{"id":4608,"date":"2025-10-01T20:37:23","date_gmt":"2025-10-01T18:37:23","guid":{"rendered":"https:\/\/wp1.sedaozcan.net.tr\/?page_id=4608"},"modified":"2026-08-16T22:00:34","modified_gmt":"2026-08-16T20:00:34","slug":"egitim-terapi-ve-tedavi-uygulamalari","status":"publish","type":"page","link":"https:\/\/wp1.sedaozcan.net.tr\/en\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/","title":{"rendered":"Education, Therapy and Treatment Practices"},"content":{"rendered":"<div data-elementor-type=\"wp-page\" data-elementor-id=\"4608\" class=\"elementor elementor-4608\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-6ffc95f elementor-section-height-min-height elementor-section-boxed elementor-section-height-default elementor-section-items-middle\" data-id=\"6ffc95f\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t\t<div class=\"elementor-background-overlay\"><\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-no\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-76bd3ac\" data-id=\"76bd3ac\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-8091ab3 elementor-icon-list--layout-inline elementor-tablet-align-center elementor-list-item-link-full_width elementor-widget elementor-widget-icon-list\" data-id=\"8091ab3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-list.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<ul class=\"elementor-icon-list-items elementor-inline-items\">\n\t\t\t\t\t\t\t<li class=\"elementor-icon-list-item elementor-inline-item\">\n\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-text\">What is Autism?<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-4b48817 elementor-widget elementor-widget-heading\" data-id=\"4b48817\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h1 class=\"elementor-heading-title elementor-size-default\">Education, Therapy and Treatment Practices<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t<div class=\"elementor-element elementor-element-507959cc e-flex e-con-boxed e-con e-parent\" data-id=\"507959cc\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-392d730b elementor-widget elementor-widget-text-editor\" data-id=\"392d730b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<section class=\"card\"><p><span style=\"font-weight: 400;\">Otizm spektrum bozuklu\u011fu alan\u0131nda kullan\u0131lan e\u011fitim, terapi ve tedavi uygulamalar\u0131 olduk\u00e7a \u00e7e\u015fitlidir. Her ge\u00e7en g\u00fcn bu uygulamalara yenileri eklenmektedir. Bir uygulaman\u0131n otizmli bireyler i\u00e7in ger\u00e7ekten faydal\u0131 olup olmad\u0131\u011f\u0131n\u0131 anlayabilmek i\u00e7in, bu uygulama bilimsel olarak de\u011ferlendirilmeli ve kabul g\u00f6rmelidir. <\/span><\/p><\/section>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-20c80ea e-con e-atomic-element e-grid-base e-20c80ea-9d5ef79\" data-id=\"20c80ea\" data-element_type=\"e-grid\" data-e-type=\"e-grid\" data-interaction-id=\"20c80ea\">\n    \t\t<div class=\"elementor-element elementor-element-54ad34e elementor-widget elementor-widget-text-editor\" data-id=\"54ad34e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<section class=\"card\"><p><span style=\"font-weight: 400;\">Bir uygulaman\u0131n bilimsel olarak kabul g\u00f6rmesi i\u00e7in iki temel \u00f6zelli\u011fe sahip ara\u015ft\u0131rmalarla desteklenmi\u015f olmas\u0131 gerekir:\u00a0<\/span><\/p><ul><li><span style=\"font-weight: 400;\">Yap\u0131lan uygulaman\u0131n etkisini neden-sonu\u00e7 ili\u015fkisi i\u00e7inde g\u00f6steren, otizmli bireyler \u00fczerinde uygulanan bilimsel bir ara\u015ft\u0131rmayla incelenmi\u015f olmas\u0131,\u00a0<\/span><\/li><li><span style=\"font-weight: 400;\">Bu ara\u015ft\u0131rman\u0131n alan\u0131nda uzman bilim insanlar\u0131n\u0131n incelemesinden ge\u00e7erek hakemli bilimsel bir dergide yay\u0131mlanm\u0131\u015f olmas\u0131.