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Gelişimsel Yetersizliği Olan Çocukların Annelerinin, Dil Edinimine ve Dilin Desteklenmesine İlişkin Görüşlerinin İncelenmesi

Year 2016, Volume: 17 Issue: 01, 43 - 58, 01.04.2016

Abstract

Bu çalışmada, annelerin gelişimsel yetersizliği olan çocuklarının dil edinimine, dil gelişimlerinin desteklenmesine ve çocuklarının iletişim ve dil performanslarına ilişkin düşünceleri incelenmiştir. Çalışmaya, gelişimsel geriliği bulunan ve yaşları 30-60 aylar arasında çocuğu olan 14 anne katılmıştır. Annelerin eğitim düzeyleri en az lise mezunu olarak belirlenmiştir. Çocukların hepsinde iletişim ve dil ile ilgili gerilik bulunmaktadır. Araştırmada yarı yapılandırılmış görüşme tekniği ile veriler toplanmıştır. Annelere, dil edinimine, çocuklarının dil ve iletişim performanslarına ve dil gelişimi desteklenmesine yönelik görüşleri sorulmuştur. Anneler, dil ve iletişim becerilerinin çocuklar tarafından taklitle, herhangi bir etki olmadan kendi başlarına ya da çevre ile sosyal etkileşime girilerek edinildiğini ifade etmişlerdir. Dil ve iletişim becerilerini desteklemede, taklide dayalı tekniklerin, çocuğun ilgisini çeken etkinliklerin ve doğal yöntemlerin etkili olduğunu dile getirmişlerdir. Çocuklarının dil ve iletişim performanslarını ise alıcı dili iyi ifade edemiyor, sözel dili tercih etmiyor ve söylediklerimizi anlamıyor şeklinde belirtmişlerdir. Sonuç olarak anneler, çocukların dil ediniminde taklidin etkili olduğunu ve çocuklarının söylenenleri anladıklarını ancak sözel olarak ifade edemediklerini düşünmektedirler

