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ÖZEL EĞİTİMDE SÖZEL YAKLAŞIMA DAYALI DEĞERLENDİRME PROGRAMLARINA KARŞILAŞTIRMALI BAKIŞ

Year 2025, Volume: 9 Issue: 1, 1 - 18, 03.07.2025

Elif Gündoğdu Kılıçarslan , Yeşim Güleç Aslan , Onur Kurt , Hasan Gürgür

Abstract

Özel gereksinimli bireylerin nitelikli eğitim alabilmelerinde eğitsel değerlendirme anahtar görevi görür. Eğitsel değerlendirme, bireyin eğitiminde hangi aşamaların izlenmesi gerektiğinin belirlenerek uygun müdahalenin ortaya konulmasına yardımcı olmaktadır. Aynı zamanda bireyin uygun eğitimi alabilmesi için gelişimine uygun bir eğitsel yerleştirme sürecine de katkı sağlamaktadır. Eğitsel değerlendirmede kullanılan farklı araçlar ile müdahale programları söz konusudur. Temel Dil ve Öğrenme Becerilerinin Değerlendirilmesi Aracı/Revize (Asssesment of Basic Language and Learning Skills Revise – ABLLS-R) ve Sözel Davranış Aşamaları Değerlendirme ve Yerleştirme Programı (Verbal Behavior Milestones Asssesment and Placement Program –VB-MAPP), B. F. Skinner’in sözel davranış analizine dayalı, gelişimsel yetersizliği olan bireylerin değerlendirilmesi ve müdahale programının oluşturulmasında yardımcı, bilimsel araştırmalarla desteklenen temel iki programdır. Bu iki programın birbirlerine benzer yanları olmakla birlikte farklılaştıkları hususlar da söz konusudur. Bu alanyazın taramasında her iki değerlendirme programına ilişkin yapılmış çalışmaların incelenerek programların tanıtılması ve benzerlik ile farklılıklarının ortaya konması amaçlanmıştır. Bu doğrultuda alanyazın taraması gerçekleştirilmiştir ve bu iki kapsamlı programa yönelik betimsel bilgiler ortaya konmuştur. Araştırmaya dahil etme ve hariç tutma kriterlerine uygun olarak 12 çalışma dahil edilmiştir. Araştırma sonucunda ABLLS-R ve VB-MAPP programlarının birbirine benzer ancak aralarında farklılıkların olduğu, etkin ve yaygın bir şekilde kullanıldığı ve hedef öğrencinin yaşı ve ihtiyaçları bağlamında bir program diğerinden daha uygun hale gelebileceği görülmüştür. Uygulama ve ileri araştırmalara yönelik öneriler sunulmuştur.

