Otizm tanısı konmuş çocukların iletişim becerilerinin gelişimine alternatif iletişim sistemleri ile desteklenmiş müzik çalışmalarının etkisi
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2022
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Abstract
Araştırmada otizm tanısı konmuş 3-5 yaş arasındaki, sözel iletişim kuramayan 4 çocuğun iletişim becerilerinin gelişimine alternatif iletişim sistemleriyle desteklenmiş müzik çalışmalarının etkisini incelemektir. Çalışmada iletişime yönelik dört alt boyut ele alınmaktadır. Bunlar; reddetme, elde etme, bilgi sağlama ve sosyal etkileşimdir. Uygulama öncesi bahsedilen dört alt boyuta yönelik davranışlar İletişim Matrisi aracılığıyla test edilmiştir. Uygulamada elektronik alternatif ve destekleyici iletişim sistemlerinden tablet kullanılmıştır. Tablete Bitsboard isimli uygulama yüklenmiş, uygulamada müzik çalışmasına yönelik iletişim panosu oluşturulmuştur. Katılımcıların iletişim panosu aracılığıyla müzik seansında uygulayıcıyla etkileşime geçmesi hedeflenmiştir. Tüm seanslar video kaydına alınmış, gözlemci güvenirliği için bir başka eğitimciyle birlikte seanslar hakkında gözlem notları tutulmuştur. 8 seansın ardından tekrar İletişim Matrisi uygulanmış ve sontest verileri elde edilmiştir. Elde edilen veriler Wilcoxon Testiyle analiz edilmiştir. Örneklem grubunun sınırlılığından kaynaklı olarak istatistiksel verilerde anlamlı bir farklılık bulunmamıştır. Grafikler incelendiğindeyse öntest ve sonttest ölçümleri arasında her alt boyutun ortalamasında artışın olduğu görülmüştür. Uygulama sonrasında katılımcıların sosyal etkileşimlerinde ve dil gelişimlerinde artış görülmüştür. Talep etme, ortak dikkat, kendilerini sözel olarak ifade etme becerilerinde gelişme gözlemlenmiştir.
This study aims to examine the impact of musical studies that are supported with alternative communication systems on the development of communication skills of four children between the ages of 3 and 5, who were diagnosed with autism and cannot verbally communicate. The study deals with four subdimensions of communication: refusing, obtaining, providing or seeking information, and social interaction. Before the implementation, the behaviours related to these four subdimensions were tested through the Communication Matrix. In the implementation, a tablet was used as an alternative and augmentative communication system. An application called Bitsboard was installed in the tablet; and a communication board for the musical study was prepared in the application. During the musical session, the participants were expected to interact with the implementer through this communication board. All sessions were recorded with video; and for the observer reliability, the observation notes on the sessions were taken with another educator. Following eight sessions, the Communication Matrix was applied again; and the final test data were obtained. The data were analysed with the Wilcoxon Test. Since the sample group was very limited, no meaningful statistical difference was found. When the diagrams were analysed, it was seen that the average estimates for all subdimensions increased between the pre-test and the final test; and the social interactions and linguistic developments of participants enhanced. Their skills of requesting, joint attention and verbal expression were observed to be improved.
This study aims to examine the impact of musical studies that are supported with alternative communication systems on the development of communication skills of four children between the ages of 3 and 5, who were diagnosed with autism and cannot verbally communicate. The study deals with four subdimensions of communication: refusing, obtaining, providing or seeking information, and social interaction. Before the implementation, the behaviours related to these four subdimensions were tested through the Communication Matrix. In the implementation, a tablet was used as an alternative and augmentative communication system. An application called Bitsboard was installed in the tablet; and a communication board for the musical study was prepared in the application. During the musical session, the participants were expected to interact with the implementer through this communication board. All sessions were recorded with video; and for the observer reliability, the observation notes on the sessions were taken with another educator. Following eight sessions, the Communication Matrix was applied again; and the final test data were obtained. The data were analysed with the Wilcoxon Test. Since the sample group was very limited, no meaningful statistical difference was found. When the diagrams were analysed, it was seen that the average estimates for all subdimensions increased between the pre-test and the final test; and the social interactions and linguistic developments of participants enhanced. Their skills of requesting, joint attention and verbal expression were observed to be improved.
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Eğitim ve Öğretim, Education and Training, Müzik, Music