References

  • Bakkaloğlu, H., & Sucuoğlu, B. (2000). Normal ve zihinsel engelli bebeklerde anne-bebek etkileşiminin karşılaştırmalı olarak incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi, Özel Eğitim Dergisi, 2(4), 47-58.
  • Bailey, R. L., Parette-Jr, H. P., Stoner, J. B., Angell, M. E., & Carroll, K. (2006). Family members' perceptions of augmentative and alternative communication device use. Language, Speech, and Hearing Services in Schools, 37(1), 50-60.
  • Barrett M., Harris M., & Chasin J. (1991). Early lexical development and maternal speech: A comparison of children‟s initial and subsequent uses of words. Journal of Child Language, 18(1), 21-40.
  • Bornstein, M. H., Hendricks, C., Haynes, O. M., & Painter, K. M. (2007). Maternal sensitivity and child responsiveness: Associations with social context, maternal characteristics, and child characteristics in a multivariate analysis. Infancy, 12(2), 189-223.
  • Brady, N, Skinner, D., Robert, J, & Hennon, E. (2006). Communication in young children with Fragile X syndrome: A qualitative study of mothers‟ perspectives. American Journal of Speech-Language Pathology,15(4), 353-364.
  • Brady, N. C., Steeples, T., & Fleming, K. (2005). Effects of prelinguistic communication levels on initiation and repair of communication in children with disabilities. Journal of Speech, Language and Hearing Research, 48(5), 1098-1113.
  • Chomsky, N. (1986). Knowledge of language: Its nature, origin, and use. Westport, CT: Greenwood Publishing Group.
  • Crawford, A. M., & Manassis, K. (2001). Familial predictors of treatment outcome in childhood anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 40(10), 1182-1189.
  • Ege, P. (2006). Farklı engel gruplarının iletişim özellikleri ve öğretmenlere öneriler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(2), 1-23.
  • Fey, M. E., Warren, S. F., Fairchild, M., Sokol, S., & Yoder, P. J. (2006). Early effects of responsivity education/prelinguistic milieu teaching for children developmental delays and their parents. Journal of Speech, Language and Hearing Research, 49(3), 526-547.
  • Fewell, R. R., & Deutscher, B. (2002). Attention deficit hyperactivity disorder in very young children: Early signs and interventions. Infants and Young Children, 14(3), 24-32.
  • Girolometto, L., Sussman, F., &Weitzman, E. (2007). Using case study methods to investigate the effects of interactive intervention for children with ASD. Journal of Communication Disorders 40(6), ,470-492.
  • Hemmeter, M. L., & Kaiser, A. P. (1994). Enhanced milieuteaching effects of parent-ımplemented language intervention. Journal of Early Intervention, 18(3), 269-289.
  • Hoff‐Ginsberg, E. (1991). Mother‐child conversation in different social classes and communicative settings. Child Development, 62(4), 782-796.
  • Johston, J.,& Wong, A. (2002). Cultural differences in beliefs and practices concerning talk to children. Journal of Speech, Language, and Hearing Research, 45(5), 916-926.
  • Johnson‐Glenberg, M., & C., Chapman, R. S. (2004). Predictors of parent–child language during novel task play: a comparison between typically developing children and individuals with down syndrome. Journal of Intellectual Disability Research, 48(3), 225-238.
  • Kaderavek, J. R., & Justice, L. M. (2002). Shared strorybook reading as an intervention context: practices and potential pitfalls. American Journal of Speech-Language Pathology, 11(4), 395-406.
  • Karaaslan, Ö. (2010). Etkileşime dayalı erken eğitim programının gelişimsel yetersizliğe sahip çocuklar ve anneleri üzerindeki etkililiği. Ankara: Eğiten Kitap.
  • Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Journal of Early Education and Development, 11(4), 423-446.
  • Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children‟s development. Infants and Young Children, 16(1), 9-21.
  • Kummerer, S. E., Lopez-Reyna, M. A., & Hughes, M. T. (2006). Mexican immigrant mothers‟ perceptions of their children‟s communication disabilities, emergent literacy development, and speech-language therapy program. American Journal of Speech-Language Pathology,16(3), 271-282.
  • Landry, S. H., Smith K. E., Miller-Loncar ,C. L., & Swank, P. R. (1997). Predicting cognitive-language and social growth curves prom early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33(6), 1040-1053.
  • Lowenthall, B. (1995). Naturalistic language intervention in inclusive environments. Intervention in School & Clinic, 31(2) 114-119.
  • Mahoney, G. (2009). Relationship-focused intervention (RFI): Enhancing the role of parents in children‟s developmental intervention. International Journal of Early Childhood Special Education 1(1), 79-94.
  • Marfo, K. (1990). Maternal directiveness in interactions with mentally handicapped children: An analytical commentary. Journal of Child Psychology and Psychiatry, 31(4), 531-549.
  • Maviş, İ. (2005). Çocukta dil edinim kuramları. S. Topbaş (Ed.), Dil ve kavram gelişimi içinde (ss. 31-60) Kök Yayıncılık, Ankara.
  • Menyuk, P., Liebergotts, J., & Schultz, M. (1995). Early language development in full-term and premature infants. NJ: Erlbaum, Hillsdale.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. Thousand Oaks, California: Sage Publications.
  • Nelson, N. W. (1998). Childhood language disorders in context: Infancy through adolescence (2nd ed. ) Needham Heights, MA: Allyn ve Bacon.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
  • Rogers, S. J. (1988). Characteristics of social interactions between mothers and their disabled infants: a review. Child: Care, Health and Development, 14(5), 301-317.
  • Smith, A. L., Romski, M. A., Sevcik, R. A., Adamson, L. B., & Bakeman, R. (2011). Parent stress and its relation to parent perceptions of communication following parent-coached language intervention. Journal of Early Intervention, 33(2), 135-150.
  • Saxon, T. (1997). A longitudinal study of early mother-infant interaction and later language competence. First Language, 17(51), 271-281.
  • Snow, C. E. (1977). The development of conversation between mothers and babies. Journal of Child Language, 4(1), 1-22.
  • Stephenson, J., & Dowrick, M. (2005). Parents' perspectives on the communication skills of their children with severe disabilities. Journal of Intellectual and Developmental Disability, 30(2), 75-85.
  • Tamis-LeMonda, C., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children‟s achievement of language milestones. Child Development, 72(3), 748-767.
  • Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57(6), 1454-1463.
  • Topbaş, S., Maviş, İ., & Erbaş, D. (2003). Intentional communicative behaviours of Turkish‐speaking children with normal and delayed language development. Child: Care, Healthand Development, 29(5), 345-355.
  • Turan, F., & Ege, P. (2003). Dil sorunu olan çocuklar için bütüncül dil yaklaşımı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(1), 31-43.
  • Turan, F. (2012). Normal ve özel gereksinimli çocuğu olan annelerin çocuklarının dil edinimine ilişkin görüşleri ile çocuklarıyla etkileşim biçimlerinin karşılaştırılması. Eğitim ve Bilim Dergisi, 37(166), 291-302.
  • Waldfogel, J. (2006). What children need. Cambridge, M.A: Harward University Press.
  • Yakın, M. (2009). Aile eğitiminin annelerin doğal dil sağaltım tekniklerini kullanmalarında etkililiği (Yayımlanmış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü Ankara, Türkiye). https://tez.yok.gov.tr/UlusalTezMerkezi/‟nden elde edilmiştir. (Tez No.239268)
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. baskı). Ankara: Seçkin Yayıncılık.
  • Yoder, P. J., Warren, S. F., McCathren, R. B., & Leew, S. (1998). Does Adult Responsivity to Child Behavior Facilitate Communication Development? In A. Wetherby, S. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 39-58) Baltimore, MD: Paul H. Brookes Publishing.
  • Yoder, P., & Warren, S. (2002). Effects of prelinguistic milleu teaching and parent responsivity education on dyads ınvolving children with ıntellectual disabilities. Journal of Speech, Language and Hearing Research,45(6),1158-1174.
  • Yoder, P. J., Kaiser, A. P., Alpert, C., & Fischer, R. (1993). Following the child's lead when teaching nouns to preschoolers with mental retardation. Journal of Speech, Language and Hearing Research, 36(1), 158- 167
Year 2016, Volume: 17 Issue: 01, 43 - 58, 01.04.2016