Keywords

Değerlendirme Derleme Müdahale Programı Sözel Davranış VBMAPP ABLLS

References

  • Akbayrak, Kübra (Ed.). (2022). Bireyselleştirilmiş Eğitim Programı Tüm Öğretmenler İçin Yol Haritası. Milli Eğitim Bakanlığı. https://orgm.meb.gov.tr/meb_iys_dosyalar/2022_09/20140845_BYREYSELLEYTYRYLMYY_EYYTYM_PROGRAMI_TUM_OYRETMENLER_YCYN_YOL_HARITASI.pdf.
  • Aksoy, V. & Şahin, Ş. (2017). Otizm spektrum bozukluğu (OSB): Tarama, tanılama ve değerlendirme. İ. H. Diken (Ed.). Zihin Yetersizliği ve Otizm Spektrum Bozukluğu içinde. Ankara: Pegem Akademi.
  • Avcıoğlu, H. (2011). Zihin engelliler sınıf öğretmenlerinin bireyselleştirilmiş eğitim programı (BEP) hazırlamaya ilişkin görüşleri. Özel Eğitim Dergisi, 12(1), 39-53. doi: 10.1501/Ozlegt_0000000156.
  • Barnes, C. S., Mellor, J. R. & Rehfeldt, R. A. (2014). Implementing the verbal behavior milestones assesment and placement program (VB-MAPP): Teaching assesment techniques. Analysis Verbal Behavior, 30(1), 36-47. https://doi.org/10.1007/s40616-013-0004-5.
  • Belisle, J., Dixon, M. R., Munoz, B. E. & Fricke- Steuber, K. (2021). Exploratory factor analysis of the VB-MAPP: Support for the interdependency of elemantary verbal operants”. Journal of Behavioral Education, 31, 503-523. https://doi.org/10.1007/s10864-020-09413-2.
  • Belisle, J., Dixon, M. R., Malkin, A., Hollie, J. & Stanley, C.R. (2021). The convergent validity of the PEAK-E-PA and two common assesments of language development: The ABLLS-Rand the TOLD 1:4. Journal of Behavioral Education, 31, 1-9. https://doi.org/10.1007/s10864-020-09426-x.
  • Billingsley, B. (2004). Promoting teacher quality and retention in special education. The Journal of Special Education, 38(1), 2-4. https://doi.org/10.1177/00222194040370050101.
  • Brownell, M., Sindelar , P. T., Kiely, M. T. & Danielsoni, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377. https://doi.org/10.1177/001440291007600307.
  • Büyüköztürk, Şener. (2008). Sosyal Bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPPS uygulamaları ve yorum. Ankara: Pegem Akademi, 6. baskı.
  • Cook, B. & Schirmer, B. (2003). What is special about special education? Overview and analysis. The Journal of Special Education, 37(3), 200-205. https://doi.org/10.1177/00224669030370031001.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis. Upper Saddle River, NJ: Pearson Education. 2. Baskı.
  • Dixon, M. R., Belisle, J., Stanley, C., Rowsey, K., Daar, J. H. & Szekely, S. (2015). Toward a behavior analysis of complex language for children with autism: Evaluating the relationship between PEAK and the VB-MAPP. Journal Development Phsycal Disabilities, 27, 223-233. https://doi.org/10.1007/s10882-014-9410-4.
  • Dymond, S., O’Hora, D., Whelan, R., & O’Donovan, A. (2006). Citation analysis of skinner’s verbal behavior: 1984–2004. The Behavior Analyst, 29, 75–88. Flannery, K. & Wisner Carslson, R. (2020). Autism and education. Psychiatric Clinics of North America, 43(4), 647-671. https://doi.org/10.1016/j.chc.2019.12.005.
  • Greer, R. D. & Keohane, D. D. (2006). The evoluation of verbal behavior in children. The Journal of Speech and Language Pathology- Applied Behavior Analysis, 1(2), 111–140. https://doi.org/10.1037/h0100194.
  • Iovanne, R., Dunlap, G., Huber, H. & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165. https://doi.org/10.1177/10883576030180030301.
  • Kargın, T. (2007). Eğitsel değerlendirme ve bireyselleştirilmiş eğitim programı hazırlama süreci. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(1), 1-13. https://doi.org/10.1501/Ozlegt_0000000103.
  • Kargın, T. & Gengeç, H. (2021). Değerlendirme süreci. T. Kargın ve B. Güldenoğlu (Ed.), Özel Eğitimde Ölçme ve Değerlendirme içinde (s. 39-73). Pegem Akademi.
  • Kasari, C. (2002). Assesing change in early intervention programs for children with autism. Journal Autism and Developmental Disorders, 32(5), 447-461.
  • Kaufman, N. K. (2020). Rethinking "gold standarts" and "best practices" in the assesment of autism. Applied Neuropsychology, 11(5), 1-12.
  • Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2018). Instructional practices, priorities and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3-14.
  • Malkin, A., Dixon, M. R., Speelman, R. C. & Luke, N. (2017). Evaluating the relationships between the PEAK relational training system- direct training module, assesment of basic language and learning skills- revised and the vineland adaptive behavior scales- II. Journal Development Phsycal Disabilities, 29, 341-351. https://doi.org/10.1007/s10882-016-9527-8.
  • Mason, L. L., Sawchak, A., Scott Curtis, S., Andrews, A., Arriaga, A., & Pena, H. (2018). A comparison of outcomes from criterion-referenced and experimental evaluations of verbal behavior. Behavioral Development, 23(2), 118–129. https://doi.org/10.1037/bdb0000080.
