Клиническая и специальная психология
2023. Том 12. № 2. С. 215–242
doi:10.17759/cpse.2023120210
ISSN: 2304-0394 (online)
Дистанционное обучение учителей технике “Power Cards” в контексте формирования социальных навыков у учащихся с расстройством аутистического спектра
Аннотация
Дефицит социальных навыков является одной из основных характеристик людей с расстройствами аутистического спектра. Сложности социального взаимодействия у этой группы людей не могут естественным образом уменьшаться или исчезать со временем. Напротив, они становятся более выраженными, если не проводить соответствующие мероприятия по развитию социальной компетентности. Поэтому данное исследование, выполненное в рамках «претест–посттест» дизайна, посвящено оценке эффективности дистанционного обучения (посредством тренинга поведенческих навыков и коучинга) в развитии у педагогов-психологов навыков разработки стимульного материала и применения техники “Power Card”. В исследовании также изучалось влияние техники “Power Card” на развитие социальных навыков у учеников с расстройством аутистического спектра, а именно практик благодарности — например, умения выражать благодарность при получении запрашиваемого предмета. В исследовании приняли участие три педагога-психолога, работающие в турецкой системе специального образования, и трое их учеников с расстройством аутистического спектра, обучающиеся в специальной образовательной школе. С помощью контрольных списков (например, Steps for Developing Scripts and Power Cards) динамически оценивалась успешность освоения учителями процедур разработки и внедрения сценариев для Power Card. Для оценки успешности освоения учащимися практик благодарности был проведен качественный анализ. Дистанционное обучение поведенческим навыкам и коучинг были эффективны в приобретении, поддержании и генерализации навыков использования учителями процедуры Power Card, а сам метод оказался эффективным инструментом для обучения детей с расстройствами аутистического спектра навыкам выражения благодарности. Учащиеся сохранили приобретенные навыки благодарения и проявляли их через 2 и 4 недели после вмешательства, а также были способны экстраполировать их на аналогичные социальные ситуации. По результатам исследования учителя высоко оценили: а) целесообразность использования техники “Power Cards”; б) приемлемость дистанционного формата для обучения необходимым навыкам и коучинга; в) социальную значимость целевых навыков, приобретенных учащимися. В конце статьи обсуждаются методологические ограничения (например, узкая направленность на социальные навыки и сбор данных о социальной валидности через суждения участников) и перспективы исследования.
Общая информация
Ключевые слова: Power Cards, метод, расстройство аутистического спектра, дистанционное обучение, психологический тренинг, обучение поведенческим навыкам, коучинг
Рубрика издания: Прикладные исследования
Тип материала: научная статья
DOI: https://doi.org/10.17759/cpse.2023120210
Получена: 24.01.2023
Принята в печать:
Для цитаты: Олджай С., Сарал Д. Дистанционное обучение учителей технике “Power Cards” в контексте формирования социальных навыков у учащихся с расстройством аутистического спектра [Электронный ресурс] // Клиническая и специальная психология. 2023. Том 12. № 2. С. 215–242. DOI: 10.17759/cpse.2023120210
Литература
- Akbay T. Experimental research. In S. Sen, I. Yildirim (Eds.), Research Methodologies in Education (pp. 155–179). Nobel Academic Publishing, 2019. 534
- Alnemary F.M., Wallace M., Symon J.B. et al. Using international videoconferencing to provide staff training on functional behavioral assessment. Behavioral Interventions, 2015. Vol. 30 (1), pp. 73–86. DOI: 10.1002/bin.1403
- Angell M.E., Nicholson J.K., Watts E.H. et al. Using a multicomponent adapted power card strategy to decrease latency during interactivity transitions for three children with developmental disabilities. Focus on Autism and Other Developmental Disabilities, Vol. 26 (4), pp. 206–217. DOI: 10.1177/1088357611421169
- Atas B., Ozsandikci I., Olcay S. et al. Opinions about evidence-based practices among special education teachers. Journal of Evidence-Based Social Work, Vol. 20 (1), pp. 145–157. DOI: 10.1080/26408066.2022.2133981
- Brooker Lozott E. Online training to improve job coaches’ support of minimally verbal and nonverbal adults with autism spectrum disorder: Doctoral dissertation. Nova Southeastern University, 2021. URL: https://nsuworks.nova.edu/cgi/viewcontent.cgi? article=1362&context=fse_etd (Accessed: 27.06.2023)
- Bross L.A., Travers J.C. Special interest areas and employment skills programming for secondary students with autism. Teaching Exceptional Children, Vol. 50 (2), pp. 74–83. DOI:10.1177/0040059917730846
- Campbell A., Tincani M. The power card strategy: Strength-based intervention to increase direction following of children with autism spectrum disorder. Journal of Positive Behavior Interventions, Vol. 13 (4), pp. 240–249. DOI: 10.1177/10983007 11400608
- Coogle C.G., Ottley J.R., Storie S. et al. eCoaching to enhance special educator practice and child outcomes. Infants and Young Children, Vol. 30 (1), pp. 58–75. DOI: 10.1097/IYC.0000000000000082
- Coogle C.G., Rahn N.L., Ottley J.R. et al. eCoaching across routines to enhance teachers’ use of modeling. Teacher Education and Special Education, Vol. 39 (4), pp. 227–245. DOI: 10.1177/0888406415621959
- Cook B.G., Schirmer B.R. What is special about special education: Examining the role of evidence based practices. Pro Ed, 190 p.