\u00a0<br \/><\/span><\/li><\/ul><\/section>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-f35eed6 elementor-widget elementor-widget-text-editor\" data-id=\"f35eed6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<section class=\"card\"><p><img fetchpriority=\"high\" decoding=\"async\" class=\"alignnone wp-image-10989 size-full\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/puan.png\" alt=\"\" width=\"1233\" height=\"657\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/puan.png 1233w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/puan-300x160.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/puan-1024x546.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/puan-768x409.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/puan-600x320.png 600w\" sizes=\"(max-width: 1233px) 100vw, 1233px\" \/><\/p><\/section>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\n<\/div>\n\t\t<div class=\"elementor-element elementor-element-4d9316b elementor-widget elementor-widget-text-editor\" data-id=\"4d9316b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<section class=\"card\"><p><span style=\"font-weight: 400;\">Bilimsel etkiye g\u00f6re yap\u0131lan bu s\u0131n\u0131fland\u0131rma, anne-baba ve e\u011fitimcilerin \u00e7ocuklar\u0131 i\u00e7in en g\u00fcvenli ve etkili uygulamalar\u0131 tercih edebilmeleri ad\u0131na yol g\u00f6sterici olmay\u0131 ama\u00e7lamaktad\u0131r. Aileler ve e\u011fitimciler olarak \u00e7ocu\u011funuz i\u00e7in bir uygulama se\u00e7erken mutlaka bilimsel etkisine dikkat edin. <\/span><b>Bilimsel etkisi zay\u0131f uygulamalar zaman, emek ve kaynak kayb\u0131na yol a\u00e7abilece\u011fi gibi baz\u0131 durumlarda \u00e7ocuk i\u00e7in riskli de olabilir.<\/b><\/p><\/section>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-34f2f0a e-flex e-con-boxed e-con e-parent\" data-id=\"34f2f0a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-4f0c0a02 elementor-widget elementor-widget-heading\" data-id=\"4f0c0a02\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">E\u011fitim Uygulamalar\u0131<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-245dc57a elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"245dc57a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7e7bf59c elementor-widget elementor-widget-n-accordion\" data-id=\"7e7bf59c\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2120\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2120\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Uygulamal\u0131 Davran\u0131\u015f Analizi <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2120\" class=\"elementor-element elementor-element-19af987e e-con-full e-flex e-con e-child\" data-id=\"19af987e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-65b31c5d elementor-widget elementor-widget-text-editor\" data-id=\"65b31c5d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Uygulamal\u0131 davran\u0131\u015f analizi (Applied Behavior Analysis &#8211; ABA), davran\u0131\u015fsal psikoloji kuramlar\u0131na dayal\u0131 uygulamalar\u0131 kapsayan bir disiplindir. Uygulamal\u0131 davran\u0131\u015f analizi\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">(UDA), \u00e7ocu\u011fun