  • Milli Eğitim Bakanlığı (MEB). (2018). Özel Eğitim Hizmetleri Yönetmeliği. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=24736&MevzuatTur=7&MevzuatTertip=5.
  • Montallana, K. L., Gard, B. M. Lotfizadeh, A. D. & Poling, A. (2019). Inter-Rater agreement for the milestones and barriers assesments of the verbal behavior milestones assesment and placement program (VB-MAPP). Journal of Autism and Developmental Disorders, 49(5), 2015-2023. https://doi.org/https:doi.org/10.1007/s10803-019-03879-4.
  • Morris, M. J., Hess, K. L. & Heflin, L. J. (2011). Teacher training for implementation of teaching strategies for students with autism spectrum disorders. Teacher Education and Special Education, 34(2), 119-132. https://doi.org/ 10.1177/0888406410376660.
  • National Autism Center (NAC). (2015). National Autism Center. Findings and Conclusions: National Standarts Project, Phase 2. Massachusetts: Randolph: National Autism Center. Massachusetts: Randolph. https://www.autismdiagnostics.com/assets/Resources/NSP2.pdf. National Autism Center (NAC). (2019). National Standarts Report. Ozonoff, S., Iosif, A. M., Baguio, F., Cook, I. C., Hill, M. M., Hutman, T., Rogers, S. J., Rozga, A., Sangha, S., Sigman, M., Steinfeld, M. B. & Young, G. S. (2010). Evidence-based assesment of autism spectrum disorders in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 34(3), 523-540. https://doi.org/10.1207/s15374424jccp3403_8.
  • Özyürek, M (2014). Bireyselleştirilmiş Eğitim Programını Geliştirme ve Temeller. Ankara: Kök Yayıncılık, 6. Basım. Padilla, K. L. & Akers, J. S. (2021). Content validity evidence for the verbal behavior milestones assesment and placement program. Journal of Autism and Developmental Disorders, 51(11), 4054-4066. https://doi.org/10.1007/s10803-020-04864-y.
  • Padilla, K. L., Weston, R., Morgan, G. B., Lively, P., & O’Guinn, N. (2022). Validity and reliability evidence for assessments based in applied behavior analysis: A systematic review. Behavior Modification, 47(1), 247-288. https://doi.org/10.1177/01454455221098151.
  • Partington, J. W. (2006). The Assessment of Basic Language and Learning Skills. Pleasant Hill, CA: Behavior Analysts Inc.
  • Partington, J. W., Bailey, A., & Partington, S. W. (2016). A pilot study examining the test-retest and internal consistency reliability of the ABLLS-R. Journal of Psychoeducational Assesment, 36(4), 1-6.https://doi.org/ 10.1177/0734282916678348.
  • Partington, J. W, Bailey A. & Partington, S. W. (2018). A pilot study on patterns of skill development of neurotypical children as measured by the ABLLS-R: Implications for educational programming for children with autism. International Journal of Contemporary Education, 1(2), 70-85. http://dx.doi.org/10.11114/ijce.v1i2.3619.
  • Peterson, T., Dodson, J. Sherwin, R. & Strale, F. (2024). Evaluating the verbal behavior milestones assesment and placement program (VB-MAPP) scores using principal components analysis. Cureus, 16(8), 1-20. https://doi.org/10.7759/cureus.66602.
  • Rababa, M. & Ayasrah, S. (2024). The effectiveness of a training program based on the assesment of basic language and learning skills-revised tool "ABLLS-R" in reducing stereotyped behaviors among children with autism spectrum disorder. International Journal of Developmental Disabilities, 70(6), 1068-1081. https://doi.org/10.1080/20473869.2024.2380942.
  • Skinner, B. F. (1953). Science and Human Behavior. Macmillan.
  • Skinner, B. F. (1957). Verbal Behavior. New York: Appleton-Century-Crofts.
  • Sundberg, M. L. & Michael, J. (2001). The benefits of skinner’s analysis of verbal behavior for children with autism. Behavior Modification, 25, 698-724. https://doi.org/10.1177/0145445501255003.
  • Sundberg, M. L. (2007). Verbal Behavior. J O Cooper (Ed.). Applied Behavior Analysis içinde. Upper Saddle River, NJ: Merrill/Prentice Hall, 2. Basım.
  • Sundberg, M. L. (2008). VB-MAPP Verbal Behavior Milestones Assestment and Placemet Program. AVB Press, 1. Basım.
  • Taylor, L. R. (2003). Assesment of Exceptional Students: Educational and Psychological Procedures, Boston, 6. Basım. Usry, J., Partington, S. W. & Partington, J. W. (2018). Using expert panels to examine the content validity and inter-rater reliability of the ABLLS-R. Journal Development Phsycal Disabilities, 30, 27-38.
  • Zwaigenbaum, L., Bauman, M. L., Stone, W. L., Yirmiya, N., Estes, A., Hansen, R. L., McPartland, J. C., Natowicz, M. R., Choueiri, R., Fein, D., Kasari, C., Pierce, K., Buie, T., Carter, A., Davis, P. A., Granpeesheh, D., Mailloux, Z., Newschaffer, C., Robins, D., Roley, S. S., Wagner, S. & Wetherby, A. (2015). Early identification of autism spectrum disorder: Recommendations for practice and research. Pediatrics, 136(1), 10-40. https://doi.org/10.1542/peds.2014-3667C