- Darling-Hammond L., Wei R.C., Andree A. et al. Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council, 2009. 152 p.
- Daubert A., Hornstein S., Tincani M. Effects of a modified power card strategy on turn taking and social commenting of children with autism spectrum disorder playing board games. Journal of Developmental and Physical Disabilities, Vol. 27 (1), pp. 93–110. DOI: 10.1007/s10882-014-9403-3
- Davis K.M., Boon R.T., Cihak D.F. et al. Power cards to improve conversational skills in adolescents with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, Vol. 25 (1), pp. 12–22. DOI: 10.1177/1088357609354299
- Gagnon E. Power cards: Using special interests to motivate children and youth with Asperger syndrome and autism. AAPC Publishing, 2001. 76 p.
- Gast D.L., Lloyd B.P., Ledford J.R. Multiple baseline and multiple probe designs. In D.L. Gast, J.R. Ledford (Eds.), Single Case Research Methodology (pp. 251–296). Routledge, 2014. DOI: 10.4324/9780203521892-11
- Gates J.A., Kang E., Lerner M.D. Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clinical Psychology Review, Vol. 52, pp. 164–181. DOI: 10.1016/j.cpr.2017.01.006
- Hay-Hansson A.W., Eldevik S. Training discrete trials teaching skills using videoconference. Research in Autism Spectrum Disorders, Vol. 7 (11), pp. 1300–1309. DOI: 10.1016/j.rasd.2013.07.022
- Horner R.H., Carr E.G., Halle J. et al. The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, Vol. 71 (2), pp. 165–179. DOI: 10.1177/001440290507100203
- Individuals with Disabilities Education Act (IDEA). Data: Number of children and students served under IDEA, Part B, in the US, Outlying Areas, and Freely Associated States by age and disability category. 2006. URL: https://data.ed.gov/dataset/idea-section-618-data-products-static-tables-part-b-count-environ-tables20/resources (Accessed: 27.06.2023)
- Johnsson G., Lincoln M., Bundy A. et al. Experience of an interactive, autism-specific online professional development training and support programme delivered to regional and remote areas. Open Learning: The Journal of Open, Distance and e-Learning, Vol. 38 (3), pp. 1–22. DOI: 10.1080/02680513.2020.1799776
- Keeling K., Myles B.S., Gagnon E. et al. Using the power card strategy to teach sportsmanship skills to a child with autism. Focus on Autism and Other Developmental Disabilities, Vol. 18 (2), pp. 105–111. DOI: 10.1177/108835760301800204
- Krasny L., Williams B.J., Provencal S. et al. Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinic of North America, Vol. 12 (1), pp. 107–122. DOI: 10.1016/S1056-4993(02)00051-2
- Kretlow A.G., Bartholomew C.C. Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, Vol. 33 (4), pp. 279–299. DOI: 10.1177/0888406410371643
- Leaf J.B., Ferguson J.L., Cihon J.H. et al. A critical review of social narratives. Journal of Developmental and Physical Disabilities, Vol. 32 (2), pp. 241–256. DOI: 10.1007/s10882-019-09692-2
- Ledford J.R., Hall E., Conder E. et al. Research for young children with autism spectrum disorders: Evidence of social and ecological validity. Topics in Early Childhood Special Education, Vol. 35 (4), pp. 223–233. DOI: 10.1177/0271121415585956
- Ledford J.R., Lane J.D., Gast D. Dependent variables, measurement, and reliability. In J.R. Ledford, D. Gast (Eds.), Single Case Research Methodology: Applications in Special Education and Behavioral Sciences (pp. 155–208). NY: Routledge, 2018. DOI: 10.4324/9781315150666-5
- Lerman D.C., O’Brien M.J., Neely L. et al. Remote coaching of caregivers via telehealth: Challenges and potential solutions. Journal of Behavioral Education, Vol. 29 (2), pp. 195–221. DOI: 10.1007/s10864-020-09378-2
- McLeod R.H., Kim S., Resua K.A. The effects of coaching with video and email feedback on preservice teachers’ use of recommended practices. Topics in Early Childhood Special Education, Vol. 38 (4), pp. 192–203. DOI: 10.1177/0271121 418763531
- Meadan H., Snodgrass M.R., Meyer L.E. et al. Internet-based parent-implemented intervention for young children with autism: A pilot study. Journal of Early Intervention, Vol. 38 (1), pp. 3–23. DOI: 10.1177/1053815116630327
- Miltenberger, R. G. Behavior modification: Principles and procedures (3rd ed.). Wadsworth,
- Ministry of National Education. Social Skills Curriculum for Training Students [Program of Studies], 2018. URL: https://orgm.meb.gov.tr/www/ozel-egitim-ile-ilgili-yayimlar/icerik/123 (Accessed: 27.06.2023).
