Teachers have emphasized the importance of the need to cooperate with the family the most (% 23) in proposing solutions for the difficulties they have experienced. 76% of participant expressed that children with ASD use language to ask for help, request or demand something while 24% of the children use language for social purposes. Among the studies conducted for the pupils’ social use of language, the most intensive way the teachers use is to bring them together with their peers and to have a chat. Most teachers use the modelling method (67%) to facilitate and make fast language learning. Other than modelling method, teachers use the right questioning (21%), time delay teaching (8%) and incidental teaching (4%) methods. Participants use modelling method the most for the support of phonetics, morphological information and syntactic skills, but one-third of participants do not make any study to support morphological information. Moreover, it has been concluded that a small number of participant do not work on phonetics, vocabulary and syntax. Among the findings obtained are that only one-third of the teachers participating the research make environmental adjustments to support the language development of children. Finally, the findings from the teachers’ views have been discussed and evaluated together with the studies in the literature. In addition, suggestions for supporting language and communications skills of pre-school children with ASD have been presented.Item Vanderbilt Dikkat Eksikliği ve Hiperaktivite Bozukluğu Aile Değerlendirme Ölçeği Türkçe uyarlama çalışması(Eğitim Bilimleri Enstitüsü, 2012) Doğaroğlu, Tuba Küçük; Acarlar, Funda; Özel EğitimThe purpose of this study is to adaptation of Vanderbilt Attention Deficit and Hyperactivity Disorder Diagnostic Parent Rating Scale to Turkish.The sample of this research consist of 343. Distribution of participant according to cities where research done is 82 (% 23.96) from Gaziantep, 73 (% 21.57) from Mersin, 62 (% 18.07) Kayseri and 125 (% 36.44) from İstanbul. Education level of mothers are consist of 102 (% 29.7) primary school graduated, 148 (% 43.1) elemantry school graduated and 93 (% 27.1) university graduated. Distribution of gender of mothers? children is 132 (% 35.5) girls and 211 (% 61.5) boys. Distribution of age of children is that 82 (%23.9) children are 7 years old, 141 (% 41,1) children are 8 years old and 120 (% 35) children are 9 years old.Demographic information regarding mothers and children was gathered via the information form developed by the researcher. Participating mothers filled Vanderbilt ADHD Diagnostic Parent Rating Scale with data form. Validity and reliability of scale was examined by exploring content validity (construct, consept and language validity), construct validity (exploratory factor analysis) and Cronbach Alpha. The sex and age groups of the children were examined with variance analysis.Result reveal that adaptation of Vanderbilt ADHD Diagnostic Parent Rating Scale in Turkish included 45 items which had 4 factors. This sub ? factors are consist of sub scales which are attention deficit, hyperactivity disorder, oppositonal defiant / conduct disorder and depression / anxiety disorder. High reliability results were also reported for all scales. Result of variance analysis for seven years old group for all sub ? scales are meaningful results (p < 0.05). In eight years old group for hyperactivity and ODD / CD sub ? scales are meaningful results (p < 0.05). In nine years old group for inattention, hyperactivity and depression / anxiety disorder sub ? scales are meaningful results (p < 0.05).Overall result indicated that adaptation of Vanderbilt ADHD Diagnostic Parent Rating Scale in Turkish valid and reliable scales and can be used by parent to evaluate their children with ADHD and ADHD comorbid disorder