Comparative View of Assesment Programs Based On Verbal Approach in Special Education

Year 2025, Volume: 9 Issue: 1, 1 - 18, 03.07.2025

Elif Gündoğdu Kılıçarslan , Yeşim Güleç Aslan , Onur Kurt , Hasan Gürgür

Abstract

Educational assessment plays a key role in individuals with special needs receiving quality education. Educational assessment helps determine which stages need to be followed in the individual's education and determines the appropriate intervention. It also contributes to an educational placement process that is appropriate for the individual's development so that they can receive appropriate education. There are different tools and intervention programs used in educational assessment. The Assessment of Basic Language and Learning Skills (ABLLS) and the Verbal Behavior Milestones Assessment and Placement Program (VB MAPP) are two basic programs supported by scientific research, based on B. F. Skinner's verbal behavior analysis, that help in the assessment and creation of intervention programs for individuals with developmental disabilities. Although these two programs have similarities, there are also points where they differ. This review study aims to introduce both assessment programs and to reveal their similarities and differences. In this context, a systematic literature review was conducted and descriptive information regarding these two comprehensive programs was presented. In line with the purposes, 11 studies were included in the study in accordance with the inclusion and exclusion criteria. As a result of the research, it is seen that ABLLS/ABLLS-R and VB-MAPP programs are similar to each other but there are differences between them, they are used effectively and widely, an one program may be more suitable than the other in the context of the target student’s age and needs. Suggestions for implementation and further research were presented

