Publication: Otizm spektrum bozukluğu tanılı bireylere zihin kuramı becerilerinin öğretimi : Bir meta-analiz ve sistematik derleme çalışması
Abstract
Otizm Spektrum Bozukluğu (OSB) tanılı bireylerin sosyal etkileşim ve iletişim yetersizliklerini açıklayan teorilerden biri olan zihin kuramı, bir başkasının düşüncesini, niyeti veya isteğini anlayabilme yetisi olarak tanımlanmaktadır. OSB tanılı bireylerin zihin kuramı becerilerindeki yetersizlikleri nedeniyle araştırmacılar tarafından bu alana yönelik birçok müdahale geliştirilmiştir. Bu müdahale programlarının OSB tanılı bireylerin zihin kuramı becerileri üzerinde etkisine yönelik bütüncül bir yoruma ihtiyaç duyulması, bu araştırmanın problemini oluşturmaktadır. Bu kapsamda araştırmanın temel amacı, zihin kuramı müdahale programlarının OSB tanılı bireylerin zihin kuramı becerilerine etkisinin incelenmesidir. Bu amaç doğrultusunda araştırmada sistematik derleme ve meta-analiz yöntemleri kullanılmıştır. Araştırmada belirli veritabanları ve teratür taraması gerrçekleştirilmiştir. Tarama sonucunda ulaşılan çalışmalar dahil etme ve dışlama ölçütleri kapsamında değerlendirilmiştir. Araştırmaya dahil edilen 20 çalışmanın yıl, tür, dergi/ üniversite, ülke, araştırma deseni, zihin kuramı eğitimi temaları, eğitim sunum şekli, oturum sayısı, oturum süresi, müdahale şekli, uygulayıcı, örneklem, cinsiyet, tanı, karşılaştırılan grup, ortam, ölçme araçları, genel etki, genelleme, takip ve sosyal geçerlilik temalarına yönelik betimsel analizi yapılmış ve ilgili çalışmalar What Works Clearinghouse (WWC) standartlarına göre değerlendirilmiştir. Betimsel analize dahil edilen ve uygun veri setine sahip 15 çalışma üzerinden ise meta-analiz ve alt grup analizleri yürütülmüştür. Comprehensive Meta-Analysis (CMA) zerinden yapılan analizler sonucunda zihin kuramı müdahale programlarının OSB tanılı bireylerin zihin kuramı becerileri üzerinde orta düzey bir etkiye sahip olduğu bulunmuştur. Bununla birlikte yaş, deneysel desen, müdahalenin uygulanış şekli, müdahale oturum süresi ve müdahale oturum sayısı değişkenleri üzerinden alt grup analizleri gerçekleştirilmiştir. Alt grup analizleri sonucu bahsi geçen değişkenlerin zihin kuramı becerileri üzerinde anlamlı bir etkisi olmadığı bulunmuştur. Elde edilen sonuçlar literatür ışığında tartışılmış ve ileriki araştırmalar için önerilerde bulunulmuştur.
Theory of mind, which is one of the theories explaining the social interaction and communication inadequacies of individuals diagnosed with Autism Spectrum Disorder (ASD), is defined as the ability to understand someone else's thoughts, intentions, or wishes. Due to the inadequacies in ToM skills of individuals diagnosed with ASD, many intervention programs have been developed by researchers in this area. The need for a holistic interpretation of the effects of these intervention programs on the ToM skills of individuals diagnosed with ASD constitutes the problem of this study. In this context, the study's primary purpose is to examine the effects of ToM intervention programs on the ToM skills of individuals diagnosed with ASD. For this purpose, systematic review and meta-analysis methods were used in the study. The research conducted a literature review with specific databases and The studies obtained from the review were evaluated within the inclusion and exclusion criteria. Descriptive analyses of the 20 studies included in the study were conducted for the themes of the year, type, journal/ university, country, research design, ToM education themes, education delivery method, number of sessions, session duration, intervention type, practitioner, sample, gender, diagnosis, compared group, setting, measurement tools, general effect, generalization, follow-up, and social validity, and the related studies were evaluated according to What Works Clearinghouse (WWC) standards. Meta-analysis and subgroup analyses were conducted on 15 studies included in the descriptive analysis and had appropriate data sets. As a result of the analyses conducted through the Comprehensive Meta-Analysis (CMA) program, it was found that ToM intervention programs had a moderate effect on the ToM skills of individuals diagnosed with ASD. In addition, subgroup analyses were conducted on age, experimental design, how the intervention was implemented, the duration of the intervention session, and the number of intervention sessions. As a result of the subgroup analyses, it was found that the variables mentioned above did not have a significant effect on ToM skills. The results obtained were discussed in the light of the literature, and suggestions were made for future research.
Theory of mind, which is one of the theories explaining the social interaction and communication inadequacies of individuals diagnosed with Autism Spectrum Disorder (ASD), is defined as the ability to understand someone else's thoughts, intentions, or wishes. Due to the inadequacies in ToM skills of individuals diagnosed with ASD, many intervention programs have been developed by researchers in this area. The need for a holistic interpretation of the effects of these intervention programs on the ToM skills of individuals diagnosed with ASD constitutes the problem of this study. In this context, the study's primary purpose is to examine the effects of ToM intervention programs on the ToM skills of individuals diagnosed with ASD. For this purpose, systematic review and meta-analysis methods were used in the study. The research conducted a literature review with specific databases and The studies obtained from the review were evaluated within the inclusion and exclusion criteria. Descriptive analyses of the 20 studies included in the study were conducted for the themes of the year, type, journal/ university, country, research design, ToM education themes, education delivery method, number of sessions, session duration, intervention type, practitioner, sample, gender, diagnosis, compared group, setting, measurement tools, general effect, generalization, follow-up, and social validity, and the related studies were evaluated according to What Works Clearinghouse (WWC) standards. Meta-analysis and subgroup analyses were conducted on 15 studies included in the descriptive analysis and had appropriate data sets. As a result of the analyses conducted through the Comprehensive Meta-Analysis (CMA) program, it was found that ToM intervention programs had a moderate effect on the ToM skills of individuals diagnosed with ASD. In addition, subgroup analyses were conducted on age, experimental design, how the intervention was implemented, the duration of the intervention session, and the number of intervention sessions. As a result of the subgroup analyses, it was found that the variables mentioned above did not have a significant effect on ToM skills. The results obtained were discussed in the light of the literature, and suggestions were made for future research.