davran\u0131\u015flar\u0131n\u0131 ve bu davran\u0131\u015flarla ili\u015fkili \u00e7evresel \u00f6zellikleri objektif olarak analiz eder. Pek \u00e7ok davran\u0131\u015f\u0131n \u00e7evre taraf\u0131ndan bir \u015fekilde \u00f6d\u00fcllendirildi\u011fi ya da cezaland\u0131r\u0131ld\u0131\u011f\u0131 d\u00fc\u015f\u00fcn\u00fclmektedir. Dolay\u0131s\u0131yla, \u00e7e\u015fitli \u00f6d\u00fcl mekanizmalar\u0131 (peki\u015ftirme) ve \u00e7ok gerekti\u011finde baz\u0131 cayd\u0131r\u0131c\u0131 mekanizmalar kullan\u0131larak (\u00f6rne\u011fin, \u00e7ocu\u011fun kazand\u0131\u011f\u0131 puan\u0131n geri al\u0131nmas\u0131) uygun davran\u0131\u015flar art\u0131r\u0131lmaya, uygun olmayan davran\u0131\u015flar ise azalt\u0131lmaya \u00e7al\u0131\u015f\u0131lmaktad\u0131r. Otizmli \u00e7ocuklarda art\u0131r\u0131lmas\u0131 hedeflenen davran\u0131\u015flara \u00f6rnek olarak taklit becerileri, ortak dikkat becerileri, sosyal beceriler, ileti\u015fim becerileri, oyun becerileri ve \u00f6z bak\u0131m becerileri; azalt\u0131lmas\u0131 hedeflenen davran\u0131\u015flara \u00f6rnek olarak ise tak\u0131nt\u0131l\u0131 davran\u0131\u015flar ve kendine ya da \u00e7evreye zarar verici davran\u0131\u015flar verilebilir.Otizmli \u00e7ocuklara y\u00f6nelik UDA \u00e7al\u0131\u015fmalar\u0131nda:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocu\u011fun uyan\u0131k oldu\u011fu her an,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocu\u011fun b\u00fct\u00fcn davran\u0131\u015flar\u0131n\u0131 hedef alan,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocu\u011fun ya\u015fam\u0131n\u0131n ge\u00e7ti\u011fi t\u00fcm \u00e7evrelerde,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocu\u011fun ya\u015fam\u0131ndaki t\u00fcm \u00f6nemli ki\u015filer taraf\u0131ndan,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Haftada en az 20 saat uygulanan olabildi\u011fince erken ya\u015fta ba\u015flat\u0131lan e\u011fitim hedeflenir.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">UDA\u2019n\u0131n otizmli \u00e7ocuklar i\u00e7in nihai hedefi, bu \u00e7ocuklar\u0131n akranlar\u0131yla birlikte kapsay\u0131c\u0131 e\u011fitim programlar\u0131na devam edebilecek d\u00fczeye gelmeleridir. UDA, otizmli \u00e7ocuklara uygulanan di\u011fer yakla\u015f\u0131mlarla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131nda, ba\u015far\u0131s\u0131n\u0131 ara\u015ft\u0131rmalarla bilimsel olarak g\u00f6sterebilen en g\u00fc\u00e7l\u00fc uygulama olarak dikkati \u00e7ekmektedir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Uygulamal\u0131 Davran\u0131\u015f Analizine Dayal\u0131 \u00f6\u011fretim uygulamalar\u0131 hakk\u0131nda daha detayl\u0131 bilgi almak i\u00e7in <\/span><strong><a href=\"https:\/\/tohumotizmportali.org\/anasayfa\" target=\"_blank\" rel=\"noopener\">Tohum Otizm Vakf\u0131 E\u011fitim Portal\u0131\u2019n\u0131 <\/a><\/strong><span style=\"font-weight: 400;\">inceleyebilirsiniz.\u00a0\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">UDA\u2019da geni\u015f \u00e7e\u015fitlilikte \u00f6\u011fretim uygulamalar\u0131 yer al\u0131r ve bu uygulamalar otizmli \u00e7ocuklar\u0131n e\u011fitiminde farkl\u0131 becerileri kazand\u0131rmak i\u00e7in kullan\u0131l\u0131r. Bu uygulamalar\u0131n belli ba\u015fl\u0131klar\u0131 a\u015fa\u011f\u0131da k\u0131saca a\u00e7\u0131klanmaktad\u0131r.