Abstract

References

  • Bakkaloğlu, H., & Sucuoğlu, B. (2000). Normal ve zihinsel engelli bebeklerde anne-bebek etkileşiminin karşılaştırmalı olarak incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi, Özel Eğitim Dergisi, 2(4), 47-58.
  • Bailey, R. L., Parette-Jr, H. P., Stoner, J. B., Angell, M. E., & Carroll, K. (2006). Family members' perceptions of augmentative and alternative communication device use. Language, Speech, and Hearing Services in Schools, 37(1), 50-60.
  • Barrett M., Harris M., & Chasin J. (1991). Early lexical development and maternal speech: A comparison of children‟s initial and subsequent uses of words. Journal of Child Language, 18(1), 21-40.
  • Bornstein, M. H., Hendricks, C., Haynes, O. M., & Painter, K. M. (2007). Maternal sensitivity and child responsiveness: Associations with social context, maternal characteristics, and child characteristics in a multivariate analysis. Infancy, 12(2), 189-223.
  • Brady, N, Skinner, D., Robert, J, & Hennon, E. (2006). Communication in young children with Fragile X syndrome: A qualitative study of mothers‟ perspectives. American Journal of Speech-Language Pathology,15(4), 353-364.
  • Brady, N. C., Steeples, T., & Fleming, K. (2005). Effects of prelinguistic communication levels on initiation and repair of communication in children with disabilities. Journal of Speech, Language and Hearing Research, 48(5), 1098-1113.
  • Chomsky, N. (1986). Knowledge of language: Its nature, origin, and use. Westport, CT: Greenwood Publishing Group.
  • Crawford, A. M., & Manassis, K. (2001). Familial predictors of treatment outcome in childhood anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 40(10), 1182-1189.
  • Ege, P. (2006). Farklı engel gruplarının iletişim özellikleri ve öğretmenlere öneriler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(2), 1-23.
  • Fey, M. E., Warren, S. F., Fairchild, M., Sokol, S., & Yoder, P. J. (2006). Early effects of responsivity education/prelinguistic milieu teaching for children developmental delays and their parents. Journal of Speech, Language and Hearing Research, 49(3), 526-547.
  • Fewell, R. R., & Deutscher, B. (2002). Attention deficit hyperactivity disorder in very young children: Early signs and interventions. Infants and Young Children, 14(3), 24-32.
  • Girolometto, L., Sussman, F., &Weitzman, E. (2007). Using case study methods to investigate the effects of interactive intervention for children with ASD. Journal of Communication Disorders 40(6), ,470-492.
  • Hemmeter, M. L., & Kaiser, A. P. (1994). Enhanced milieuteaching effects of parent-ımplemented language intervention. Journal of Early Intervention, 18(3), 269-289.
  • Hoff‐Ginsberg, E. (1991). Mother‐child conversation in different social classes and communicative settings. Child Development, 62(4), 782-796.
  • Johston, J.,& Wong, A. (2002). Cultural differences in beliefs and practices concerning talk to children. Journal of Speech, Language, and Hearing Research, 45(5), 916-926.
  • Johnson‐Glenberg, M., & C., Chapman, R. S. (2004). Predictors of parent–child language during novel task play: a comparison between typically developing children and individuals with down syndrome. Journal of Intellectual Disability Research, 48(3), 225-238.
  • Kaderavek, J. R., & Justice, L. M. (2002). Shared strorybook reading as an intervention context: practices and potential pitfalls. American Journal of Speech-Language Pathology, 11(4), 395-406.
  • Karaaslan, Ö. (2010). Etkileşime dayalı erken eğitim programının gelişimsel yetersizliğe sahip çocuklar ve anneleri üzerindeki etkililiği. Ankara: Eğiten Kitap.
  • Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Journal of Early Education and Development, 11(4), 423-446.
  • Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children‟s development. Infants and Young Children, 16(1), 9-21.
  • Kummerer, S. E., Lopez-Reyna, M. A., & Hughes, M. T. (2006). Mexican immigrant mothers‟ perceptions of their children‟s communication disabilities, emergent literacy development, and speech-language therapy program. American Journal of Speech-Language Pathology,16(3), 271-282.
  • Landry, S. H., Smith K. E., Miller-Loncar ,C. L., & Swank, P. R. (1997). Predicting cognitive-language and social growth curves prom early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33(6), 1040-1053.
