Paylaşımlı Kitap Okuma Sırasında Tipik Gelişim Gösteren, Otizm Spektrum Bozukluğu ve Zihinsel Yetersizliği Olan Çocukların Annelerinin Kullandıkları Etkileşim ve Dili Destekleme Stratejilerinin İncelenmesi

Erken çocukluk döneminde özellikle dil ve iletişim becerilerinin kazandırılmasında ebeveyn çocuk etkileşimleri önem kazanmaktadır. Paylaşımlı kitap okuma, çocuklara dil ve iletişim becerilerinin kazandırılmasında kullanılabilen etkileşime dayalı bir yöntemdir. Bu araştırmanın amacı, normal gelişim gösteren, otizm spektrum bozukluğu ve zihinsel yetersizliği olan çocukların annelerinin, çocuklarıyla birlikte paylaşımlı kitap okuma sırasında kullandıkları etkileşim ve dili destekleme stratejilerinin betimlenmesi ve gruplar arasında strateji kullanımlarının karşılaştırılmasıdır. Araştırmanın çalışma grubuna, her gruptan 15 anne olmak üzere, 45 çocuğun annesi katılmıştır. Çocukların yaşları 36-71 ay arasında değişmektedir. Araştırmada, veri toplamak amacıyla Türkçe Erken Dil Gelişimi Testi, Demografik Bilgi Formu ve araştırmacılar tarafından geliştirilen Paylaşımlı Kitap Okuma Dereceleme Ölçeği kullanılmıştır. Araştırma bulguları, annelerin paylaşımlı kitap okuma sırasında etkileşim ve dili destekleme stratejilerinin kullanım düzeylerinde ve sıklığında gruplar arasında çeşitlilik olduğunu göstermiştir. Annelerin çocuklarıyla birlikte paylaşımlı kitap okuma sırasında kullandıkları stratejilerin sıklığına bakıldığında, bazı stratejilerin daha fazla tercih edilirken, diğerlerinin daha az tercih edildiği görülmüştür. Ayrıca ölçeğin dili anlama ve üretme becerilerini destekleme stratejilerine ilişkin alt boyutunda, gruplar arasında strateji kullanımları açısından otizm spektrum bozukluğu olan çocukların annelerinin lehine anlamlı bir farklılık olduğu bulunmuştur.

Interaction and Language Scaffolding Strategies Used by Mothers of Children with Typical Development, Autism Spectrum Disorder, and Intellectual Disability during Shared Book Reading

During the early childhood period parent-child interactions become crucial for the acquisition of especially the language and communication skills. Shared book reading (SBR), which is an interaction-based approach, can be used in making children acquire language and communication skills. The purpose of this study was to determine the interaction and language scaffolding strategies used by mothers of children with typical development (TD), autism spectrum disorder (ASD), and intellectual disability (ID) during SBR as well as compare the strategy use among the groups. The study group consisted of 45 mothers, 15 mothers from each group. The ages of children were 36-71 months. The data collection tools were Turkish Early Language Development Test, Demographic Information Form, and SBR Rating Scale, which was developed by the researchers. The study findings showed that there was variety among the groups in terms of level and frequency of mothers’ strategies they used for interaction and language scaffolding during SBR. The frequency of strategies mothers used differed during SBR with their children, some strategies were more preferred than others and some were less preferred. In addition, there was a significant difference in favor of mothers of children with ASD in terms of sub dimensions of strategy use related to language comprehension and production.

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