<\/span><\/p><p><span style=\"font-weight: 400;\">Uygulamalara ili\u015fkin daha detayl\u0131 bilgi i\u00e7in <strong><a href=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/EGITIM_TERAPI-SARI_10-TEMMUZ-2025_SON-Bosluksuz-Online_2.pdf\" target=\"_blank\" rel=\"noopener\">Otizm Spektrum Bozuklu\u011funda E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131<\/a><\/strong> kitap\u00e7\u0131klar\u0131m\u0131z\u0131 inceleyebilirsiniz:\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-66d64b4 elementor-widget elementor-widget-n-accordion\" data-id=\"66d64b4\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1070\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1070\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Ayr\u0131k Denemelerle \u00d6\u011fretim <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1070\" class=\"elementor-element elementor-element-b8c9c0d e-con-full e-flex e-con e-child\" data-id=\"b8c9c0d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-d7e8438 elementor-widget elementor-widget-text-editor\" data-id=\"d7e8438\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Lovaas y\u00f6ntemi olarak da bilinen ayr\u0131k denemelerle \u00f6\u011fretim (Discrete Trial Training), bire-bir \u00f6\u011fretim oturumunda art arda pek \u00e7ok \u00f6\u011fretim sunumu yap\u0131lmas\u0131d\u0131r. Bu sunumlarda \u00e7ocu\u011fa bir soru, y\u00f6nerge ya da ara\u00e7 y\u00f6neltilir; kar\u015f\u0131l\u0131\u011f\u0131nda \u00e7ocuktan bir tepki beklenir. \u00c7ocuktan gelen do\u011fru tepkiler peki\u015ftirilirken, yanl\u0131\u015f tepkiler g\u00f6rmezden gelinir ya da du\u0308zeltilir. Uygulamada davran\u0131\u015f \u00f6ncesinde (\u00f6rne\u011fin, materyalleri haz\u0131rlama) ve davran\u0131\u015f sonras\u0131nda (\u00f6rne\u011fin, veri toplama) yap\u0131lacak du\u0308zenlemeler sistematik olarak planlan\u0131r ve uygulan\u0131r. Bu sistemle otizmli \u00e7ocuklara bir\u00e7ok geli\u015fim alan\u0131ndan \u00e7e\u015fitli beceriler kazand\u0131r\u0131labilir. Ayr\u0131k denemelerle \u00f6\u011fretim ipu\u00e7lar\u0131 ve peki\u015ftirme stratejileri, beceri analizi ve bekleme su\u0308reli \u00f6\u011fretim gibi di\u011fer uygulamalarla birlikte kullan\u0131labilir. Ayr\u0131k denemelerle \u00f6\u011fretimin otizmli \u00e7ocuklar i\u00e7in kritik beceri alanlar\u0131 olan taklit, e\u015fleme ve s\u0131n\u0131flama, al\u0131c\u0131 dil, oyun, \u00f6zbak\u0131m vb. becerilerin kazand\u0131r\u0131lmas\u0131ndaki etkilili\u011fi \u00e7e\u015fitli ara\u015ft\u0131rmalarla ortaya konuldu.<\/span><\/p><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/discrete-trial-instruction\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/discrete-trial-instruction\/<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/eszamanli-ipucuyla-ogretim\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/eszamanli-ipucuyla-ogretim<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/asamali-yardimla-ogretim\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/asamali-yardimla-ogretim<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1071\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1071\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Ayr\u0131ml\u0131 Peki\u015ftirme <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1071\" class=\"elementor-element elementor-element-c47c0c4 e-con-full e-flex e-con e-child\" data-id=\"c47c0c4\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-6566aa4 elementor-widget elementor-widget-text-editor\" data-id=\"6566aa4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Ayr\u0131ml\u0131 peki\u015ftirme (Differential Reinforcement) problem davran\u0131\u015f\u0131n