Ebeveyn Eğitim Programının Erken Çocukluk Dönemindeki Otizmli Çocuğa Sahip Ebeveynlerin Eğitsel Yeterliklerine Etkisinin İncelenmesi
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Tarih
2021
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Otizm Spektrum Bozukluğu (OSB) olan öğrenciler için eğitim programlarının planlanması,
gözden geçirilmesi gerekmekte ve ebeveynlerin tüm bu süreçlerde ortak olarak yer alması önerilmektedir
(Cavkaytar, 2017). Ancak OSB’li bireylerin tanılanması süreci sonrasında ebeveynlerin çocuklarının
gelişimiyle ilgili neler yapabileceğine ve karşılaşılan güçlüklerle nasıl başa çıkabileceklerine yönelik
formal ve informal eğitsel destek kaynaklarının yetersiz olduğu bilinmektedir (Sarı, Atbaşı & Çitil, 2017).
Bununla birlikte, ebeveynlerin sorumluluklarının ve aile içi rollerin farklılaşması, henüz yeni tanı almış
çocuklar için neler yapabileceğine ilişkin yetersizlik, ebeveynler için önemli derecede stres kaynakları
haline gelmektedir (Ardıç, 2013). Yapılan yurt içi ve yurt dışı araştırmaların önemli kısmının
ebeveynlerin depresyonla ve sosyal destek algılarıyla ilgili olduğu bilinmektedir (Gönen, Yıkmış & Halil,
2020; Ludlow, Skelly & Rohleder, 2011; Özkubat Özdemir, Selimoğlu, & Töret, 2014). Erken çocukluk
döneminde OSB’li çocuğu olan ebeveynlerin eğitsel gereksinimlerinin giderilmesine yönelik eğitim
programlarının geliştirilmesi ve uygulanmasına ilişkin çalışmaların ise ülkemizde sınırlı olduğu
görülmektedir (Sarı ve Karaca,2016). Whittingham, K., Sofronoff, K., Sheffield, J., & Sanders, M. R.
(2009) ebeveyn yeterliğini ebeveynlerin, ebeveynlik becerileriyle ilgili eğitsel yeterliği olarak
tanımlamaktadır. Dolayısıyla, bu araştırmanın amacı, “Otizmli Çocuğu Olan Ebeveynlere Yönelik
Eğitim Programının” (OÇEP) erken çocukluk dönemindeki otizmli çocuğa sahip ebeveynlerin eğitsel
yeterliklerine etkisinin incelenmesidir. Araştırmada nitel ve nicel araştırma deseninin birlikte yürütüldüğü
sıralı karma modeli kullanılmıştır. Araştırmanın birinci aşamasında, erken çocukluk döneminde otizmli
çocuğu olan ebeveynlerin çocuklarının eğitimine yönelik eğitsel yeterliklerine ilişkin ihtiyaçlarının
belirlenmesi amacıyla nitel araştırma yöntemlerinden görüşme yöntemi içerisinde yer alan yarı
yapılandırılmış görüşme tekniği kullanılmıştır. Araştırmaya Konya ilinde ikamet eden 20 ebeveyn
katılmıştır. Elde edilen veriler betimsel analiz tekniğiyle analiz edilmiştir. Araştırmanın ikinci aşamasında
OÇEP geliştirilmiştir. Bu aşamada Öntest-Sontest Kontrol Gruplu Deneysel Model ile araştırma
sürecinde geliştirilen veri toplama araçlarından “Otizmli Çocuğa Sahip Ebeveynlerin Eğitsel Becerilerine
İlişkin Yeterlik Ölçeği” (EEBYÖ) ve “Ebeveynlerin Eğitsel Yeterliklerine Yönelik Kontrol Listesi”
(EEYKL) kullanılmıştır. EEYKL aracılığıyla ebeveynlerin eğitsel becerilerine ilişkin yeterlikleri
gözlenmiştir. EEYKL aracılığıyla elde edilen veriler grafiksel olarak analiz edilirken, EEBYÖ aracılığıyla
elde edilen veriler t testi istatistik teknikleri aracılığıyla analiz edilmiştir. Araştırmanın ikinci aşamasında
25’i kontrol grubunda, 25’i ise deney grubunda olmak üzere, erken çocukluk döneminde otizmli çocuğa
sahip 50 ebeveyn yer almıştır. OÇEP sonrasında, deney grubunda yer alan 25 ebeveynden sosyal geçerlik verileri toplanmıştır. Araştırmanın sonucunda, 1) OÇEP’e katılan ve katılmayan ebeveynlerin EEBYÖ alt boyutlarından bilişsel beceriler, dil ve iletişim becerileri, özbakım becerileri sosyal ve duygusal
beceriler, psikomotor beceriler ve problem davranışlarla baş edebilmelerine sağlamalarına ilişkin
beceriler öğretebilmelerine yönelik öntest ve sontest puanları arasında deney grubu lehine anlamlı bir fark
olduğu (p˂0,05) bulunmuştur. OÇEP’e katılan ve katılmayan ebeveynlerin EEYKL aracılığıyla, eğitsel
yeterlikleri incelendiğinde, yine tüm alt boyutlarda deney grubundaki ebeveyn yeterliğinde gelişim
gözlemlenirken kontrol grubunda herhangi bir gelişim gözlenmemiştir. Dolayısıyla erken çocukluk
döneminde OSB’li çocuğu olan ebeveynler için geliştirilen ebeveyn eğitim programının, ebeveynlerin
eğitsel yeterliklerinin gelişiminde etkili program olduğu ortaya çıkmaktadır. 2) Araştırma sonucunda
sosyal geçerlik bulguları incelendiğinde; ebeveynler eğitim programının süreci, amacı ve etkisine yönelik
