Parental Views and Experiences on the Instruction of Safety Skills to Children with ASD

Hatice Deniz Degirmenci; Seray Olçay; Ahmet Fidan; Elif Tekin İftar

Makale detayları

Parental Views and Experiences on the Instruction of Safety Skills to Children with ASD

Yazarlar:

Hatice Deniz Degirmenci | Seray Olçay | Ahmet Fidan | Elif Tekin İftar

Yayıncı:

Ankara University

Ana Başlıklar:

Otizm ve Spekrum Bozukluğu Eğitimi

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 3, pp.273-290

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357768

pISSN:

1304-7639

Anahtar kelimeler:

Özet:

 Introduction: The problems in social interaction and communication, limited interest, and repetitive behavior observed in children with autism spectrum disorder ASD increase the vulnerability of these children to security risks. Research demonstrated that children with ASD are more vulnerable to security risks when compared to children with typical development. The present study aimed to determine the views and experiences of parents of children with ASD on safety skills and instruction of these skills. Method: The study was designed with the descriptive model. Participants were assigned with the criterion sampling, maximum variation sampling, and convenience sampling methods. The study data were collected from 43 parents in semi-structured interviews and analyzed with the descriptive approach. Findings: More than half of the participants described safety skills as learning the skills that would protect the child, and they previously experienced situations that threatened the safety of their children, and they had taken precautions to ensure the safety of their children by reducing the exposure of their children to dangerous situations or increasing surveillance. A significant number of the participants stated that safety skills could be instructed, while nearly half stated that the children were not instructed safety skills at school. Most participants stated that they had experience in the instruction of safety skills, they usually instructed these verbally or by warning their children, albeit the instruction was challenging. Discussion: It was observed that parents knowledge, teaching experience, and views on the definition and scope of safety skills were limited. The study findings were generally consistent with the findings reported in the literature. Conclusion: The findings demonstrated that parents did not prioritize the instruction of safety skills and did not assist their children in safe responses and self-protection. The awareness, knowledge, and teaching skills of parents of children with ASD should be improved in terms of safety skills.

 Introduction: The problems in social interaction and communication, limited interest, and repetitive behavior observed in children with autism spectrum disorder ASD increase the vulnerability of these children to security risks. Research demonstrated that children with ASD are more vulnerable to security risks when compared to children with typical development. The present study aimed to determine the views and experiences of parents of children with ASD on safety skills and instruction of these skills. Method: The study was designed with the descriptive model. Participants were assigned with the criterion sampling, maximum variation sampling, and convenience sampling methods. The study data were collected from 43 parents in semi-structured interviews and analyzed with the descriptive approach. Findings: More than half of the participants described safety skills as learning the skills that would protect the child, and they previously experienced situations that threatened the safety of their children, and they had taken precautions to ensure the safety of their children by reducing the exposure of their children to dangerous situations or increasing surveillance. A significant number of the participants stated that safety skills could be instructed, while nearly half stated that the children were not instructed safety skills at school. Most participants stated that they had experience in the instruction of safety skills, they usually instructed these verbally or by warning their children, albeit the instruction was challenging. Discussion: It was observed that parents knowledge, teaching experience, and views on the definition and scope of safety skills were limited. The study findings were generally consistent with the findings reported in the literature. Conclusion: The findings demonstrated that parents did not prioritize the instruction of safety skills and did not assist their children in safe responses and self-protection. The awareness, knowledge, and teaching skills of parents of children with ASD should be improved in terms of safety skills.

 Introduction: The problems in social interaction and communication, limited interest, and repetitive behavior observed in children with autism spectrum disorder ASD increase the vulnerability of these children to security risks. Research demonstrated that children with ASD are more vulnerable to security risks when compared to children with typical development. The present study aimed to determine the views and experiences of parents of children with ASD on safety skills and instruction of these skills. Method: The study was designed with the descriptive model. Participants were assigned with the criterion sampling, maximum variation sampling, and convenience sampling methods. The study data were collected from 43 parents in semi-structured interviews and analyzed with the descriptive approach. Findings: More than half of the participants described safety skills as learning the skills that would protect the child, and they previously experienced situations that threatened the safety of their children, and they had taken precautions to ensure the safety of their children by reducing the exposure of their children to dangerous situations or increasing surveillance. A significant number of the participants stated that safety skills could be instructed, while nearly half stated that the children were not instructed safety skills at school. Most participants stated that they had experience in the instruction of safety skills, they usually instructed these verbally or by warning their children, albeit the instruction was challenging. Discussion: It was observed that parents knowledge, teaching experience, and views on the definition and scope of safety skills were limited. The study findings were generally consistent with the findings reported in the literature. Conclusion: The findings demonstrated that parents did not prioritize the instruction of safety skills and did not assist their children in safe responses and self-protection. The awareness, knowledge, and teaching skills of parents of children with ASD should be improved in terms of safety skills.

