Otizm Spektrum Bozukluğu Tanılı Çocuklara Yönelik Yoğun Davranışsal Uygulama Oturumlarına Hazırlık İşlemi Olarak ‘Oturum-Öncesi Eşleştirme’

Yoğun davranışsal uygulama; otizm spektrum bozukluğu tanılı çocuklarla, uygula- malı davranış analizi ilkelerine dayalı olarak, haftada 20-40 saat süreyle ve ağırlıklı olarak ayrık-denemelerle öğretim düzenlemesiyle evde ya da kurumda yürütülen öğretim uygulamasıdır. Yoğun davranışsal uygulama ve ayrık-denemelerle öğretim, OSB tanılı öğrencinin uzun sürelerle öğretim etkinliğine katılmasını ve yerinde oturmasını; ayrıca, uygulamacının talep ettiği çok sayıda tepkiyi yerine getirmesini gerektirmektedir. Bu nedenle, yoğun davranışsal uygulamanın yürütüldüğü öğretim ortamı, öğretimi yürüten uygulamacı ve öğretimde yer alan araç-gereçler öğrenci için itici uyaran özelliği kazanabilmektedir. Dolayısıyla, yoğun davranışsal uygulama sırasında çeşitli davranış sorunlarıyla çok sık karşılaşılmaktadır. Öğrenciyle bağ kurmak, istenmeyen etkinliğin iticiliğini azaltma amacına hizmet eden bir ön- cül-temelli düzenleme olarak alanyazında yer almakta olup; oturum-öncesi eşleştir- me, yoğun davranışsal uygulama için geliştirilmiş olan özel bir bağ kurma işlemidir. Oturum-öncesi eşleştirmede, öğrenci için yeni olan uygulama ortamı, uygulamacılar ve uygulama araç-gereçleri olumlu pekiştireçlerle eşleştirilerek öğrencinin ilk kez katılacağı öğretimin iticiliğini azaltıp öğrencinin öğretime sorunsuzca katılım olası- lığını artırmak hedeflenir. Bu makalenin amacı, oturum-öncesi eşleştirmeye ilişkin alanyazında yer alan araştırmaları ve uygulama sürecini tanıtmaktır. Anahtar Kelimeler: Otizm spektrum bozukluğu; Uygulamalı davranış analizi; Yoğun davranışsal uygulama; Ayrık denemelerle öğretim; Bağ kurma; Oturum-öncesi eş- leştirme.

‘Presession Pairing’ as a Preparation Procedure for Comprehensive Behavioral Treatment Sessions for Children with Autism Spectrum Disorder

Comprehensive behavioral treatment (CBT) is a practice carried out with children with autism spectrum disorder (ASD) following the principles of applied behavior analysis (ABA) at home or in a clinic for 20-40 hours per week and predominantly contains discrete-trial training (DTT) as the instructional format. CBT and DTT require the learner with ASD engage in the instructional activity and stay seated for pro- longed periods of time as well as comply with the frequent requests of the implementer. Hence, the instructional environment, the practitioner, and the materials of the CBT may become aversive stimuli for the learner. Therefore, various behavioral problems are observed fre- quently during CBT. Building rapport with the learner is mentioned in the literature as an antecedent-based intervention for decreasing the aversiveness of the task demand whereas presession pairing is a special form of rapport building developed for CBT. During presession pair- ing, the novel educational environment, implementer, and materials are paired with positive reinforcers to decrease the aversiveness of the in- struction that the learner encounters for the first time and eliminate problems to the greatest extent possible. The aim of the present man- uscript is to address the research related to and implementation process of presession pairing.

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