Pivotal response treatment for prompting social behaviors of Korean American children with autism

Kim, Sun-Young

doi:10.1080/09362835.2017.1359606

Cited by 9 publications

(17 citation statements)

References 19 publications

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“…As the current study was the part of a large mixed method study of social skill intervention for the mothers of children with autism (Kim & Trainor, 2017) and an interview study of the parents and community members' perception on the behavioral intervention (Kim, 2017), this paper expands the qualitative study and reports only on findings from the study. Korean immigrant parents who provided consents for children's participation in the intervention study participated in this qualitative case study with obtained consents.…”

Section: Recruitment and Settingmentioning

confidence: 99%

“…Park et al (2001) and Kim and Trainor (2017) found that Korean parents of children with disabilities identify their limited English proficiency as a critical barrier in creating partnerships with professionals to acquire knowledge about special education and services for their children. Specifically, Korean immigrant mothers feel stressed and hopeless when teachers or professionals disregard their concerns and do not seem to care about their suggestions for improving their children's educational success (Cho & Gannotti, 2005;Cho, Singer, & Brenner, 2000).…”

Section: Korean Immigrant Mothers Of Children With Disabilitiesmentioning

confidence: 99%

“…This study was originated from a social skill intervention study for the children with disabilities (Kim, 2017) and a following qualitative study to examine parent's perspective of the intervention and their children's development (Kim & Trainor, 2017). The second author implemented a social skill intervention for the children with autism and interviewed the mothers to examine the acceptance and satisfaction of the intervention and outcomes, three different times over four months in either the mother's home or in a location of her choosing in the community (e.g., coffee shop or restaurant).…”

Section: Data Collection and Analysismentioning

confidence: 99%

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Positioning of Korean Immigrant Mothers of Children with Disabilities

Kim

2017

IJME

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This study examines the ways in which Korean immigrant mothers take up roles to position themselves while they engage in their children's education across a wide range of settings-academic, social, and linguistic. Data sources included interviews with four Korean mothers, home and community observations, and field notes. Positioning theory is a research approach that provides a useful analytic means for understanding positioning of Korean immigrant mothers as being parents of children with disabilities attending American schools. The results demonstrate that Korean immigrant mothers seek to learn how to be supportive mothers of children with disabilities by negotiating and facilitating contextual affordances and limitations between home, school, and community in order to obtain valuable potential resources for their children's linguistic repertories and social skill development and their future success.

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Section: Recruitment and Settingmentioning

confidence: 99%

Section: Korean Immigrant Mothers Of Children With Disabilitiesmentioning

confidence: 99%

Section: Data Collection and Analysismentioning

confidence: 99%

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Positioning of Korean Immigrant Mothers of Children with Disabilities

Kim

2017

IJME

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“…Those stakeholders' values were then reflected in intervention goals, play level, and play scenarios. This process was designed to help respond to the stakeholders' perceptions and life experiences through intervention goals and procedures and address their needs throughout the intervention (Kim, 2015;Trainor & Bal, 2014). This process also allowed for consideration of the individual's preferences, ecological contexts, and level of language and play, which can enhance the cultural responsiveness of research (Trainor & Bal, 2014).…”

mentioning

confidence: 99%

Use of Video Modeling to Teach Developmentally Appropriate Play With Korean American Children With Autism

Kim

2016

Research and Practice for Persons with Severe Disabilities

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Given the increased number of students with disabilities who have culturally and linguistically diverse backgrounds in the United States, there has been growing attention to the cultural responsiveness of evidence-based behavioral interventions. The current study examined the effects of video modeling intervention on social play and interactions of three Korean American children with autism. Developmentally and linguistically appropriate social and play levels were identified for each child prior to the intervention and applied to set individualized intervention goals. The children watched video clips of their mothers and the researcher engaging in appropriate social play prior to play sessions with their mothers. The results indicate that scripted verbalizations and play actions increased among all children with autism and were maintained at high levels when measured 2 weeks post intervention. Generalization across novel players and toy sets was also observed at relatively lower, but still increased levels. The procedures and results can assist practitioners and researchers in better understanding how to consider designing and implementing culturally responsive behavioral interventions for culturally and linguistically diverse children with autism and their families.

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“…Erken çocukluk döneminde akran aracılı DGDM'nin incelendiği yedi araştırmaya ulaşılmıştır. Tablo 2'de verilen bu araştırmalar katılımcıları açısından incelendiğinde, hedef çocukların 3-8 yaş aralığındaki OSB'li çocuklar, eğitici akranların ise bir araştırma dışında OSB'li çocuklarla aynı yaşlardaki TG akranlar oldukları görülmektedir (McGee vd., 1992;Sunyoung, 2019;Takezawa, 2004;. Araştırmalardan yalnızca birinde eğitici akran olarak zihin yetersizliği (ZY), öğrenme güçlüğü (ÖG) ve gelişimsel geriliği olan çocukların katılımcı olduğu görülmüştür .…”

Section: Erken çOcukluk Döneminde Akran Aracılı Doğal Gelişimsel Davranışsal Müdahalelerin Uygulandığı Araştırmalarunclassified

Erken Çocukluk Dönemindeki Kaynaştırma Uygulamalarında Sosyal Etkileşimin Geliştirilmesine Yönelik Akran Aracılı Müdahaleler

Tikiroğlu

Özen

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Bu çalışma, erken çocukluk dönemindeki kaynaştırma uygulamalarında tipik gelişen çocuklarla otizm spektrum bozukluğu olan çocuklar arasındaki sosyal etkileşimi geliştirmeye yönelik müdahaleler arasında ön plana çıkan akran aracılı müdahalelerle ilgili genel bir bilgi sunmayı amaçlamaktadır. Bu amaç doğrultusunda, öncelikle akran aracılı müdahalelerin amaçları, temel özelikleri, Otizm Spektrum Bozukluğu olan çocuklara, tipik gelişen akranlara, erken çocukluk eğitim ortamlarına katkıları ve sınırlılıklarından söz edilmiştir. Ayrıca bu müdahalelerin sınıflandırılması ve erken çocukluk dönemindeki çocuklarda uygulanma süreci açıklanmıştır. Ardından son yıllarda alanyazında kullanımı ön plana çıkan Akran Aracılı Doğal Gelişimsel Davranışsal Müdahalelerle ilgili araştırmalara yer verilmiştir. Son olarak konuyla ilgili ileri araştırmalara ve erken çocukluktaki kaynaştırma uygulamalarına yönelik öneriler sunulmuştur. Anahtar sözcükler: Kaynaştırma uygulamaları, sosyal etkileşim, akran aracılı müdahaleler, otizm spektrum bozukluğu olan çocuklar, tipik gelişen akranlar.

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Pivotal response treatment for prompting social behaviors of Korean American children with autism

Cited by 9 publications

References 19 publications

Positioning of Korean Immigrant Mothers of Children with Disabilities

Positioning of Korean Immigrant Mothers of Children with Disabilities

Use of Video Modeling to Teach Developmentally Appropriate Play With Korean American Children With Autism

Erken Çocukluk Dönemindeki Kaynaştırma Uygulamalarında Sosyal Etkileşimin Geliştirilmesine Yönelik Akran Aracılı Müdahaleler

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