Online bir Ebeveyn-aracılı Müdahale Yönteminin Sosyal Geçerliliğinin İncelenmesi: Nitel bir Yaklaşım

Sosyal iletişim becerileri tüm çocuklar için önemlidir. Bununla birlikte, engelli çocukların sosyal iletişim becerilerini geliştirmek için kişiselleştirilmiş müdahalelere ihtiyaç vardır. Genel olarak, bu müdahaleler araştırmacılar veya eğitimciler tarafından yapılır. Ebeveynler de bu öğrenmeyi ve gelişmeyi kolaylaştırabilir. Ebeveynler tarafından yapılan müdahaleler sosyal açıdan geçerli, başka bir deyişle ilgili ve anlamlı olmalıdır. Bir müdahale paketi, internet tabanlı Ebeveyn aracılı İletişim Stratejileri-Hikâye Kitabı (i-PiCSS), ortak hikâye kitabı okuma ve doğal öğretim stratejileri konusunda ebeveynlere koçluk yapmak için tasarlanmıştır. Bu programda, katılımcı ebeveynler iletişim öğretme stratejilerini doğru bir şekilde uyguladılar ve çocukları iletişim becerilerinde gelişme gösterdiler. Bu çalışmanın amacı i-PiCSS'nin sosyal geçerliliğini değerlendirmektir. Çalışmada nitel araştırma kullanılmış ve yarı yapılandırılmış ebeveyn görüşmeleri yapılmıştır. Toplamda 6 veli ile görüşülmüştür. Nitel görüşme verileri tematik analiz yöntemi kullanılarak yapılmıştır. Nitel analizler, programın sosyal geçerliliğe sahip olduğunu ortaya koymuştur.

Anahtar Kelimeler:

Sosyal geçerlilik, Nitel araştırma, engelli eğitimi, özel eğitim

Using Qualitative Research to Examine Social Validity of an Online Parent Implemented Communication Intervention

Social communication skills are important for all children. However, there children with disabilities need individualized interventions to improve their social communication skills. In general, these interventions are delivered by researchers or educators. Parents also can facilitate this learning and improvement. The interventions delivered by parents must be socially valid, in other words, relevant and meaningful. An intervention package, internet-based Parent-implemented Communication Strategies-Storybook (i-PiCSS) is designed to coach parents on shared storybook reading and naturalistic teaching strategies. In this program, the participating parents implemented the communication teaching strategies with fidelity, and their children showed improvement in their communication skills. Semi-structured interviews were conducted to assess the social validity of i-PiCSS. In total, 6 parents were interviewed. Qualitative analyses revealed that the program had high levels of social validity (e.g., goals, outcomes, and procedures).

Keywords:

social validity, qualitative research, special education,

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