Evaluation Of Sensorial Education On Receptive Language Development Of Autistic Children

Sunay YILDIRIM DOĞRU, Duygu ÇETİNGÖZ

Abstract


        This study aimed to evaluate a sensorial education program using Montessori sensorial materials on receptive language development of 8 young children (DSM-V)  with autistic spectrum disorders (ASD). At the end of 6 months intervention period, the sensory processing of the participants was evaluated using Sensory Processing Evaluation Form for Children with ASD and their receptive language level was measured using Peabody Picture – Vocabulary Test. In this study, multiple survey models between subjects were used in single subject design. The emerging findings of the research suggest that there is a substantial improvement in auditory, visual and tactile skills of five out of eight participants. The remainder three participants demonstrated increase in their receptive language scores but a little improvement was observed in their auditory, tactile and visual comprehension.

 


Keywords


Peabody Picture-Vocabulary Test; Sensorial Education; Montessori Sensorial Materials; Young Children with ASD

Full Text:

PDF (Türkçe)

References


Ayres AJ. ve Tickle LS. (1980) Hyper-responsivity to Touch and Vestibular Stimuli as a Predictor of

Positive Response to Sensory Integration Procedures by Autistic Children. American Journal

Occup Therapy volume 34, no:6.

Baranek GT. (2002) Effectiveness of sensory and motor interventions in autism. Journal of Autism

and Developmental Disorders, 32, 397–422.

Baranek GT., Foster LG. and Berkson G. (1997) Sensory defensiveness in persons with developmental

disabilities. The Occupational Therapy Journal of Research, 17(3); 173-185.

Bayraktar E. (2007) Görsel Sanatlar Eğitiminin Otistik Çocuklar Üzerindeki Etkileri,

Yayımlanmamış Yüksek Lisans Tezi, Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü.

Bettison S. (1996) The long term effects of auditory training on children with autism. Journal of

Autism and Developmental Disorders, 26(3); 361-372.

Blanche E.I., Botticelli T.M. ve Hallway M.K. (1995) Combining Neuro- Developmental Treatment

and Sensory Integration Principles. America, Therapy Skill Builders.

Bogdashina O. (2003) Sensory perceptual issues in autism and Asperger syndrome. London: Jessica

Kingsley Publishers.

Bono MA., Daley LT. ve Sigman M. (2004). Relations among joint attention, amount of ıntervention

and language gain in autism. Journal of Autism Developmental Disorders, 34: 495-505.

Carvill S. (2001) Sensory impairment, intellectual disability and psychiatry. Journal of Intellectual

Disability, 45(6); 467-483.

Çakıroğlu Wilbrandt E. (2008) Okul Öncesi Dönem Montessori Yöntemi ile Kaynaştırma Uygulamaları.

Ankara: Poyraz Ofset.

Çiftçi, Z. (2006) Otistik Çocuklarda Kullanım Bilimsel Bileşenin Dildeki Görünümünün Gözlenmesi,

Yayımlanmış Yüksek Lisans Tezi, Ankara: Ankara Üniversitesi Sosyal Bilimler Enstitüsü.

Dawson G. ve Watling R. (2000) Intervention to facilitade auditory, visual, and motor integration in

autism: a review of the evidence. Journal of Autism and Developmental Disorders, 30(5); 415-425.

Devrimci-Özgüven H., Öner Ö. ve Ölmez Ş. (2001) Erişkin asperger bozukluğu olgusunun klinik

ve nöropsikolojik degerlendirmesi. Türk Psikiyatri Dergisi, 12(3); 233-240.

Diken, İ.H. (2011) Otistik bozukluğu olan öğrenciler. (Ed.) Diken, İ.H. Özel Eğitime Gereksinimi Olan

Öğrenciler ve Özel Eğitim. Ünite 13, s: 409-447, Ankara: Pegem Akademi Yayınları, 4. Baskı.

Erben, S. (2005) Montessori Materyallerinin Zihin Engelli ve İşitme Engelli Çocukların Alıcı Dil Gelişiminden

Görsel Algı Düzeyine Etkisi. Yayımlanmamış Yüksek Lisans Tezi. Selçuk Üniversitesi, Konya.

