Öğrenme Güçlüğü ve Özel Yeteneği Olan İki Kere Farklı Bireylere Yönelik Yapılan Çalışmaların Gözden Geçirilmesi

Giriş: İki kere farklı (2f; twice exceptional [2e]) kavramı; bireylerin bir ya da birden fazla alanda özel yetenek gösterirken bir ya da birden fazla alanda yetersizlik göstermesi ya da bu alanlarda güçlük yaşaması olarak açıklanmaktadır. 2f terimi; özel yeteneğinin yanı sıra özel öğrenme güçlüğü, dikkat eksikliği ve hiperaktivite bozukluğu, otizm spektrum bozukluğu veya sosyal duygusal gelişim bozukluğu gibi durumlardan birine de sahip olmayı içermektedir. Yöntem: Bu araştırmanın amacı, özel yetenek ve öğrenme güçlüğü tanısı almış 2f bireylere yönelik 2014-2019 yılları arasında yapılan ulusal ve uluslararası çalışmaları inceleyerek betimsel analiz yapmaktır. Belirlenen anahtar kelimeler veri tabanlarında taranmış ve toplam 41 makale araştırma kapsamında incelenmiştir. Bulgular: Araştırmanın sonucunda, 2f bireylere yönelik çalışma sayısının az olması nedeniyle tam olarak tanımlanamadıkları ve daha fazla sayıda çalışmaya ihtiyaç olduğu vurgulanmaktadır. Ayrıca incelenen makalelerin büyük çoğunluğunun betimsel araştırma olarak gerçekleştirildiği ve müdahale araştırmalarının sayısının oldukça sınırlı olduğu dikkat çekmektedir. Tartışma: Bulgular tartışılarak araştırma kapsamında incelenen makaleler hakkında genel bakış oluşturulmuştur.

Review of Studies for Twice Exceptional Individuals with Learning Disabilities and Giftedness

Introduction: The twice exceptional (2e) individuals demonstrate superior ability in one or more areas, and also have one or more disabilities. The term 2e includes having specific learning disabilities, attention deficit and hyperactivity disorder (ADHD), autism spectrum disorder (ASD) social emotional development disorder in addition to having a special ability.Method: The aim of this research is to make a descriptive analysis by examining the national and international studies conducted between 2014-2019 about 2e individuals. The keywords were searched in databases and 41 articles were examined.Findings: It is emphasized that 2e individuals are new group within the special education area and more research is needed. The majority of the articles examined were carried out as descriptive research and the number of intervention studies was quite limited. Discussion: The findings were discussed and an overview of the articles was presented.