Keywords

Assesment Intervention Program Review Verbal Behavior . VBMAPP ABLLS

References

  • Akbayrak, Kübra (Ed.). (2022). Bireyselleştirilmiş Eğitim Programı Tüm Öğretmenler İçin Yol Haritası. Milli Eğitim Bakanlığı. https://orgm.meb.gov.tr/meb_iys_dosyalar/2022_09/20140845_BYREYSELLEYTYRYLMYY_EYYTYM_PROGRAMI_TUM_OYRETMENLER_YCYN_YOL_HARITASI.pdf.
  • Aksoy, V. & Şahin, Ş. (2017). Otizm spektrum bozukluğu (OSB): Tarama, tanılama ve değerlendirme. İ. H. Diken (Ed.). Zihin Yetersizliği ve Otizm Spektrum Bozukluğu içinde. Ankara: Pegem Akademi.
  • Avcıoğlu, H. (2011). Zihin engelliler sınıf öğretmenlerinin bireyselleştirilmiş eğitim programı (BEP) hazırlamaya ilişkin görüşleri. Özel Eğitim Dergisi, 12(1), 39-53. doi: 10.1501/Ozlegt_0000000156.
  • Barnes, C. S., Mellor, J. R. & Rehfeldt, R. A. (2014). Implementing the verbal behavior milestones assesment and placement program (VB-MAPP): Teaching assesment techniques. Analysis Verbal Behavior, 30(1), 36-47. https://doi.org/10.1007/s40616-013-0004-5.
  • Belisle, J., Dixon, M. R., Munoz, B. E. & Fricke- Steuber, K. (2021). Exploratory factor analysis of the VB-MAPP: Support for the interdependency of elemantary verbal operants”. Journal of Behavioral Education, 31, 503-523. https://doi.org/10.1007/s10864-020-09413-2.
  • Belisle, J., Dixon, M. R., Malkin, A., Hollie, J. & Stanley, C.R. (2021). The convergent validity of the PEAK-E-PA and two common assesments of language development: The ABLLS-Rand the TOLD 1:4. Journal of Behavioral Education, 31, 1-9. https://doi.org/10.1007/s10864-020-09426-x.
  • Billingsley, B. (2004). Promoting teacher quality and retention in special education. The Journal of Special Education, 38(1), 2-4. https://doi.org/10.1177/00222194040370050101.
  • Brownell, M., Sindelar , P. T., Kiely, M. T. & Danielsoni, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377. https://doi.org/10.1177/001440291007600307.
  • Büyüköztürk, Şener. (2008). Sosyal Bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPPS uygulamaları ve yorum. Ankara: Pegem Akademi, 6. baskı.
  • Cook, B. & Schirmer, B. (2003). What is special about special education? Overview and analysis. The Journal of Special Education, 37(3), 200-205. https://doi.org/10.1177/00224669030370031001.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis. Upper Saddle River, NJ: Pearson Education. 2. Baskı.
  • Dixon, M. R., Belisle, J., Stanley, C., Rowsey, K., Daar, J. H. & Szekely, S. (2015). Toward a behavior analysis of complex language for children with autism: Evaluating the relationship between PEAK and the VB-MAPP. Journal Development Phsycal Disabilities, 27, 223-233. https://doi.org/10.1007/s10882-014-9410-4.
  • Dymond, S., O’Hora, D., Whelan, R., & O’Donovan, A. (2006). Citation analysis of skinner’s verbal behavior: 1984–2004. The Behavior Analyst, 29, 75–88. Flannery, K. & Wisner Carslson, R. (2020). Autism and education. Psychiatric Clinics of North America, 43(4), 647-671. https://doi.org/10.1016/j.chc.2019.12.005.
  • Greer, R. D. & Keohane, D. D. (2006). The evoluation of verbal behavior in children. The Journal of Speech and Language Pathology- Applied Behavior Analysis, 1(2), 111–140. https://doi.org/10.1037/h0100194.
  • Iovanne, R., Dunlap, G., Huber, H. & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165. https://doi.org/10.1177/10883576030180030301.
  • Kargın, T. (2007). Eğitsel değerlendirme ve bireyselleştirilmiş eğitim programı hazırlama süreci. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(1), 1-13. https://doi.org/10.1501/Ozlegt_0000000103.
  • Kargın, T. & Gengeç, H. (2021). Değerlendirme süreci. T. Kargın ve B. Güldenoğlu (Ed.), Özel Eğitimde Ölçme ve Değerlendirme içinde (s. 39-73). Pegem Akademi.
  • Kasari, C. (2002). Assesing change in early intervention programs for children with autism. Journal Autism and Developmental Disorders, 32(5), 447-461.
  • Kaufman, N. K. (2020). Rethinking "gold standarts" and "best practices" in the assesment of autism. Applied Neuropsychology, 11(5), 1-12.
  • Knight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2018). Instructional practices, priorities and preparedness for educating students with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 34(1), 3-14.
  • Malkin, A., Dixon, M. R., Speelman, R. C. & Luke, N. (2017). Evaluating the relationships between the PEAK relational training system- direct training module, assesment of basic language and learning skills- revised and the vineland adaptive behavior scales- II. Journal Development Phsycal Disabilities, 29, 341-351. https://doi.org/10.1007/s10882-016-9527-8.