olumlu görüş bildirmişlerdir. Ayrıca otizmli çocuklarının eğitimine yönelik kendi yeterliklerinin arttığını
belirtmişlerdir.
Educational programs for students with Autism Spectrum Disorders (ASD) should be planned and reviewed, and parents should be involved in all these processes (Cavkaytar, 2017). However, it is known that formal and informal educational support resources regarding what parents can do about their children's development and how they can cope with the difficulties encountered after the diagnosis/identification process of individuals with ASD are insufficient (Sarı, Atbaşı & Çitil, 2017). However, the differences of parents' responsibilities and roles within the family, and the inability to do what they can do for newly diagnosed/identified children, become significant sources of stress for parents (Ardıç, 2013). It is known that a significant part of the domestic and international researches are related to depression and social support perceptions of parents (Gönen,Yıkmış & Halil,2020; Ludlow, Skelly, & Rohleder, 2011; Özkubat Özdemir, Selimoğlu, &Töret, 2014). Studies on the development and implementation of educational programs aimed to meet the educational needs of parents with children with ASD in early childhood period seem to be limited in Turkey (Sarı and Karaca, 2016). Whittingham, K., Sofronoff, K., Sheffield, J., & Sanders, M. R. (2009) define parental competence as the educational competence of parents related to parenting skills.Therefore, the aim of this study is to examine the effects of the “Education Program for Parents who have Children with Autism Spectrum Disorders (ASD)” (EPAC) on the educational competencies of parents who have children with autism in early childhood period. Sequential mixed models, in which qualitative and quantitative research designs are carried out together, were used together in the research. In the first stage of the study, semi-structured interview technique, which is one of the qualitative research methods, was used in order to determine the needs of parents who have autistic children in early childhood regarding their children's educational competencies. 20 parents residing in Konya participated in the research. The obtained data were analyzed with descriptive analysis technique. In the second phase of the research, EPAC was developed. At this stage, with the Pretest-Posttest Experimental Model with Control Group, one of the quantitative data collection tools "Scale of Efficacy Perception of Educational Skills of Parents with Autistic Child" (SEPAC) which was developed at this research and one of the data collection tools "Parent Educational Skills Checklist" (PES-CL) used. While the data obtained through PES-CL were analyzed graphically, the data obtained through SEPAC were analyzed using t-test statistical techniques. In the second stage of the study, in the group, a total of 50 parents of the children with autism; 25 of them included in the experimental group and 25 of the parents included in the control group. At the end of the study, social validity data were collected from 25 parents in the experimental group. As a result of the research, 1) it was found that there was a significant difference (p˂0.05) in favor of the experimental group between the pre-test and post-test scores of the parents who participated and did not participate in the EPAC, in terms of being able to teach cognitive skills, language and communication skills, self-care skills, social and emotional skills and psychomotor skills and skills to help them cope with problem behaviors, which are sub-dimensions of SEPAC. When the educational competencies of the parents were examined, the development of parental competency was observed in the experimental group participating in the program, while there was no improvement in the control group. Therefore, the parent education program developed for parents who have children with ASD shows that it is an effective program for parents to teach these skills to children with ASD. 2) As a result of the research, when the social validity findings were examined, it was stated that the parents' positive opinions about the process, purpose and effect of the education program, and their educational competencies regarding the education of their children with autism increased.
