Preparation of an Activity Schedule Involving the Leisure Time Activities and Teaching of On-Schedule by a Mother with an Adolescent with ASD

EYİİP>, Özlem DALGIN; Ergenekon, Yasemin; Çolak, Aysun

doi:10.15345/iojes.2018.02.014

Cited by 4 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…More generalist developmental categories for disability were identified in 11 papers and included developmental disabilities (Boyle et al, 2021[50]; Oh-Young et al, 2018 [51]; Ozen, Ergenekon and Ulke-Kurkcuoglu, 2017 [52]; Rivera et al, 2017[53]), school disability labels (D'Agostino, Douglas and Horton, 2020 [54]), at risk of a developmental disorder (Dennis and Whalon, 2021[55]), cognition delays (Schebell et al, 2018[56]), global developmental disorder (Yong et al, 2021[49]); and developmental delays (Chai, 2017[57]; Encarnação et al, 2017[58]; Meeks, 2017 [41]; Shamir, Segal-Drori and Goren, 2018 [59]). Other focus areas for child participants included severe impairments without speaking ability (Borgestig et al, 2017[60]), cerebral palsy (Encarnação et al, 2017[58]), communication delays (Grygas Coogle, Floyd and Rahn, 2018 [34]), brain injury (Encarnação et al, 2017[58]), mild hearing difficulties (Yong et al, 2021[49]), social and behavioural difficulties (Green et al, 2017[61]; Hall Pistorio, Brady and Morris, 2019 [62]; Regan and Howe, 2017 [63]), weak literacy and/or numeracy (Kong, Carta and Greenwood, 2021[64]; Schulz et al, 2020 [65]), second language learners (Cassady, Smith and Thomas, 2018 [66]; Fuglerud and Solheim, 2018 [32]), and children with multiple disabilities (Chazin et al, 2018[67]).…”

Section: Findings Figure 1 Summary Of Interrelationships Across the R...mentioning

confidence: 99%

“…Some studies included an examination of teaching practices, with seven papers including a focus on ECEC teachers' use of AT. Pre-school teachers were explicitly identified in three of the papers (Coogle et al, 2021[27]; D'Agostino, Douglas and Horton, 2020 [54]; Tunc-Paftali and Tekin-Iftar, 2021 [48]). Grygas Coogle et al (2018[72]) referred to novice teachers and Encarnação et al (2017[58]) referred generally to teachers.…”

Section: General Development Goals Studies Included In the Reviewmentioning

confidence: 99%

“…(2017 [58])), increase teacher training (for example, Chazin et al (2018[67]); D'Agostino, Douglas and Horton (2020 [54]); Kossyvaki and Curran (2020 [37])) and provide recommendations to extend research findings (for example, Kouo (2019 [36]); Lorah, Miller and Griffen (2021 [40]); Syrdal et al (2020[45])).…”

Section: Environmental and Civic Considerationsmentioning

confidence: 99%

“…Three studies focused on ways of supporting ECEC teachers. One employed videoconferencing software delivered via a tablet to supplement online professional development (D'Agostino, Douglas and Horton, 2020 [54]). It provided initial evidence that this additional support produced positive outcomes in the implementation of developmental behavioural interventions.…”

Section: Using Productivity Software As Assistive Technologymentioning

confidence: 99%

“…(2021[50]); D'Agostino, Douglas and Horton (2020[54]);Kemp et al (2019[35]);Schulz et al (2020[65]); Thiemann-Bourque, McGuff and Goldstein (2017[46]…”

mentioning

confidence: 99%

See 4 more Smart Citations

Digital technologies to support young children with special needs in early childhood education and care

2023

OECD Education Working Papers

View full text Add to dashboard Cite

Box 1. Methodology of the literature review EDU/WKP(2023)9  7 For Official Use A child has special education needs if the child has a learning problem or disability that makes it more difficult to learn than most children of their age (nidirect government services, 2022 [1]), with the World Health Organization classifying disability in terms of medical, social and biopsychosocial paradigms (WHO, 2007[2]). According to UNICEF (2022[3]), one in ten children worldwide have disabilities that may hinder their full and effective participation in society on an equitable basis. All children with special needs have the same rights as other children to education and care that caters for them academically, socially, emotionally, physically, and psychologically (Australian Government, 2022[4]; UN, 2022[5]; UNICEF, 2022[3]). To safeguard these rights, inclusive early childhood education and care (ECEC) policies are framed to consider the diversity of children and contexts to ensure all have equitable access to participation and high-quality services. Successful inclusive practices acknowledge the importance of additional assistance in breaking down barriers and supporting children with special needs to actively participate, engage and contribute to all aspects of their lives. Children with special needs may require additional support in opportunities for learning, communication, mobility, interpersonal interactions and relationship building. Educational experiences must be tailored, designed and implemented to meet their unique needs. This review investigates how digital assistive technologies (ATs), as resources in inclusive learning environments, may support young children with learning disabilities and special needs. All children require equitable access to high-quality learning and development opportunities so that they can develop and participate in society in the best ways possible.The use of technology is an increasingly well-established strategy for supporting young children with special needs. An assistive technology device has been defined as "any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customised, that is used to increase, maintain, or improve functional capabilities of a child with a disability" (IDEA, 2004[6]). Digital technology engagement to support children with learning disabilities is becoming more common, particularly in the later years of education (Perelmutter, McGregor and Gordon, 2017[7]). In early ECEC settings, ATs are designed to support children to improve learning, behaviour, attention and communication (Parette and Stoner, 2008[8]). Assistive technology options have proliferated in recent years, due to the increase in software applications and innovative digital solutions designed to support individuals with special needs alongside increased access to digital technologies. In recent years, research has investigated the appropriation of mainstream technologies, such as digital games, to support children with special needs (e.g. Ringland...