  • Mason, L. L., Sawchak, A., Scott Curtis, S., Andrews, A., Arriaga, A., & Pena, H. (2018). A comparison of outcomes from criterion-referenced and experimental evaluations of verbal behavior. Behavioral Development, 23(2), 118–129. https://doi.org/10.1037/bdb0000080.
  • Milli Eğitim Bakanlığı (MEB). (2018). Özel Eğitim Hizmetleri Yönetmeliği. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=24736&MevzuatTur=7&MevzuatTertip=5.
  • Montallana, K. L., Gard, B. M. Lotfizadeh, A. D. & Poling, A. (2019). Inter-Rater agreement for the milestones and barriers assesments of the verbal behavior milestones assesment and placement program (VB-MAPP). Journal of Autism and Developmental Disorders, 49(5), 2015-2023. https://doi.org/https:doi.org/10.1007/s10803-019-03879-4.
  • Morris, M. J., Hess, K. L. & Heflin, L. J. (2011). Teacher training for implementation of teaching strategies for students with autism spectrum disorders. Teacher Education and Special Education, 34(2), 119-132. https://doi.org/ 10.1177/0888406410376660.
  • National Autism Center (NAC). (2015). National Autism Center. Findings and Conclusions: National Standarts Project, Phase 2. Massachusetts: Randolph: National Autism Center. Massachusetts: Randolph. https://www.autismdiagnostics.com/assets/Resources/NSP2.pdf. National Autism Center (NAC). (2019). National Standarts Report. Ozonoff, S., Iosif, A. M., Baguio, F., Cook, I. C., Hill, M. M., Hutman, T., Rogers, S. J., Rozga, A., Sangha, S., Sigman, M., Steinfeld, M. B. & Young, G. S. (2010). Evidence-based assesment of autism spectrum disorders in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 34(3), 523-540. https://doi.org/10.1207/s15374424jccp3403_8.
  • Özyürek, M (2014). Bireyselleştirilmiş Eğitim Programını Geliştirme ve Temeller. Ankara: Kök Yayıncılık, 6. Basım. Padilla, K. L. & Akers, J. S. (2021). Content validity evidence for the verbal behavior milestones assesment and placement program. Journal of Autism and Developmental Disorders, 51(11), 4054-4066. https://doi.org/10.1007/s10803-020-04864-y.
  • Padilla, K. L., Weston, R., Morgan, G. B., Lively, P., & O’Guinn, N. (2022). Validity and reliability evidence for assessments based in applied behavior analysis: A systematic review. Behavior Modification, 47(1), 247-288. https://doi.org/10.1177/01454455221098151.
  • Partington, J. W. (2006). The Assessment of Basic Language and Learning Skills. Pleasant Hill, CA: Behavior Analysts Inc.
  • Partington, J. W., Bailey, A., & Partington, S. W. (2016). A pilot study examining the test-retest and internal consistency reliability of the ABLLS-R. Journal of Psychoeducational Assesment, 36(4), 1-6.https://doi.org/ 10.1177/0734282916678348.
  • Partington, J. W, Bailey A. & Partington, S. W. (2018). A pilot study on patterns of skill development of neurotypical children as measured by the ABLLS-R: Implications for educational programming for children with autism. International Journal of Contemporary Education, 1(2), 70-85. http://dx.doi.org/10.11114/ijce.v1i2.3619.
  • Peterson, T., Dodson, J. Sherwin, R. & Strale, F. (2024). Evaluating the verbal behavior milestones assesment and placement program (VB-MAPP) scores using principal components analysis. Cureus, 16(8), 1-20. https://doi.org/10.7759/cureus.66602.
  • Rababa, M. & Ayasrah, S. (2024). The effectiveness of a training program based on the assesment of basic language and learning skills-revised tool "ABLLS-R" in reducing stereotyped behaviors among children with autism spectrum disorder. International Journal of Developmental Disabilities, 70(6), 1068-1081. https://doi.org/10.1080/20473869.2024.2380942.
  • Skinner, B. F. (1953). Science and Human Behavior. Macmillan.
  • Skinner, B. F. (1957). Verbal Behavior. New York: Appleton-Century-Crofts.
  • Sundberg, M. L. & Michael, J. (2001). The benefits of skinner’s analysis of verbal behavior for children with autism. Behavior Modification, 25, 698-724. https://doi.org/10.1177/0145445501255003.
  • Sundberg, M. L. (2007). Verbal Behavior. J O Cooper (Ed.). Applied Behavior Analysis içinde. Upper Saddle River, NJ: Merrill/Prentice Hall, 2. Basım.
  • Sundberg, M. L. (2008). VB-MAPP Verbal Behavior Milestones Assestment and Placemet Program. AVB Press, 1. Basım.
  • Taylor, L. R. (2003). Assesment of Exceptional Students: Educational and Psychological Procedures, Boston, 6. Basım. Usry, J., Partington, S. W. & Partington, J. W. (2018). Using expert panels to examine the content validity and inter-rater reliability of the ABLLS-R. Journal Development Phsycal Disabilities, 30, 27-38.
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There are 40 citations in total.