- National Autism Center. Findings and Conclusions: National Standards Report, phase 2. Randolph (MA): National Autism Center. 2015, 88 p. URL: https:// autism.unt.edu/sites/default/files/National%20Standards%20Report%20NAC%20Phase%202%20(2015).pdf (Accessed: 27.06.2023)
- Neely L., Rispoli M., Gerow S. et al. Fidelity outcomes for autism-focused interventionists coached via telepractice: A systematic literature review. Journal of Developmental and Physical Disabilities, Vol. 29 (6), pp. 849–874. DOI: 10.1007/ s10882-017-9550-4
- National Professional Developmental Center on Autism Spectrum Disorders, 2014. URL: http://autismpdc.fpg.unc.edu (Accessed: 27.06.2023)
- Odom S.L., Cox A.W., Brock M.E. Implementation science, professional development, and Autism Spectrum Disorders. Exceptional Children, Vol. 79 (2), pp. 233–251. DOI: 10.1177/001440291307900207
- Olçay S., Saral D., Akkuş Ş.K. Power card method: Use in Autism Spectrum Disorder and comprehensive review of the literature. Cukurova University Faculty of Education Journal, Vol. 49 (2), pp. 938–968. URL: https://dergipark.org.tr/en/pub/ cuefd/issue/57389/805779 (Accessed: 27.06.2023)
- Philipsen B., Tondeur J., Pareja Roblin N. et al. Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, Vol. 67 (5), pp. 1145–1174. DOI: 10.1007/s11423-019-09645-8
- Reichow B., Volkmar F.R. Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, Vol. 40 (2), pp. 149–166. DOI: 10.1007/s10803-009-0842-0
- Rose E. Using the power card strategy to increase social skills: A systematic review. Master thesis. Temple University, 2020, 76 p. URL: https://scholarshare. temple.edu/bitstream/handle/20.500.12613/4734/Rose_temple_0225M_14297.pdf?sequence=1&isAllowed=y (Accessed: 27.06.2023)
- Saral D., Olcay S. Telehealth for families of children with special needs: experts’ opinions. Turkish Online Journal of Distance Education, Vol. 22 (4), pp. 130–146. DOI: 10.17718/tojde.1002803
- Shepley S.B., Spriggs A.D., Samudre M. et al. Increasing daily living independence using video activity schedules in middle school students with intellectual disability. Journal of Special Education Technology, Vol. 33 (2), pp. 71–82. DOI: 10.1177/ 0162643417732294
- Sinclaire J. Student satisfaction with online learning: Lessons from organizational behavior. Research in Higher Education Journal, Vol. 11, pp. 1–18.
- Spencer V.G., Simpson C.G., Day M. et al. Using the power card strategy to teach social skills to a child with autism. TEACHING Exceptional Children Plus, Vol. 5 (1), pp. 2–10. URL: http://escholarship.bc.edu/education/tecplus/vol5/iss1/art2 (Accessed: 27.06.2023)
- Steinbrenner J.R., Hume K., Odom S.L. et al. Evidence-based practices for children, youth, and young adults with autism. FPG Child Development Institute, 2020. URL: https://www.researchgate.net/publication/340999799_Evidence-Based_Practices_ for_Children_Youth_and_Young_Adults_with_Autism_Spectrum_Disorder (Accessed: 27.06.2023)
- Suhrheinrich J. Training teachers to use pivotal response training with children with autism: Coaching as a critical component. Teacher Education and Special Education, Vol. 34 (4), pp. 339–349. DOI: 10.1177/0888406411406553
- Tekin-Iftar E., Collins B.C., Spooner F. et al. Coaching teachers to use a simultaneous prompting procedure to teach core content to students with autism. Teacher Education and Special Education, Vol. 40 (3), pp. 225–245. DOI: 10.1177/0888406417703751
- Travers J.C. Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in School and Clinic, Vol. 52 (4), pp. 195–203. DOI: 10.1177/1053451216659466
- Tunc-Paftali A., Tekin-Iftar E. E-coaching preschool teachers to use simultaneous prompting to teach children with autism spectrum disorder. Teacher Education and Special Education, Vol. 44 (3), pp. 255–273. DOI: 10.1177/0888406420925014
- Vismara L.A., Young G.S., Stahmer A.C. et al. Dissemination of evidence-based practice: Can we train therapists from a distance? Journal of Autism and Developmental Disorders, Vol. 39 (12), pp. 1636–1651. DOI: 10.1007/s10803-009-0796-2
- Wang P., Spillane A. Evidence-based social skills interventions for children with autism: A meta-analysis. Education and Training in Developmental Disabilities, Vol. 44 (3), pp. 318–342. http://www.jstor.org/stable/24233478 (Accessed: 27.06.2023)
Информация об авторах
Метрики
Просмотров
Всего: 342
В прошлом месяце: 11
В текущем месяце: 3
Скачиваний
Всего: 180
В прошлом месяце: 2
В текущем месяце: 0