___

  • Abramo, J. M. (2015). Gifted students with disabilities: “Twice exceptionality” in the music classroom. Music Educators Journal, 101(4), 62-69. https://doi.org/10.1177/0027432115571367
  • Al-Hroub, A., & Whitebread, D. (2019). Dynamic assessment for identification of twice-exceptional learners exhibiting mathematical giftedness and specific learning disabilities. Roeper Review, 41(2), 129-142. https://doi.org/10.1080/02783193.2019.1585396
  • Alsamiri, Y. (2018). How learning disabilities teachers in the Kingdom of Saudi Arabia define students with giftedness and learning disabilities. Cakrawala Pendidikan, 37(3), 356-365. https://doi.org/10.21831/cp.v38i3.21566
  • Amend, E. R., & Peters, D. (2015). The role of clinical psychologist: Building a comprehensive understanding of 2e students. Gifted Child Today, 38(4), 243-245. https://doi.org/10.1177/1076217515597286
  • Amran, H. A., & Majid, R. A. (2019). Learning strategies for twice-exceptional students. International Journal of Special Education, 33(4), 954-976.
  • Assouline, S. G., & Whiteman, C. S. (2011). Twice-exceptionality: Implications for school psychologists in the post-IDEA 2004 era. Journal of Applied School Psychology, 27(4), 380-402. https://doi.org/10.1080/15377903.2011.616576
  • Baker, J. A. (1995). Depression and suicidal ideation among academically talented adolescents. Gifted Child Quarterly, 39(4), 218-223. https://doi.org/10.1177/001698629503900405
  • Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-exceptional learners: The journey toward a shared vision. Gifted Child Today, 38(4), 206-214. https://doi.org/10.1177/1076217515597277
  • Baldwin, L., Omdal, S. N., & Pereles, D. (2015). Beyond stereotypes: Understanding, recognizing, and working with twice-exceptional learners. Teaching Exceptional Children, 47(4), 216-225. https://doi.org/10.1177/0040059915569361
  • Barnard-Brak, L., Johnsen, S. K., Pond Hannig, A., & Wei, T. (2015). The incidence of potentially gifted students within a special education population. Roeper Review, 37(2), 74-83. https://doi.org/10.1080/02783193.2015.1008661
  • Baum, S. M., Olenchak, F. R., & Owen, S. V. (1998). Gifted students with attention deficits: Fact and/or fiction? or, can we see the forest for the trees? Gifted Child Quarterly, 42(2), 96-104. https://doi.org/10.1177/001698629804200204
  • Baum, S., & Owen, S. V. (1988). High ability/learning disabled students: How are they different? Gifted Child Quarterly, 32(3), 321-326. https://doi.org/10.1177/001698628803200305
  • Baum, S. M., & Owen, S. V. (2004). To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD, and more. Creative Learning Press.
  • Bell, S. M., Taylor, E. P., McCallum, R. S., Coles, J. T., & Hays, E. (2015). Comparing prospective twiceexceptional students with high-performing peers on high-stakes tests of achievement. Journal for the Education of the Gifted, 38(3), 294-317. https://doi.org/10.1177/0162353215592500
  • Boothe, D. (2010). Twice-exceptional: Students with both gifts and challenges or disabilities. Idaho Departmant of Education. http://scholarworks.boisestate.edu/fac_books/343
  • Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30(3), 282-297. https://doi.org/10.1177/002221949703000304
  • Buică-Belciu, C., & Popovici, D. V. (2014). Being twice exceptional: Gifted students with learning disabilities. Procedia-Social and Behavioral Sciences, 127, 519-523. https://doi.org/10.1016/j.sbspro.2014.03.302
  • Cooper, E. E., Ness, M., & Smith, M. (2004). A case study of a child with dyslexia and spatial-temporal gifts. Gifted Child Quarterly, 48(2), 83-94 https://doi.org/10.1177/001698620404800202
  • Dare, L., & Nowicki, E. A. (2015). Twice-exceptionality: Parents’ perspectives on 2e identification. Roeper Review, 37(4), 208-218. https://doi.org/10.1080/02783193.2015.1077911
  • Eason, B. L., Smith, T. L., & Steen, M. F. (1978). Perceptual motor programs for the gifted-handicapped. Talents and Gifts, 2(1), 10-21. https://doi.org/10.1177/016235327800200103
  • Ferri, B. A., Gregg, N., & Heggoy, S. J. (1997). Profiles of college students demonstrating learning disabilities with and without giftedness. Journal of Learning Disabilities, 30(5), 552-559. https://doi.org/10.1177/002221949703000511
  • Foley-Nicpon, M. (2013). Gifted child quarterly’s special issue on twice-exceptionality: Progress on the path of empirical understanding. Gifted Child Quarterly, 57(4), 207-208. https://doi.org/10.1177/0016986213501195
  • Foley-Nicpon, M. (2015). Voices from the field: The higher education community. Gifted Child Today, 38(4), 249-251. https://doi.org/10.1177/1076217515597288
