Pen Academic Publishing
Journals • Publish with us • Publishing partnership • About Us • Türkçe
Research article | Open Access
International Journal of Barrier Free Life and Society 2026, Vol 10(1) 1-24

Sosyal Öykülerle Beceri Öğretiminde Uygulayıcı Rolleri: Aile, Akran ve Uzman Karşılaştırması

Nidanur Cansaran • Derya Girgin
Cite this article
Article Type
Research article
Publication Date
July 20, 2026
Pages
1-24
DOI
10.29329/baflas.2026.1441.1

Abstract

Bu araştırmada, otizm spektrum bozukluğu tanısı almış bir öğrenciye sosyal becerilerin öğretiminde aile uygulayıcı, akran uygulayıcı ve uzman uygulayıc tarafından sunulan sosyal öykülerin edinim, izleme, genelleme ve verimlilik açısından incelenmesi amaçlanmıştır. Araştırma, tek denekli araştırma modellerinden uyarlamalı dönüşümlü uygulamalar modeliyle yürütülmüştür. Çalışma, tek denekli karşılaştırma araştırması olarak ele alınmıştır. Araştırmada hedef sosyal beceriler teşekkür etme, izin isteme ve yardım isteme olarak belirlenmiştir. Teşekkür etme becerisi uzman, izin isteme becerisi akran, yardım isteme becerisi ise aile uygulayıcı tarafından sunulan sosyal öykülerle çalışılmıştır. Edinim ölçütü, öğrencinin üç oturum üst üste %100 doğru tepki göstermesi olarak belirlenmiştir. Bulgular, üç uygulayıcı koşulunun da hedef sosyal becerilerin edinimi, izlenmesi ve genellenmesiyle ilişkili olumlu sonuçlar verdiğini göstermiştir. Araştırmada yer alan katılımcı uzman tarafından sunulan sosyal öykü koşulu dört oturumda, akran tarafından sunulan sosyal öykü koşulu beş oturumda, aile uygulayıcı tarafından sunulan sosyal öykü koşulu ise altı oturumda ölçüte ulaşmıştır. Verimlilik göstergeleri açısından uzman koşulu daha kısa sürede ve daha az hatayla tamamlanmıştır. Ancak her hedef becerinin farklı bir uygulayıcıyla eşleştirilmiş olması nedeniyle bu bulgu, betimsel bir verimlilik örüntüsü olarak değerlendirilmelidir. Sosyal geçerlik bulguları, öğrenci ve uygulayıcıların sosyal öykü uygulamasını olumlu değerlendirdiğini göstermiştir. Bulgular, sosyal öykülerin farklı uygulayıcılar tarafından kullanılabileceğine ilişkin öncül ve uygulamaya dönük bulgular sunmaktadır.

Keywords: Otizm Spektrum Bozukluğu Sosyal Öykü Sosyal Beceri Öğretimi Aile Aracılı Uygulama Akran Aracılı Uygulama Uzman Aracılı Uygulama Tek Denekli Araştırma
Cite this article
Cansaran, N. & Girgin, D. (2026). Sosyal Öykülerle Beceri Öğretiminde Uygulayıcı Rolleri: Aile, Akran ve Uzman Karşılaştırması. International Journal of Barrier Free Life and Society, 10(1), 1-24. https://doi.org/10.29329/baflas.2026.1441.1

  • Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 19(2), 87–94. https://doi.org/10.1177/10883576040190020301 [Google Scholar] [Crossref] 
  • Akgün-Giray, D., & Ergenekon, Y. (2022). Effect of social stories designed and presented by pre-service teachers on social skills acquisition of children with autism. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(1), 109–132. https://doi.org/10.21565/ozelegitimdergisi.779961 [Google Scholar] [Crossref] 
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596 [Google Scholar] [Crossref] 
  • Barry, L. M., & Burlew, S. B. (2004). Using social stories to teach choice and play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19(1), 45–51. https://doi.org/10.1177/10883576040190010601 [Google Scholar] [Crossref] 
  • Bıçakcı, M., & Olçay-Gül, S. (2019). Effect of peer delivered social stories on the crossing skills of primary school students with developmental disabilities. Education and Science, 44(199), 257–278. https://doi.org/10.15390/EB.2019.8168 [Google Scholar] [Crossref] 
  • Camilleri, L. J., Maras, K., & Brosnan, S. (2024). Supporting autistic communities through parent-led and child/young person-led digital social story interventions: An exploratory study. Frontiers in Digital Health, 6, Article 1355795. https://doi.org/10.3389/fdgth.2024.1355795 [Google Scholar] [Crossref] 
  • Chang, Y.-C., & Dean, M. (2022). Friendship interventions and measurements in children with ASD: A systematic review. Research in Autism Spectrum Disorders, 93, Article 101947. https://doi.org/10.1016/j.rasd.2022.101947 [Google Scholar] [Crossref] 
  • Como, D. H., Goodfellow, M., Hudak, D., & Cermak, S. A. (2024). A scoping review: Social stories supporting behavior change for individuals with autism. Journal of Occupational Therapy, Schools, & Early Intervention, 17(1), 154–175. https://doi.org/10.1080/19411243.2023.2168824 [Google Scholar] [Crossref] 
  • Dean, M., & Chang, Y.-C. (2021). A systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings. Autism, 25(7), 1828–1843. https://doi.org/10.1177/13623613211012886 [Google Scholar] [Crossref] 
  • Delano, M. E., & Snell, M. E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8(1), 29–42. https://doi.org/10.1177/10983007060080010501 [Google Scholar] [Crossref] 
  • Deniz, E., Francis, G., Torgerson, C., & Toseeb, U. (2024). Parent-mediated play-based interventions to improve social communication and language skills of preschool autistic children: A systematic review and meta-analysis. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-024-00463-0 [Google Scholar] [Crossref] 
  • Gray, C. A. (2000). Writing Social Stories with Carol Gray: Accompanying workbook to video. Future Horizons. [Google Scholar]
  • Gray, C. A., & Garand, J. D. (1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1–10. https://doi.org/10.1177/108835769300800101 [Google Scholar] [Crossref] 
  • Holcombe, A., Wolery, M., & Gast, D. L. (1994). Comparative single-subject research: Description of designs and discussion of problems. Topics in Early Childhood Special Education, 14(1), 119–145. https://doi.org/10.1177/027112149401400111 [Google Scholar] [Crossref] 
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179. https://doi.org/10.1177/001440290507100203 [Google Scholar] [Crossref] 
  • Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51(11), 4013–4032. https://doi.org/10.1007/s10803-020-04844-2 [Google Scholar] [Crossref] 
  • Kurt, O. (2012). Uyarlamalı dönüşümlü uygulamalar modeli. E. Tekin-İftar (Ed.), Davranış ve eğitim bilimlerinde tek-denekli araştırmalar içinde (ss. 329–349). Türk Psikologlar Derneği Yayınları. [Google Scholar]
  • Ledford, J. R., & Gast, D. L. (Eds.). (2024). Single case research methodology: Applications in special education and behavioral sciences (4th ed.). Routledge. [Google Scholar]
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE. [Google Scholar]
  • Olçay-Gül, S., & Tekin-İftar, E. (2016). Family-generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51(1), 67–78. https://doi.org/10.1177/215416471605100107 [Google Scholar] [Crossref] 
  • Reichow, B., & Song, J. (2026). Overview of reviews of peer-mediated interventions for young children with disabilities. Topics in Early Childhood Special Education. Advance online publication. https://doi.org/10.1177/02711214241281383 [Google Scholar] [Crossref] 
  • Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE. [Google Scholar]
  • Sam, A., & AFIRM Team. (2015). Social narratives. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/Social-narratives [Google Scholar]
  • Scattone, D., Tingstrom, D. H., & Wilczynski, S. M. (2006). Increasing appropriate social interactions of children with autism spectrum disorders using social stories. Focus on Autism and Other Developmental Disabilities, 21(4), 211–222. https://doi.org/10.1177/10883576060210040201 [Google Scholar] [Crossref] 
  • Snodgrass, M. R., Chung, M. Y., Meadan, H., & Halle, J. W. (2018). Social validity in single-case research: A systematic literature review of prevalence and application. Research in Developmental Disabilities, 74, 160–173. https://doi.org/10.1016/j.ridd.2018.01.007 [Google Scholar] [Crossref] 
  • Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. [Google Scholar]
  • What Works Clearinghouse. (2022). What Works Clearinghouse procedures and standards handbook, version 5.0. Institute of Education Sciences, U.S. Department of Education. [Google Scholar]
  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203 [Google Scholar] [Crossref] 
  • Wright, B., Bell, K. J., Blackwell, J. E., Teige, C., Mandefield, L., Wang, H.-I., Welch, C., Scantlebury, A., Watson, J., McMillan, D., Standley, E., Attwell, L., Carrick, H., Taylor, A., Taylor, O., Hodkinson, R., Edwards, H., Pearson, H., Parrott, S., ... Hewitt, C. (2024). Impact of Social Stories on social and emotional health of autism spectrum primary school children: The ASSSIST2 RCT with economic evaluation. Health Technology Assessment, 28(39). https://doi.org/10.3310/JBTM8017 [Google Scholar] [Crossref] 
  • Wright, B., Blackwell, J. E., Bell, K. J., Teige, C., Mandefield, L., Wang, H.-I., Welch, C., Scantlebury, A., Watson, J., McMillan, D., Standley, E., Attwell, L., Carrick, H., Taylor, A., Taylor, O., Hodkinson, R., Edwards, H., Pearson, H., Parrott, S., ... Hewitt, C. (2025). Autism Spectrum Social Stories in Schools Trial 2 (ASSSIST-2): A pragmatic randomised controlled trial of the Social Stories™ intervention to address the social and emotional health of autistic children in UK primary schools. Child and Adolescent Mental Health, 30(1), 4–12. https://doi.org/10.1111/camh.12740 [Google Scholar] [Crossref] 
  • Wright, L. A., & McCathren, R. B. (2012). Utilizing Social Stories to increase prosocial behavior and reduce problem behavior in young children with autism. Child Development Research, 2012, Article 357291. https://doi.org/10.1155/2012/357291 [Google Scholar] [Crossref] 
  • Yapıcı, Y. G. (2019). Kardeşler aracılığıyla sunulan sosyal öyküler: Bir koçluk uygulaması örneği [Yüksek lisans tezi, Anadolu Üniversitesi]. Anadolu Üniversitesi Sosyal Bilimler Enstitüsü. [Google Scholar]
  • Zhang, B., Liang, S., Chen, J., Chen, L., Chen, W., Tu, S., Hu, L., Jin, H., & Chu, L. (2022). Effectiveness of peer-mediated intervention on social skills for children with autism spectrum disorder: A randomized controlled trial. Translational Pediatrics, 11(5), 663–675. https://doi.org/10.21037/tp-22-110 [Google Scholar] [Crossref] 
  • Zhou, N., Zhou, L., Ho, C. Y. T., McGrath, C., & Wong, H. M. (2024). Social story intervention for training expected behaviors among preschool children: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 21(7), Article 940. https://doi.org/10.3390/ijerph21070940 [Google Scholar] [Crossref]