show abstract

Section: Findings Figure 1 Summary Of Interrelationships Across the R...mentioning

confidence: 99%

Section: General Development Goals Studies Included In the Reviewmentioning

confidence: 99%

Section: Environmental and Civic Considerationsmentioning

confidence: 99%

Section: Using Productivity Software As Assistive Technologymentioning

confidence: 99%

“…(2021[50]); D'Agostino, Douglas and Horton (2020[54]);Kemp et al (2019[35]);Schulz et al (2020[65]); Thiemann-Bourque, McGuff and Goldstein (2017[46]…”

mentioning

confidence: 99%

See 3 more Smart Citations

Digital technologies to support young children with special needs in early childhood education and care

2023

OECD Education Working Papers

View full text Add to dashboard Cite

show abstract

How the Activity Schedules Impact the Children with Autism Spectrum Disorder? A Meta-analysis

Genç-Tosun

Özkan

EYİİP>

2023

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

: The main purpose of this study was to meta-analyse the single-case studies on the use of activity schedules with individuals with autism spectrum disorders. The other purposes were to assess the design standards of activity schedule studies, estimate the treatment effect of activity schedule, describe the characteristics of activity schedule studies, and determine whether activity schedule is an evidence-based practice for children with autism spectrum disorders in improving appropriate behaviours. The nonoverlap of all pairs (NAP) was used to analyse the treatment effect measure. According to results, seven out of 32 activity schedule studies met the design standards with and without reservation. Twenty-four children with autism spectrum disorders whose age ranged between 3 and 17 years participated in the studies. The target behaviours were on task, independent transition, appropriate peer-play, and following schedule. The photographs and texts were used in both traditional and innovative activity schedules. The overall NAP score shows that the activity schedule has a strong effect for those participants with autism spectrum disorders. Finally, this meta-analysis indicates that an activity schedule can be recommended as an evidence-based practice to improve the appropriate behaviours of children with autism spectrum disorders.

show abstract

Otizm Spektrum Bozukluğu Olan Bireylere Serbest Zaman Becerisinin Öğretiminde Kendini Yönetme Stratejilerinin Etkililiği

Gönen,

Uslucan

2024

OMÜ EFD

View full text Add to dashboard Cite

Tipik gelişim gösteren bireylerin çoğu serbest zamanlarını dinlenerek, başkalarıyla arkadaş olarak, ilgi alanlarını keşfederek ve yeni beceriler öğrenerek geçirmektedir. Otizm spektrum bozukluğu (OSB) olan bireylerin ise serbest zamanla ilgili etkinlik repertuvarının sınırlı olması uygun olmayan davranışların gözlenmesine veya farklı ortamlarda becerilerin kolayca gösterilmemesine neden olabilmektedir. Bu bakımdan çalışmada, kendini yönetme öğretiminin OSB olan katılımcıların kendini yönetme stratejilerini kazanması ve sürdürmesi üzerine olan etkisi incelenmiştir. Bununla birlikte katılımcıların stratejileri kullanarak serbest zaman becerilerinden biri olan bulmaca çözmeyi kazanması ve sürdürmeleri, kullanılan stratejileri ve bulmaca çözmeyi ne düzeyde genelleyebildiği amaçlanmıştır. Sosyal geçerlik verilerinin toplanması amacıyla ise annelerin ve öğretmenlerin görüşleri incelenmiştir. Araştırma, tek denekli araştırma modellerinden katılımcılar arası yoklama evreli çoklu yoklama modeli kullanılarak gerçekleştirilmiştir. Araştırmanın katılımcı grubu, OSB tanısı alan ve 11-12 yaşları arasında olan üç kişiden oluşmaktadır. Araştırma bulguları, kendini yönetme öğretiminin OSB olan bireylerin stratejileri kazanmasında etkili olduğunu ve uygulamadan sonra da stratejileri kullanmaya devam ettiklerini göstermiştir. Kendini izleme, kendini değerlendirme ve kendini pekiştirmeden oluşan kendini yönetme stratejilerini kullanan katılımcıların bulmaca çözme düzeylerinde artış olduğu, uygulamadan sonraki 2., 4. ve 6. haftalarda kazanımları sürdürdüğü, farklı kişi ve ortamlara genellediği tespit edilmiştir. Sosyal geçerlik bulgularıyla ilgili, kendini yönetme stratejileri ve serbest zaman becerisi hakkında anne ve öğretmen görüşlerinin olumlu olduğu görülmüştür. Ortaya çıkan sınırlılıklar ve bulgular doğrultusunda ileri araştırmalar için önerilerde bulunulmuştur.

show abstract

Preparation of an Activity Schedule Involving the Leisure Time Activities and Teaching of On-Schedule by a Mother with an Adolescent with ASD

Cited by 4 publications

References 0 publications

Digital technologies to support young children with special needs in early childhood education and care

Digital technologies to support young children with special needs in early childhood education and care

How the Activity Schedules Impact the Children with Autism Spectrum Disorder? A Meta-analysis

Otizm Spektrum Bozukluğu Olan Bireylere Serbest Zaman Becerisinin Öğretiminde Kendini Yönetme Stratejilerinin Etkililiği

Contact Info

Product

Resources

About