 Giriş: Otizm spektrum bozukluğu OSB olan çocuklarda görülen sosyal etkileşim ve iletişimde yetersizlikler ile sınırlı ilgiler ve tekrarlayıcı davranışlar onları güvenlik risklerine karşı daha korumasız hale getirmektedir. Araştırmalar da OSB olan çocukların tipik gelişen çocuklara kıyasla güvenlik risklerine daha fazla maruz kaldığını göstermektedir. Bu araştırmanın amacı OSB olan çocuğa sahip anne-babaların güvenlik becerileri ve öğretimine ilişkin görüşlerini ve deneyimlerini belirlemektir. Yöntem: Araştırma betimsel araştırma modeliyle desenlenmiştir. Katılımcılar ölçüt örnekleme, maksimum çeşitlilik örneklemesi ve kolay ulaşılabilir örnekleme ilkeleri benimsenerek belirlenmiştir. Araştırma kapsamında 43 anne-babadan yarı-yapılandırılmış görüşmeler aracılığı ile veri toplanmıştır ve veriler betimsel olarak analiz edilmiştir. Bulgular: Katılımcıların yarısından çoğu güvenlik becerilerini çocuğun kendini korumayı öğrenmesi olarak tanımlamış; daha önce çocuklarının güvenliğini tehdit eden durumlarla karşılaştıkları ve çocuklarının güvenliğini sağlamak üzere tehlikeli durumları ulaşılmaz hale getirerek ya da kontrol altında tutarak önlem aldıklarını belirtmişledir. Katılımcıların önemli bir kısmı çocuklarına güvenlik becerilerinin öğretilebileceğini belirtirken yarısına yakını daha önce okulda güvenlik becerileri öğretimi yapılmadığını belirtmiştir. Katılımcıların büyük bir kısmı güvenlik becerisi öğretme deneyimleri olduğunu, öğretimi genellikle sözel açıklama ya da uyarıda bulunarak gerçekleştirdiklerini ve öğretim sırasında zorlandıklarını belirtmiştir. Tartışma: Anne-babaların genel olarak güvenlik becerilerinin tanımına ve kapsamına ilişkin bilgilerinin, öğretime ilişkin deneyimlerinin ve görüşlerinin sınırlı olduğu görülmektedir. Bulgular genel olarak alan yazındaki bulgular ile tutarlık göstermektedir. Sonuç: Bulgular anne-babaların güvenlik becerilerinin öğretimine gereken önemi yeterince vermediklerini ve çocuklarını güvenli tepkide bulunma ve kendilerini korumaya yönelik desteklemediklerini göstermektedir. OSB olan çocuğa sahip anne-babaların güvenlik becerilerine ilişkin farkındalıklarının, bilgilerinin ve öğretim becerilerinin geliştirilmesine gereksinim duyulmaktadır.

Makale detayları

Parental Views and Experiences on the Instruction of Safety Skills to Children with ASD

Yazarlar:

Hatice Deniz Degirmenci | Seray Olçay | Ahmet Fidan | Elif Tekin İftar

Yayıncı:

Ankara University

Ana Başlıklar:

Otizm ve Spekrum Bozukluğu Eğitimi

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 3, pp.273-290

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357768

pISSN:

1304-7639

Autism spectrum disorder

safety skills

safety risks

parents

effective instructionOtizm spektrum bozukluğu

güvenlik becerileri

güvenlik riskleri

anne-babalar

etkili öğretim

Sayı

Makale detayları

Yazarlar: Hatice Deniz Degirmenci | Seray Olçay | Ahmet Fidan | Elif Tekin İftar

Yayıncı: Ankara University

Ana Başlıklar: Otizm ve Spekrum Bozukluğu Eğitimi

Dergi: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 3, pp.273-290

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001357768

pISSN: 1304-7639

Sayı

Yazarlar:

Hatice Deniz Degirmenci | Seray Olçay | Ahmet Fidan | Elif Tekin İftar

Yayıncı:

Ankara University

Ana Başlıklar:

Otizm ve Spekrum Bozukluğu Eğitimi

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.26 Issue 3, pp.273-290

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001357768

pISSN:

1304-7639