  • Foley‐Nicpon, M., & Assouline, S. G. (2015). Counseling considerations for the twice‐exceptional client. Journal of Counseling & Development, 93(2), 202-211. https://doi.org/10.1002/j.1556-6676.2015.00196.x
  • Foley-Nicpon, M., Assouline, S. G., & Fosenburg, S. (2015). The relationship between self-concept, ability, and academic programming among twice-exceptional youth. Journal of Advanced Academics, 26(4), 256- 273. https://doi.org/10.1177/1932202X15603364
  • Fox, L. H., & Brody, L. (1983). Models for identifying giftedness: Issues related to the learning-disabled child. In L. H. Fox, L. Brody, & D. Tobin (Eds.), Learning disabled/gifted children: Identification and programming (pp. 101-116). University Park Press.
  • Gari, A., Mylonas, K., & Portešová, S. (2015). An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers. Gifted Education International, 31(3), 271-286. https://doi.org/10.1177/0261429413511887
  • Gök, B., Baş, Ö., & Tuncay, A. A. (2018). A twice-exceptional child-a case study. International Journal of Progressive Education, 14(2), 57-76. https://doi.org/10.29329/ijpe.2018.139.5
  • Görgün, B., & Melekoğlu, M. A. (2016). Review of studies on physical activities of individuals with autism spectrum disorders (ASD). Ankara University Faculty of Educational Sciences Journal of Special Education, 17(3), 347-376. https://doi.org/10.21565/ozelegitimdergisi.268559
  • Gust‐Brey, K., & Cross, T. (1999). An examination of the literature base on the suicidal behaviors of gifted students. Roeper Review, 22(1), 28-35. https://doi.org/10.1080/02783199909553994
  • İlker, Ö. (2017). İki kere farklı: Özel yetenekli olup özel öğrenme güçlüğü yaşayan bireyler. M. A. Melekoğlu & U. Sak (Eds.), Öğrenme güçlüğü ve özel yetenek [Learning disabilities and special ability] içinde (ss. 254-285). Pegem Akademi. https://doi.org/10.14527/9786053188049
  • İlker, Ö., & Melekoğlu, M. A. (2017). Review of the studies on writing skills of students with specific learning disabilities in elementary education. Ankara University Faculty of Educational Sciences Journal of Special Education, 18(3), 443-469. https://doi.org/10.21565/ozelegitimdergisi.318602
  • Jackson, S. (1998). Bright star-Black sky: A phenomenological study of depression as a window into the psyche of the gifted adolescent. Roeper Review, 20(3), 215-221. https://doi.org/10.1080/02783199809553894
  • Kaplan-Sayı, A. (2018). Gifted children and attention deficit disorder/hyperactivity relation. Mersin University Journal of the Faculty of Education, 14(1), 54-68. https://doi.org/10.17860/mersinefd.320229
  • Kargı, E., & Akman, B. (2003). Dikkat eksikliği hiperaktivite bozukluğuna sahip üstün yetenekli çocuklar [Gifted children with attention deficit hyperactivity disorder]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 212-214.
  • Kaufmann, F., Kalbfleisch, M. L., & Castellanos, F. X. (2000). Attention deficit disorders and gifted students: What do we really know? (Senior Scholars Series). The National Research Center on the Gifted and Talented.
  • Krochak, L. A., & Ryan, T. G. (2007). The challenge of identifying gifted/learning disabled students. International Journal of Special Education, 22(3), 44-53.
  • Kurup, A., & Dixit, S. (2016). Gifted with disabilities: The twice exceptional in India. Indian Educational Review, 54(2), 7-25.
  • Lee, C. W., & Ritchotte, J. A. (2018). Seeing and supporting twice-exceptional learners. The Educational Forum, 82(1), 68-84. https://doi.org/10.1080/00131725.2018.1379580
  • Lo, C. C., & Yuen, M. (2014). Coping strategies and perceived sources of support among gifted students with specific learning disabilities: Three exploratory case studies in Hong Kong. Gifted and Talented International, 29(1-2), 125-136. https://doi.org/10.1080/15332276.2014.11678435
  • Lo, C. C., & Yuen, M. (2017). Succeeding against the odds: Observations on coping by three intellectually very able university students with specific learning difficulties in Hong Kong. Gifted Education International, 33(3), 232-247. https://doi.org/10.1177/0261429415585407
  • López-Muñoz, F., Alamo, C., Quintero-Gutiérrez, F. J., & García-García, P. (2008). A bibliometric study of international scientific productivity in attention deficit hyperactivity disorder covering the period 1980- 2005. European Child & Adolescent Psychiatry, 17(6), 381-391. https://doi.org/10.1007/s00787-008- 0680-1
  • Macfarlane, S. (2000). Gifted children with learning disabilities: A paradox for parents. Retrieved from http://www.tki.org.nz/r/gifted/handbook/related/disabilities_e.php
  • Maddocks, D. L. (2018). The identification of students who are gifted and have a learning disability: A comparison of different diagnostic criteria. Gifted Child Quarterly, 62(2), 175-192. https://doi.org/10.1177/0016986217752096