Educational programs for students with Autism Spectrum Disorders (ASD) should be planned and reviewed, and parents should be involved in all these processes (Cavkaytar, 2017). However, it is known that formal and informal educational support resources regarding what parents can do about their children's development and how they can cope with the difficulties encountered after the diagnosis/identification process of individuals with ASD are insufficient (Sarı, Atbaşı & Çitil, 2017). However, the differences of parents' responsibilities and roles within the family, and the inability to do what they can do for newly diagnosed/identified children, become significant sources of stress for parents (Ardıç, 2013). It is known that a significant part of the domestic and international researches are related to depression and social support perceptions of parents (Gönen,Yıkmış & Halil,2020; Ludlow, Skelly, & Rohleder, 2011; Özkubat Özdemir, Selimoğlu, &Töret, 2014). Studies on the development and implementation of educational programs aimed to meet the educational needs of parents with children with ASD in early childhood period seem to be limited in Turkey (Sarı and Karaca, 2016). Whittingham, K., Sofronoff, K., Sheffield, J., & Sanders, M. R. (2009) define parental competence as the educational competence of parents related to parenting skills.Therefore, the aim of this study is to examine the effects of the “Education Program for Parents who have Children with Autism Spectrum Disorders (ASD)” (EPAC) on the educational competencies of parents who have children with autism in early childhood period. Sequential mixed models, in which qualitative and quantitative research designs are carried out together, were used together in the research. In the first stage of the study, semi-structured interview technique, which is one of the qualitative research methods, was used in order to determine the needs of parents who have autistic children in early childhood regarding their children's educational competencies. 20 parents residing in Konya participated in the research. The obtained data were analyzed with descriptive analysis technique. In the second phase of the research, EPAC was developed. At this stage, with the Pretest-Posttest Experimental Model with Control Group, one of the quantitative data collection tools "Scale of Efficacy Perception of Educational Skills of Parents with Autistic Child" (SEPAC) which was developed at this research and one of the data collection tools "Parent Educational Skills Checklist" (PES-CL) used. While the data obtained through PES-CL were analyzed graphically, the data obtained through SEPAC were analyzed using t-test statistical techniques. In the second stage of the study, in the group, a total of 50 parents of the children with autism; 25 of them included in the experimental group and 25 of the parents included in the control group. At the end of the study, social validity data were collected from 25 parents in the experimental group. As a result of the research, 1) it was found that there was a significant difference (p˂0.05) in favor of the experimental group between the pre-test and post-test scores of the parents who participated and did not participate in the EPAC, in terms of being able to teach cognitive skills, language and communication skills, self-care skills, social and emotional skills and psychomotor skills and skills to help them cope with problem behaviors, which are sub-dimensions of SEPAC. When the educational competencies of the parents were examined, the development of parental competency was observed in the experimental group participating in the program, while there was no improvement in the control group. Therefore, the parent education program developed for parents who have children with ASD shows that it is an effective program for parents to teach these skills to children with ASD. 2) As a result of the research, when the social validity findings were examined, it was stated that the parents' positive opinions about the process, purpose and effect of the education program, and their educational competencies regarding the education of their children with autism increased.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Ebeveyn eğitim programı, Otizm Spektrum Bozukluğu, Erken çocukluk, Özel eğitim, Eğitsel yeterlik, Karma yöntem, Ölçek, Kontrol listesi, Gözlem, Görüşme, Parent education program, Autism Spectrum Disorder, Early childhood, Special education, Educational competence, Mixed method Scale, Checklist, Observation, Interview
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Karaca, M. A. (2021). Ebeveyn eğitim programının erken çocukluk dönemindeki otizmli çocuğa sahip ebeveynlerin eğitsel yeterliklerine etkisinin incelenmesi. (Yayınlanmamış Doktora Tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Özel Eğitim Anabilim Dalı, Konya.