azalmas\u0131n\u0131, yan\u0131 s\u0131ra uygun bir ya da birka\u00e7 davran\u0131\u015f\u0131n artmas\u0131n\u0131 ve bir uyaran\u0131n (\u00f6rne\u011fin soru, y\u00f6nerge) varl\u0131\u011f\u0131nda \u00e7ocu\u011fun do\u011fru tepki vermesini, bir ba\u015fka deyi\u015fle ay\u0131rt etmesini sa\u011flamak i\u00e7in sistematik olarak kullan\u0131lan uygulamad\u0131r. Bu uygulamada do\u011fru ve istenen davran\u0131\u015flar peki\u015ftirilirken, problem davran\u0131\u015f sergilendi\u011finde peki\u015ftirme yap\u0131lmaz. Ayr\u0131ml\u0131 peki\u015ftirme, \u00e7ocu\u011fa mu\u0308dahale etmenin en nazik yollar\u0131ndan biri olarak g\u00f6ru\u0308lu\u0308r ve baz\u0131 problem davran\u0131\u015flar\u0131n azalt\u0131lmas\u0131nda etkilidir. E\u011fer ortamda yap\u0131lan du\u0308zenlemelere ve al\u0131nan \u00f6nlemlere ra\u011fmen problem davran\u0131\u015f devam ediyorsa, ayr\u0131ml\u0131 peki\u015ftirme uygulanabilir. Ayr\u0131ml\u0131 peki\u015ftirme farkl\u0131 \u015fekillerde kullan\u0131labilir. Uygulaman\u0131n temel amac\u0131, problem davran\u0131\u015f\u0131n yerine daha uygun bir davran\u0131\u015f\u0131n yerle\u015fmesini sa\u011flamakt\u0131r. Bunun i\u00e7in a\u015fa\u011f\u0131daki\u00a0 yollar izlenebilir:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocu\u011fun ayn\u0131 gereksinimini daha uygun bir davran\u0131\u015fla ifade etmesi te\u015fvik edilir. \u00d6rne\u011fin, \u00e7ocuk yard\u0131m isterken yerinden kalkmak yerine elini kald\u0131rarak yard\u0131m isterse bu davran\u0131\u015f\u0131 peki\u015ftirilir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Problem davran\u0131\u015fla ayn\u0131 anda yap\u0131lmas\u0131 mu\u0308mku\u0308n olmayan uygun bir davran\u0131\u015f peki\u015ftirilir. \u00d6rne\u011fin, ders s\u0131ras\u0131nda aya\u011fa kalk\u0131p s\u0131n\u0131fta gezinmek yerine yerinde oturursa peki\u015ftirilir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Baz\u0131 davran\u0131\u015flar\u0131n \u00e7ok s\u0131k yap\u0131lmas\u0131 problem olu\u015fturabilir. Bu durumda, davran\u0131\u015f\u0131n s\u0131kl\u0131\u011f\u0131n\u0131 azaltmas\u0131 desteklenir. \u00d6rne\u011fin, di\u015f f\u0131r\u00e7alamak sa\u011fl\u0131kl\u0131d\u0131r; ancak gu\u0308nde 8-10 kez yap\u0131l\u0131rsa zarar verebilir. Bu durumda, f\u0131r\u00e7alama say\u0131s\u0131n\u0131n gu\u0308nde 2-3\u2019e du\u0308\u015fu\u0308ru\u0308lmesi hedeflenir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocu\u011fun belirli bir su\u0308re boyunca problem davran\u0131\u015f\u0131 hi\u00e7 g\u00f6stermemesi durumunda peki\u015ftirme yap\u0131l\u0131r. \u00d6rne\u011fin, elini her 10 dakikada bir \u0131s\u0131ran bir \u00e7ocuk, \u00f6nce 2-3 dakika boyunca hi\u00e7 elini \u0131s\u0131rmazsa peki\u015ftirilir. Bu su\u0308re zamanla uzat\u0131l\u0131r.<\/span><\/li><\/ul><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S.,McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/problem-davranislarla-basacikmak\/problem-davranislari-azaltma-yontemleri\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/problem-davranislarla-basacikmak\/problem-davranislari-azaltma-yontemleri<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1072\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"3\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1072\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Davran\u0131\u015fsal \u0130vme Uygulamas\u0131  <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1072\" class=\"elementor-element