  • Maker, C. (1977). Providing programs for the gifted handicapped. Council for Exceptional Children.
  • Mayes, R. D. (2016). Educators' perceptions of twice exceptional African-American males. Journal of African American Males in Education, 7(1), 20-34.
  • Mayes, R. D., & Moore, J. L. (2016a). Adversity and pitfalls of twice-exceptional urban learners. Journal of Advanced Academics, 27(3), 167-189. https://doi.org/10.1177/1932202X16649930
  • Mayes, R. D., & Moore, J. L. (2016b). The intersection of race, disability, and giftedness: Understanding the education needs of twice-exceptional, African-American students. Gifted Child Today, 39(2), 98-104. https://doi.org/10.1177/1076217516628570
  • Mayes, R. D., Hines, E. M., & Harris, P. C. (2014). Working with twice-exceptional African-American students: Information for school counselors. Interdisciplinary Journal of Teaching and Learning, 4(2), 125-139.
  • Melekoğlu, M. A., Çakıroğlu, O., & Malmgren, K. W. (2009). Special education in Turkey. International Journal of Inclusive Education, 13(3), 287-298. https://doi.org/10.1080/13603110701747769
  • Milli Eğitim Bakanlığı [Ministry of National Education]. (2018). Özel Eğitim Hizmetleri Yönetmeliği [Special Education Services Regulation]. T.C Resmi Gazete (30471), 07 Temmuz 2018.
  • Mohammed, A. (2018). Twice-exceptionality in the Kingdom of Saudi Arabia: Policy recommendations for advances in special education. International Journal of Special Education, 33(2), 397-415.
  • Moon, S. M., Zentall, S. S., Grskovic, J. A., Hall, A., & Stormont, M. (2001). Emotional and social characteristics of boys with AD/HD and giftedness: A comparative case study. Journal for the Education of the Gifted, 24(3), 207-247. https://doi.org/10.1177/016235320102400302
  • Moon, S., & Reis, S. (2004). Acceleration and twice-exceptional students. In N. Colangelo, S. Assouline, & M. Gross (Eds.), A nation deceived: How schools hold back America’s brightest students (pp. 109-119). The Belin Blank Center Gifted Education and Talent Development.
  • Morrison, W. F. (2001). Emotional/behavioral disabilities and gifted and talented behaviors: Paradoxical or semantic differences in characteristics? Psychology in the Schools, 38(5), 425-431. https://doi.org/10.1002/pits.1031
  • National Association for Gifted Children. (2015). Today’s topic: The exceptionality of being twice exceptional. Retrieved from https://www.nagc.org/sites/default/files/CHP_sept-2015.pdf
  • Neihart, M. (2008). Identifying and providing services to twice exceptional children. In S. Pfeiffer (Ed.), Handbook of Giftedness in Children (pp. 115-137). Springer.
  • Neihart, M., & Poon, K. K. (2009). Gifted children with autism spectrum disorders. Prufrock Press.
  • Newman, T. M., & Sternberg, R. J. (Eds.) (2004). Students with both gifts and learning disabilities: Identification, assessment, and outcomes. Kluwer/Plenum.
  • Nielsen, M. E. (2002). Gifted students with learning disabilities: Recommendations for identification and programming. Exceptionality, 10(2), 93-111. https://doi.org/10.1207/S15327035EX1002_4
  • Nielsen, M. E., Higgins, L. D., Wilkinson, S. C., & Webb, K. W. (1994). Helping twice-exceptional students to succeed in high school: A program description. The Journal of Secondary Gifted Education, 5(3), 35-39.
  • O'Sullivan, M., Robb, N., Howell, S., Marshall, K., & Goodman, L. (2017). Designing inclusive learning for twice exceptional students in Minecraft. International Journal of E-Learning & Distance Education, 32(2), 1- 25.
  • Ömür. N. (2019). Üstün zekâlı otizm spektrum bozukluğu (OSB) olan çocukların özellikleri, davranışları ve eğitim gereksinimlerinin temellendirilmiş teoriyle belirlenmesi [Exploration of characteristics, behaviors and educational needs of children wıth gifted autism spectrum disorder through grounded theory] (Tez Numarası: 587370) Yüksek lisans tezi, Anadolu Üniversitesi. Yüksek Öğretim Kurulu Ulusal Tez Merkezi.
  • Park, S., Foley-Nicpon, M., Choate, A., & Bolenbaugh, M. (2018). “Nothing Fits Exactly”: Experiences of AsianAmerican parents of twice-exceptional children. Gifted Child Quarterly, 62(3), 306-319. https://doi.org/10.1177/0016986218758442
  • Pereira, N., Knotts, J. D., & Roberts, J. L. (2015). Current status of twice-exceptional students: A look at legislation and policy in the United States. Gifted and Talented International, 30(1-2), 122-134. https://doi.org/10.1080/15332276.2015.1137463
  • Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58(3), 217-230. https://doi.org/10.1177/0016986214534976
  • Reis, S. M., McGuire, J. M., & Neu, T. W. (2000). Compensation strategies used by high-ability students with learning disabilities who succeed in college. Gifted Child Quarterly, 44(2), 123-134. https://doi.org/10.1177/001698620004400205