Details

Primary Language Turkish
Subjects Specialist Studies in Education (Other)
Journal Section Review
Authors

Elif Gündoğdu Kılıçarslan 0009-0009-6187-1735

Yeşim Güleç Aslan 0000-0003-0283-2129

Onur Kurt 0000-0003-1511-6367

Hasan Gürgür 0000-0002-4016-4048

Publication Date July 3, 2025
Submission Date October 27, 2024
Acceptance Date July 3, 2025
Published in Issue Year 2025 Volume: 9 Issue: 1

Cite

APA Gündoğdu Kılıçarslan, E., Güleç Aslan, Y., Kurt, O., Gürgür, H. (2025). ÖZEL EĞİTİMDE SÖZEL YAKLAŞIMA DAYALI DEĞERLENDİRME PROGRAMLARINA KARŞILAŞTIRMALI BAKIŞ. Medeniyet Eğitim Araştırmaları Dergisi, 9(1), 1-18.
AMA Gündoğdu Kılıçarslan E, Güleç Aslan Y, Kurt O, Gürgür H. ÖZEL EĞİTİMDE SÖZEL YAKLAŞIMA DAYALI DEĞERLENDİRME PROGRAMLARINA KARŞILAŞTIRMALI BAKIŞ. MEAD. July 2025;9(1):1-18.
Chicago Gündoğdu Kılıçarslan, Elif, Yeşim Güleç Aslan, Onur Kurt, and Hasan Gürgür. “ÖZEL EĞİTİMDE SÖZEL YAKLAŞIMA DAYALI DEĞERLENDİRME PROGRAMLARINA KARŞILAŞTIRMALI BAKIŞ”. Medeniyet Eğitim Araştırmaları Dergisi 9, no. 1 (July 2025): 1-18.
EndNote Gündoğdu Kılıçarslan E, Güleç Aslan Y, Kurt O, Gürgür H (July 1, 2025) ÖZEL EĞİTİMDE SÖZEL YAKLAŞIMA DAYALI DEĞERLENDİRME PROGRAMLARINA KARŞILAŞTIRMALI BAKIŞ. Medeniyet Eğitim Araştırmaları Dergisi 9 1 1–18.
IEEE E. Gündoğdu Kılıçarslan, Y. Güleç Aslan, O. Kurt, and H. Gürgür, “ÖZEL EĞİTİMDE SÖZEL YAKLAŞIMA DAYALI DEĞERLENDİRME PROGRAMLARINA KARŞILAŞTIRMALI BAKIŞ”, MEAD, vol. 9, no. 1, pp. 1–18, 2025.
ISNAD Gündoğdu Kılıçarslan, Elif et al. “ÖZEL EĞİTİMDE SÖZEL YAKLAŞIMA DAYALI DEĞERLENDİRME PROGRAMLARINA KARŞILAŞTIRMALI BAKIŞ”. Medeniyet Eğitim Araştırmaları Dergisi 9/1 (July 2025), 1-18.
JAMA Gündoğdu Kılıçarslan E, Güleç Aslan Y, Kurt O, Gürgür H. ÖZEL EĞİTİMDE SÖZEL YAKLAŞIMA DAYALI DEĞERLENDİRME PROGRAMLARINA KARŞILAŞTIRMALI BAKIŞ. MEAD. 2025;9:1–18.
MLA Gündoğdu Kılıçarslan, Elif et al. “ÖZEL EĞİTİMDE SÖZEL YAKLAŞIMA DAYALI DEĞERLENDİRME PROGRAMLARINA KARŞILAŞTIRMALI BAKIŞ”. Medeniyet Eğitim Araştırmaları Dergisi, vol. 9, no. 1, 2025, pp. 1-18.
Vancouver Gündoğdu Kılıçarslan E, Güleç Aslan Y, Kurt O, Gürgür H. ÖZEL EĞİTİMDE SÖZEL YAKLAŞIMA DAYALI DEĞERLENDİRME PROGRAMLARINA KARŞILAŞTIRMALI BAKIŞ. MEAD. 2025;9(1):1-18.