  • Lowenthall, B. (1995). Naturalistic language intervention in inclusive environments. Intervention in School & Clinic, 31(2) 114-119.
  • Mahoney, G. (2009). Relationship-focused intervention (RFI): Enhancing the role of parents in children‟s developmental intervention. International Journal of Early Childhood Special Education 1(1), 79-94.
  • Marfo, K. (1990). Maternal directiveness in interactions with mentally handicapped children: An analytical commentary. Journal of Child Psychology and Psychiatry, 31(4), 531-549.
  • Maviş, İ. (2005). Çocukta dil edinim kuramları. S. Topbaş (Ed.), Dil ve kavram gelişimi içinde (ss. 31-60) Kök Yayıncılık, Ankara.
  • Menyuk, P., Liebergotts, J., & Schultz, M. (1995). Early language development in full-term and premature infants. NJ: Erlbaum, Hillsdale.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. Thousand Oaks, California: Sage Publications.
  • Nelson, N. W. (1998). Childhood language disorders in context: Infancy through adolescence (2nd ed. ) Needham Heights, MA: Allyn ve Bacon.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
  • Rogers, S. J. (1988). Characteristics of social interactions between mothers and their disabled infants: a review. Child: Care, Health and Development, 14(5), 301-317.
  • Smith, A. L., Romski, M. A., Sevcik, R. A., Adamson, L. B., & Bakeman, R. (2011). Parent stress and its relation to parent perceptions of communication following parent-coached language intervention. Journal of Early Intervention, 33(2), 135-150.
  • Saxon, T. (1997). A longitudinal study of early mother-infant interaction and later language competence. First Language, 17(51), 271-281.
  • Snow, C. E. (1977). The development of conversation between mothers and babies. Journal of Child Language, 4(1), 1-22.
  • Stephenson, J., & Dowrick, M. (2005). Parents' perspectives on the communication skills of their children with severe disabilities. Journal of Intellectual and Developmental Disability, 30(2), 75-85.
  • Tamis-LeMonda, C., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children‟s achievement of language milestones. Child Development, 72(3), 748-767.
  • Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57(6), 1454-1463.
  • Topbaş, S., Maviş, İ., & Erbaş, D. (2003). Intentional communicative behaviours of Turkish‐speaking children with normal and delayed language development. Child: Care, Healthand Development, 29(5), 345-355.
  • Turan, F., & Ege, P. (2003). Dil sorunu olan çocuklar için bütüncül dil yaklaşımı. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(1), 31-43.
  • Turan, F. (2012). Normal ve özel gereksinimli çocuğu olan annelerin çocuklarının dil edinimine ilişkin görüşleri ile çocuklarıyla etkileşim biçimlerinin karşılaştırılması. Eğitim ve Bilim Dergisi, 37(166), 291-302.
  • Waldfogel, J. (2006). What children need. Cambridge, M.A: Harward University Press.
  • Yakın, M. (2009). Aile eğitiminin annelerin doğal dil sağaltım tekniklerini kullanmalarında etkililiği (Yayımlanmış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü Ankara, Türkiye). https://tez.yok.gov.tr/UlusalTezMerkezi/‟nden elde edilmiştir. (Tez No.239268)
  • Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. baskı). Ankara: Seçkin Yayıncılık.
  • Yoder, P. J., Warren, S. F., McCathren, R. B., & Leew, S. (1998). Does Adult Responsivity to Child Behavior Facilitate Communication Development? In A. Wetherby, S. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 39-58) Baltimore, MD: Paul H. Brookes Publishing.
  • Yoder, P., & Warren, S. (2002). Effects of prelinguistic milleu teaching and parent responsivity education on dyads ınvolving children with ıntellectual disabilities. Journal of Speech, Language and Hearing Research,45(6),1158-1174.
  • Yoder, P. J., Kaiser, A. P., Alpert, C., & Fischer, R. (1993). Following the child's lead when teaching nouns to preschoolers with mental retardation. Journal of Speech, Language and Hearing Research, 36(1), 158- 167
There are 46 citations in total.

Details

Journal Section Articles
Authors

Ceyhun Servi

Publication Date April 1, 2016
Published in Issue Year 2016 Volume: 17 Issue: 01

Cite

APA Servi, C. (2016). Gelişimsel Yetersizliği Olan Çocukların Annelerinin, Dil Edinimine ve Dilin Desteklenmesine İlişkin Görüşlerinin İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17(01), 43-58. https://doi.org/DOI: 10.1501/Ozlegt_0000000238

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