  • Ritchotte, J. A., & Zaghlawan, H. Y. (2019). Coaching parents to use higher level questioning with their twiceexceptional children. Gifted Child Quarterly, 63(2), 86-101. https://doi.org/10.1177/0016986218817042
  • Ronksley-Pavia, M. (2015). A model of twice-exceptionality: Explaining and defining the apparent paradoxical combination of disability and giftedness in childhood. Journal for the Education of the Gifted, 38(3), 318- 340. https://doi.org/10.1177/0162353215592499
  • Ronksley-Pavia, M., Grootenboer, P., & Pendergast, D. (2019). Bullying and the unique experiences of twice exceptional learners: Student perspective narratives. Gifted Child Today, 42(1), 19-35. https://doi.org/10.1177/1076217518804856
  • Sansom, S. (2015). Gifted students with learning disabilities: A current review of the literature. Acta Scientiae et Intellectus, 1(1), 5-17.
  • Satterley, D. (2015). Special education coordinator: Learning lessons from all our students. Gifted Child Today, 38(4), 237-238. https://doi.org/10.1177/1076217515597284
  • Shaywitz, S. E., Holahan, J. M., Freudenheim, D. A., Fletcher, J. M., Makuch, R. W., & Shaywitz, B. A. (2001). Heterogeneity within the gifted: Higher IQ boys exhibit behaviors resembling boys with learning disabilities. Gifted Child Quarterly, 45(1), 16-23. https://doi.org/10.1177/001698620104500103
  • Silverman, L. K. (2009). The measurement of giftedness. In L. V. Shavinina (Ed.), International handbook on giftedness (pp. 947-970). Springer.
  • Stewart, W. (2003). The gifted and learning disabled student: Teaching methodology that works. In D. Montgomery (Ed.), Gifted & talented children with special educational needs: Double exceptionality (pp. 25-41). David Fulton.
  • Trail, B. (2011). Twice-exceptional gifted children: Understanding, teaching, and counseling gifted students. Purfrock Press.
  • van Viersen, S., de Bree, E. H., Kroesbergen, E. H., Slot, E. M., & de Jong, P. F. (2015). Risk and protective factors in gifted children with dyslexia. Annals of Dyslexia, 65(3), 178-198. https://doi.org/10.1007/s11881-015-0106-y
  • van Viersen, S., Kroesbergen, E. H., Slot, E. M., & de Bree, E. H. (2016). High reading skills mask dyslexia in gifted children. Journal of Learning Disabilities, 49(2), 189-199. https://doi.org/10.1177/0022219414538517
  • Vespi, L., & Yewchuk, C. (1992). A phenomenological study of the social/emotional characteristics of gifted learning disabled children. Journal for the Education of the Gifted, 16(1), 55-72. https://doi.org/10.1177/016235329201600107
  • Wang, C. W., & Neihart, M. (2015a). Academic self-concept and academic self-efficacy: Self-beliefs enable academic achievement of twice-exceptional students. Roeper Review, 37(2), 63-73. https://doi.org/10.1080/02783193.2015.1008660
  • Wang, C. W., & Neihart, M. (2015b). How do supports from parents, teachers, and peers influence academic achievement of twice-exceptional students. Gifted Child Today, 38(3), 148-159. https://doi.org/10.1177/1076217515583742
  • Webb, J. T., & Latimer, D. (1993). ERIC Digest ADHD and children who are gifted. Exceptional Children, 60(2), 183- 184. https://doi.org/10.1177/001440299306000213
  • Whitmore, J. R., & Maker, C. J. (1985). Intellectual giftedness in disabled persons. Aspen Publishers.
  • Willard-Holt, C. (1998). Academic and personality characteristics of gifted students with cerebral palsy: A multiple case study. Exceptional Children, 65, 37-50. https://doi.org/10.1177/001440299806500103
  • Wormald, C. M., Vialle, W., & Rogers, K. B. (2014). Young and misunderstood in the education system: A case study of giftedness and specific learning disabilities. Australasian Journal of Gifted Education, 23(2), 16-28.
  • Wormald, C., Rogers, K. B., & Vialle, W. (2015). A case study of giftedness and specific learning disabilities: Bridging the two exceptionalities. Roeper Review, 37(3), 124-138. https://doi.org/10.1080/02783193.2015.1047547
  • Yssel, N., Adams, C., Clarke, L. S., & Jones, R. (2014). Applying an RTI model for students with learning disabilities who are gifted. Teaching Exceptional Children, 46(3), 42-52. https://doi.org/10.1177/004005991404600305
  • Zentall, S. S., Moon, S. M., Hall, A. M., & Grskovic, J. A. (2001). Learning and motivational characteristics of boys with AD/HD and/or giftedness. Exceptional Children, 67(4), 499-519. https://doi.org/10.1177/001440290106700405
Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi-Cover
  • ISSN: 1304-7639
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 1991
  • Yayıncı: Ankara Üniversitesi Eğitim Bilimleri Fakültesi
Sayıdaki Diğer Makaleler

