Öz The present study examined the effectiveness of the parent training program that was designed for the mothers of children with Autism Spectrum Disorders in enabling them to use the mand-model procedure. The study was conducted with the participation of 3 boys with Autism Spectrum Disorders and their mothers. As part of the study, the mothers were taught the mand-model procedure, which is one of the milieu teaching techniques. As a research method, the present study employed the subject research models of between-subject and multiple probe design models. The findings of this study suggested that the parent training program designed with a view to teaching the mand-model procedure was effective and consequently the mand-model procedure used by the mothers was also effective in teaching new words to the children with Autism Spectrum Disorders and enabling them to maintain such words over time.
___
Allen, K. E., & Cowdery, G. E. (2009). The exceptional child inclusion in early childhood education. (6th Edition). U.S.A.: Thomson Delmar Learning.
Alpert, C. L., & Kaiser, A. P. (1992). Training parents as milieu language teachers. Journal of Early Intervention, 16, 31-52. doi:10.1177/105381519201600104
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th Edition). Arlington, VA, American Psychiatric Association.
Bishop, D. V. M. (2003). Autism: Neural basis and treatment possibilities. In Bock, G. & Goode, J. (Eds.), Novartis foundation symposium (pp.213-223). Wiley, Chichester. doi: 10.1002/0470869380
Carr, E. G. (1985). Behavioral approaches to language. In Schopler, E. & Mesibov, G. B. (Eds.), Communication problems in autism (pp. 37-54). NewYork: Plemn Press.
Charlop, M. H., Schreibman, L., & Thibodeau, M. G. (1985). Increasing spontaneous verbal responding in autistic children using a time delay procedure. Journal of Applied Behavior Analysis, 18, 155-166. doi: 10.1901/jaba.1985.18-155
Charlop-Christy, M. H., & Carpenter, M. H. (2000). Modified incidental teaching sessions: a procedure for parents to increase spontaneus speech in their children with autism. Journal of Positive Behavior Interventıons, 2, 99-112.doi:10.1177/109830070000200203
Charlop-Christy, M. H., LeBlanc, L. A. & Carpenter, M. H. (1999). Naturalistic teaching strategies (nats) to teach speech to children with autism: historical perspective, development, and current practice. The California School Psychologist, 4, 30-46. doi:10.1007/BF03340868
Choi, H. S., & Kim, U. J. (2005). Autism: using milieu teaching strategies to instruct functional and generalized language. The Journal of Special Education: Theory and Practice, 6, 357-375.
Christensen-Sandfort, R.J., & Whinnery, S. B. (2011). Impact of milieu teaching on communication skills of young children with autism spectrum disorder. Topics in Early Childhood Special Education, 32, 211-222. doi: 10.1177/0271121411404930
Güven, S., Topbaş, S. (2014). Erken dil gelişimi testi-üçüncü edisyon’un uyarlama, geçerlik ve güvenirlik ön çalışması. [Test of early language development-third edition (TELD-3) of adaptation, reliability and validity of the preliminary study.] International Journal of Early Childhood Special Education,6 (2), 151-172.
Halle, J. W., Baer, D. M., & Spradlin, J. E. (1981). Teachers’ generalized use of delay as a stimulus control procedure to increase language use in handicapped children. Journal of Applied Behavior Analysis, 14, 389-409. doi: 10.1901/jaba.1981.14-389
Halle, J. W., Marshall, A. M., & Spradlin, J. E. (1979). Time delay: a technique to increase language use and facilitate generalization in retarded children. Journal of Applied Behavior Analysis, 12, 431-439. doi: 10.1901/jaba.1979.12-431
Hancock, T. B., & Kaiser, A. P. (1996). Sibling’s use of milieu teaching at home. Topics in Early Childhood Special Education, 16, 168-190. doi:10.1177/027112149601600204
Hart, B. M., & Risley, T. R. (1968). Establishing the use of descriptive adjectives in the spontaneous speech of disadvantaged children. Journal of Applied Behavior Analysis, 1, 109-120.doi: 10.1901/jaba.1975.8-411
Hart, B., & Risley, T. R. (1974). Using preschool materials to modify the language of disadvataged children. Journal of Applied Behavior Analysis, 7, 243-256. doi: 10.1901/jaba.1974.7-243
Hart, B., & Risley, T. R. (1975). Incidental teaching of language in the preschool. Journal of Applied Behavior Analysis, 8, 411-420. doi: 10.1901/jaba.1975.8-411
Heward, W. L. (2009). Exceptional children an introduction to special education. (9th Edition). U.S.A.: Pearson Prentice Hall.
