Öğretmen Adaylarınca Hazırlanan ve Sunulan Sosyal Öykülerin Otizmli Çocukların Sosyal Becerileri Edinmelerindeki Etkisi

Giriş: Sosyal öyküler, otizm spektrum bozukluğu (OSB) olan çocukların davranışsal ve eğitsel gereksinimlerinin desteklemesinde etkililiği ortaya konmuş kanıt temelli uygulamalardan biridir. Öğretmen ve öğretmen adaylarının kanıt temelli uygulamaları yüksek uygulama güvenirliğiyle sunması OSB olan çocukların hedef becerilere ulaşmalarında oldukça önemlidir. Bu noktada öğretmen adaylarının hazırladığı ve sunduğu sosyal öykülerin okul öncesi OSB olan çocukların hedef sosyal becerileri (oyuncak paylaşma, sıraya girme ve merhaba deme) edinmeleri, uygulama sona erdikten sonra korumaları ve genellemeleri üzerindeki etkisinin incelenmesi amaçlanmıştır.Yöntem: Araştırma tek-denekli araştırma modellerinden yoklama evreli çiftler arası çoklu yoklama modeliyle gerçekleştirilmiştir. Sosyal geçerlik verilerinin değerlendirilmesinde içerik analizi kullanılmıştır.Bulgular: Araştırma bulguları öğretmen adaylarının sunulan eğitimin ardından sosyal öyküleri doğru biçimde yazma ve uygulama becerisini edindiğini, OSB olan çocukların da hedef sosyal becerileri edindiklerini, edindikleri sosyal becerileri koruduklarını ve genelleyebildiklerini göstermiştir. Öğretmen adayları ve OSB olan çocukların anne-babalarından elde edilen sosyal geçerlik bulguları çalışmanın olumlu değerlendirildiğini göstermiştir. Tartışma: Öğretmen adayları sosyal öyküleri doğru biçimde yazmış ve yüksek uygulama güvenirlikleriyle uygulamışlardır. OSB olan çocuklar ise hedef sosyal becerileri hızlıca edinmiş, korumuş ve genellemişlerdir. Öğretmen adaylarının sosyal öyküleri yüksek uygulama güvenirliğiyle yazması ve uygulaması alanyazındakiaraştırma bulgularıyla da tutarlılık göstermektedir.

Anahtar Kelimeler:

Otizm spektrum bozukluğu, sosyal öyküler, sosyal beceri, öğretmen adayı, özel eğitim

Effect of Social Stories Designed and Presented by Pre-Service Teachers on Social Skills Acquisition of Children with Autism

Introduction: Social stories (SS) are among evidence-based practices that are known to be effective in support of behavioral and educational needs of children with autism spectrum disorder (ASD). It is very important for teachers to present evidence-based practices with high application reliability for children with ASD to reach their target skills. This study aimed to examine the effect of SS that were designed and presented by pre-service teachers (PST) on target social skill (sharing toys, saying hello, and forming a line) acquisition, maintenance, and generalization of preschool children with ASD.Method: The study was conducted with a multiple probe design across dyads, and content analysis was used for the assessment of social validity data obtained in the study. Two different groups participated in the present study. The first group included children with ASD and the second group included PST who attended teaching practice courses.Results: Study results demonstrated that PST achieved the skill of accurately authoring and applying the SS after the provided training, while children with ASD acquired the target social skills, maintained and generalized these social skills. Social validity data showed that the study was considered positively both by PST and the parents of participating children with ASD.Discussion: PST wrote social stories correctly and applied with high treatment integrity. Children with ASD quickly acquired, maintained and generalized target social skills. The PST’s writing and implementation of SS with high application reliability is consistent with the research findings in the literature.

Keywords:

autism spectrum disorder, social stories, social skills, pre-service teacher, special education,

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