Fazlıoğlu Y. (2004) Duyusal Entegrasyon Programinin Otizmli Çocuklarin Duyusal ve DavranışProblemleri Üzerine Etkisinin İncelenmesi. Ankara Üniversitesi. Fen Bilimleri Enstitüsü. Ev

Ekonomisi (Çocuk Gelişimi ve Eğitimi) Anabilim Dalı. Doktora Tezi.

Field T., Lasko D., Mundy P., Henteleff T., Kabat S., Talpins S. ve Dowling M. (1997) Brief report:

autistic childrens attentiveness and responsivity improve after touch therapy. Journal of Autism

and Developmental Disorders, 27(3); 333-338.

Golstein, H. 2000. Commentary: Interventions to facilitate auditory, visual and motor integration:

‘show me the data’’. Journal of Autism and Developmental Disorders, 30(5); 423-425.

Grandin, T. 1998. Teaching tips from a recovered autistic. Focus on Autistic Behavior, 3(1); 1-8.

Karasar, N. (1998). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayıncılık.

Kayılı G. ve Arı R. (2011) Examination of the Effects of the Montessori Method on Preschool Children’s

Readiness to Primary Education. Educational Sciences:Theory & Practice, 11(4), 2091-2109. SSCI

Kırcaali-İftar, G. ve Tekin, E. (1997). Tek-Denekli Araştırma Yöntemleri. Ankara: Türk Psikologlar Derneği.

Kim H., Kim A. ve Cunningham KW. (2012) Vacuolar H+-ATPase (V-ATPase) Promotes Vacuolar

Membrane Permeabilization and Nonapoptotic Death in Stressed Yeast. Jaurnal of Biol Chem

(23):19029-39

Koçyiğit S., Kayılı G. ve Erbay F. (2010). Montessori Yönteminin Beş - Altı Yaş Çocuklarının

Dikkat Toplama Becerilerine Etkisinin İncelenmesi. Çağdaş Eğitim Dergisi, 372, 16–21.

Leary M. ve Hill D. (1996) Moving on: autism and movement distrubance. Mental Retardation,

(1); 39-53.

Lillard AS. (2011) Mindfulness practices in education: Montessori’s approach. Mindfulness, 2, 78-85.

Matson J., Benavidez D., ve Comton L. (1996) Behavior treatment of autistic persons: a review of

research from 1980 to the present. Research in Developmental Disabilities, 17(6); 433-465.

Montessori M. (1994) From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16.

O’Neill, M. ve Jones, R. P. 1997. Sensory-perceptual abnormalities in autism: a case for more research

? Journal of Autism and Developmental Disorders, 27(3); 283-293.

Rogers SJ., Hepbrun SL.ve Wehner E. (2003) Parent reports of sensory symptoms in toddlers with

other developmental disorder. Journal of Autism and Developmental Disorders, 33(6): 631-642.

Tamchek SD. ve Dunn W. (2007) Sensory processing in children with and without autism: A comparative

study using the short sensory profile.T he American Journal of Occupational Therapy, 61 (2), 190-200.

Tawney, J. W. ve Gast, D. L. (1984). Single Subject Resarch in Special Education. Columbus, OH:

Merrill Publishing Company.

Toth K., Munson J., Meltzoff AN., ve Dawson G. (2006) Early predictors of communication development

in young children with autism spectrum disorder: Joint attention, imitation, and toy

play. Journal of Autism and Developmental Disorders, 36, 993–1005.

Yıldırım Doğru SS., Alabay E. ve Kayılı G. (2010) Normal Gelişim Gösteren ve Öğrenme Güçlüğü

Olan Çocukların Sözcük Dağarcığı ile Dili Anlama Düzeylerinin Belirlenmesi. Elementary

Education Online (6) 3.

Yıldırım Doğru SS. (2014) The Efficacy of Attention Training on Upskilling The Children’s Ability

to Notice Details and Attention Focusing Skills.(International Journal of Academic Research

Part B; 2014; 6(1)).


Refbacks

  • There are currently no refbacks.



Creative Commons License  
 Kastamonu Eğitim'de yayınlanan tüm içerik ve makaleler "Creative Commons Alıntı 4.0 Uluslararası Lisansı" ile lisanslanmıştır.