Ingersoll, B. R. (2011). The differential effect of three naturalistic language interventions on language use in children with autism. Journal of Positive Behavior Interventions, 13, 109-118. doi: 10.1177/1098300710384507
Kaiser, A. P., Hemmeter, L., Ostrosky, M. M., Alpert, C. L., & Hancock, T. B. (1995). The effects of group training and individual feedback on parent use of milieu teaching. Communication Disorders Quarterly, 16, 39-48. doi:10.1177/152574019501600206
Kaiser, A. P., Hester, P. P., Alpert, C. L., & Whiteman, B. C. (1995). Preparing parent trainers: an experimental analysis of effects on trainers, parents, and children. Topics in Early Childhood Special Education, 15, 385-414. doi: 10.1177/027112149501500401
Kaiser, A. P., & Hancock, T. B. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education, 22, 39-54. doi: 10.1177/027112140202200104
Kaiser, A. P., & Roberts, M. Y. (2013). Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities. Journal of Speech, Language, and Hearing Research, 56, 295–309. doi:10.1044/1092-4388(2012/11-0231)
Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education & Development, 14, 423-446. doi: 10.1207/s15566935eed1104_4
Kaiser, A. P., Hemmeter, M. L., Ostrosky, M. M., Fischer, R., Yoder, P., & Keefer, M. (1996). The effects of teaching parents to use responsive interaction strategies. Topics in Early Childhood Special Education, 16: 375-406. doi:10.1177/027112149601600307
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250.
Koegel, R. L., & Kern-Koegel, L. (2006). Pivotal treatments for autism: communication, social and academic development. Brookes Publishing Company, 312. ERIC No. ED491793.
Laski, K. E., Charlop, M. H., & Schreıbman, L. (1988). Training parents to use the natural language paradigm to ıncrease their autistic children’s speech. Journal of Applied Behavior Analysis, 21(4), 391-400. doi: 10.1901/jaba.1988.21-391
Lewis, A., & Norwich, B. (2005). Speiıal teaching for speiıal children? Pedagogies for inclusion. England: Open University Press.
Lord, C., & Richler, J. (2006). Social and communication development in early identification diagnosis and intervention. In Charman, T. & Stone, W. (Eds.), Early diagnosis of children with autism spectrum disorders (pp. 35-59). NewYork-London: The Gulford Press.
Lord, C. (1985). Contribbution of behavioral approaches. In Schopler, E. & Mesibov, G. B. (Eds.), Communication problems in autism (pp. 59-67). NewYork: Plemn Press.
McCathren, R. B. (2010). Case Study: Parent-implemented prelinguistic milieu teaching with a high risk dyad. Communication Disorders Quartely, 31, 243-252. doi:10.1177/1525740109337733
Mobayed, K. L., Collins, B. C., Strangis, D. E., Schuster, J. W., & Hemmeter, M. L. (2000). Teaching parents to employ mand-model procedures to teach their children requesting. Journal of Early Intervention, 23, 165–179. doi: 10.1177/10538151000230030601
Montgomery, D. (2003). Gifted & talented children with special educational needs double exceptionality. London: David Fulton Publishers.