Otizm Spektrum Bozukluğunda Refleks Tabanlı Motor ve Gelişimsel Problemler: Fear Paralysis ve Moro

Ekrem AKBUĞA, Murat ELİÖZ

Öğrenme Güçlüğü ve Özel Yeteneği Olan İki Kere Farklı Bireylere Yönelik Yapılan Çalışmaların Gözden Geçirilmesi

Büşra YILMAZ YENİOĞLU, Macid Ayhan MELEKOĞLU

Zihin Yetersizliği Olan Öğrencilerin Devam Ettiği Destek Eğitim Odası Hizmetine Yönelik Bir Durum Çalışması

Didem GUVEN

Matematik Öğrenme Güçlüğü Yaşayan Öğrencilere Yönelik Öğretimsel Müdahalelerin Öğrencilerin Akademik Başarılarına Etkisinin İncelenmesi

Tunahan FİLİZ

Okul Öncesi Öğretmen Adaylarının Kaynaştırmaya Yönelik Öz-Yeterlik Algılarının İncelenmesi

Serpil BAŞPINAR, Nesrin SÖNMEZ

Otizm Spektrum Bozukluğu ve Zihinsel Yetersizliği Olan Bireylerin Ebeveynlerinin Yaşam Doyumu ve Aile Yılmazlık Düzeylerinin İncelenmesi

Mehmet YAVUZ, Özlem GÜMÜŞKAYA

Gelişimsel Dil Bozukluğu Olan Çocuklar: Dil Gelişimi ve Sözel Çalışma Belleği

Uğur HASSAMANCIOĞLU, Özcan DOĞAN

Okulların Bütünleştirme Uygulamalarına Yönelik Yeterlilik Ölçeği: Geçerlilik ve Güvenirlilik Çalışması

Tansel YAZICIOĞLU, Halime Miray SÜMER

Kekemeliği Olan ve Olmayan Çocukların Çalışma Belleği Performanslarının Karşılaştırılması

Ayşe AYDİN, Ahsen ERİM

Otizm Spektrum Bozukluğu Olan Bireylere Sosyal Etkileşim ve İletişim Becerilerinin Öğretiminde İpucunun Giderek Arttırılması: Sistematik Bir Derleme

Burcu ÜLKE KÜRKÇÜOĞLU, Dinçer SARAL