Özcan, N. (2004). Zihin Özürlü Çocuklara Tuvalet Becerisi Öğretimine Yönelik Aile Eğitimi Programının Etkililiği [The Effectiveness of toilet skill trained to mental retarded children parent trained program] (master’s thesis). Anadolu University Institute of Educational Sciences, Eskişehir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
Paul, R. (2008). Interventions to ımprove communication. Treating Autism Spectrum Disorders, 17, 835-836. doi: 10.1016/j.chc.2008.06.011
Peterson, P., Carta, J. J., & Greenwood, C. (2005). Teaching enhanced milieu language skills to parents in multiple risk families. Journal of Early Intervention, 27, 94-109. doi:10.1177/105381510502700205
Rogers, S.J. (2006). Social and communication development in early identification diagnosis and intervention. In Charman, T. & Stone, W. (Eds.), Evidence based interventions for language development in young children with autism (pp. 143-179). NewYork-London: The Gulford Press.
Rogers-Warren, A., & Warren, S. F. (1980). Mands for verbalization facilating the dis of newly trained language in children. Behavior Modification, 4, 361-382. doi:10.1177/014544558043006
Tager-Flusberg, H., Joseph, R., & Folstein, S. (2001). Current Directions in Research on Autism. Mental Retardation and Developmental Disabilities Research Reviews, 7, 21-29.doi: 10.1002/1098-2779(200102)7:1<21::aıd-mrdd1004>3.0.co;2-3
Toğram, B. (2004). Doğal dil öğretim tekniklerinden tepki isteme modelinin öğretilmesinin etkililiği [The effectiveness of instruction on mand model-one of the milieu teaching techniques] (master’s thesis). Eskişehir, Anadolu University, Institute of Health Sciences, Eskişehir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
National Autism Center (2009). National standards report. NAC. National Autism Center 41 Pacella Park Drive Randolph, Massachusetts 02368 02 Ağustos 2015 tarihinde http://www.nationalautismcenter.org// sitesinden alınmıştır.
National Autism Center (2015). National standards report. NAC. National Autism Center 41 Pacella Park Drive Randolph, Massachusetts 02368, 02 Ağustos 2015 Pazar tarihinde http://www.nationalautismcenter.org// sitesinden alınmıştır.
Ünlü, E. (2012). Anne Babalara Sunulan Otizm Spektrum Bozukluğu Gösteren Çocuklara Yönelik Ayrık Denemelerle Öğretim (ADÖSEP) Etkililiği [Effectiveness of discrete trial teaching training program for parents of children with autism spectrum disorder] (Doctoral dissertation). Anadolu University, Institute of Educational Sciences, Eskişehir. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
Warren, S. F., & Gazdag, G. (1990). Facilitating early language development with milieu ıntervention procedures. Journal of Early Intervention, 14, 62-86. doi:10.1177/105381519001400106
Wilkinson, K. M. (1998). Profiles of language and communication skills in autism. Mental Retardation and Developmental Disabilities Research Reviews, 4, 73-79. doi:10.1002/(SICI)1098-2779(1998)4:23.3.CO;2-1
Yakın, M. (2009). Aile Eğitiminin Annelerin Doğal Dil Sağaltım Tekniklerini Kullanmalarında Etkililiği [Efficiency of parent training on mothers? use of naturalistic language treatment procedures] (master’s thesis). Gazi University Institute of Educational Sciences, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
Yeh, C. H. (1994). Using milieu language teaching to facilitate the communication skills of children with severe disabilities in home environments (Doctoral dissertation). Retrieved from http://ir.ncue.edu.tw/ir/handle/987654321/9342
Yoder, P. J., & Warren, S. F. (2002). Effects of prelinguistic milieu teaching and parent responsivity education on dyads involving children with intellectual disabilities. Journal of Speech, Language and Hearing Research, 45, 1158-1174. doi:10.1044/1092-4388(2002/094)
Yoder, P. J., Kaiser, A. P., Goldstein, H., Alpert, C., Mousetis, L., Kaczmarek, L., & Fischer, R. (1995). An exploratory comparison of milieu teaching and responsive ınteraction in classroom applications. Journal of Early Intervention, 19, 218-242. doi: 10.1177/105381519501900306