elementor-element-8ccb4e8 e-con-full e-flex e-con e-child\" data-id=\"8ccb4e8\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e5a9c49 elementor-widget elementor-widget-text-editor\" data-id=\"e5a9c49\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Davran\u0131\u015fsal ivme (Behavioral Momentum Intervention), \u00f6\u011fretim s\u0131ras\u0131nda yap\u0131lma olas\u0131l\u0131\u011f\u0131 du\u0308\u015fu\u0308k bir talepten \u00f6nce yap\u0131lma olas\u0131l\u0131\u011f\u0131 yu\u0308ksek bir talepte bulunmas\u0131 ya da taleplerin kolaydan zora do\u011fru s\u0131ralanmas\u0131d\u0131r. Yap\u0131lma olas\u0131l\u0131\u011f\u0131 yu\u0308ksek talepler \u00e7ocu\u011fun ilgilerine ve geli\u015fim \u00f6zelliklerine uygun, kolayca ve istekle yapabilece\u011fi y\u00f6nergeler, yan\u0131tlayabilece\u011fi sorular ya da yerine getirebilece\u011fi g\u00f6revlerdir. Yap\u0131lma olas\u0131l\u0131\u011f\u0131 du\u0308\u015fu\u0308k talepler ise \u00e7ocu\u011fun yaparken zorlanaca\u011f\u0131 ya da yapmay\u0131 tercih etmeyece\u011fi y\u00f6nergeler, sorular ya da g\u00f6revlerdir. Otizmli \u00e7ocuklarda \u00f6zellikle ge\u00e7i\u015flerde ya\u015fanan zorluklar\u0131 azaltmak ve \u00f6\u011frenmeyi daha ak\u0131c\u0131 hale getirmek i\u00e7in kullan\u0131lan etkili bir uygulamad\u0131r. Davran\u0131\u015fsal ivme uygulamas\u0131nda \u00e7ocu\u011fa \u00f6nce kolay ve bildi\u011fi birka\u00e7 y\u00f6nerge arka arkaya verilir. Bu y\u00f6nergeleri ba\u015far\u0131yla tamamlad\u0131ktan hemen sonra, daha zor ve hedeflenen beceriye y\u00f6nelik bir y\u00f6nerge sunulur. Bu s\u0131ralama, \u00e7ocu\u011fun do\u011fru tepki verme al\u0131\u015fkanl\u0131\u011f\u0131n\u0131n peki\u015ftirilmesini ve \u00e7ocu\u011fun hedeflenen davran\u0131\u015f\u0131 ger\u00e7ekle\u015ftirmesini sa\u011flar.<\/span><\/p><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7elik, S. (2021). Kan\u0131t temelli uygulamalar I: Odaklanm\u0131\u015f mu\u0308dahaleler. B. Sucuo\u011flu, H. Bakkalo\u011flu &amp; M.\u00c7. \u00d6k\u00e7u\u0308n Ak\u00e7amu\u015f (Edit\u00f6rler). <\/span><i><span style=\"font-weight: 400;\">Tan\u0131dan mu\u0308dahaleye otizm spektrum bozuklu\u011fu el kitab\u0131<\/span><\/i><span style=\"font-weight: 400;\"> (sf. 505-567). Vize Akademik.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S.,McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1073\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"4\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1073\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Do\u011fal \u00d6\u011fretim <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1073\" class=\"elementor-element elementor-element-1bacf30 e-con-full e-flex e-con e-child\" data-id=\"1bacf30\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-da7e4bc elementor-widget elementor-widget-text-editor\" data-id=\"da7e4bc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Do\u011fal \u00f6\u011fretim (Naturalistic Interventions) otizmli \u00e7ocuklara kazand\u0131r\u0131lmas\u0131 hedeflenen beceri ve davran\u0131\u015flar\u0131n UDA ilkelerine dayal\u0131 olarak gu\u0308nlu\u0308k ya\u015famdaki etkinlik ve rutinlere g\u00f6mu\u0308lmesi ve \u00e7evresel du\u0308zenleme, kar\u015f\u0131l\u0131kl\u0131 etkile\u015fim kurma gibi stratejilerin kullan\u0131lmas\u0131d\u0131r. \u00c7ocu\u011fun ilgi ve gereksinimleri do\u011frultusunda ev ve okul gibi do\u011fal ortamlarda \u00e7evresel du\u0308zenlemeler yap\u0131l\u0131r ve \u00e7ocu\u011fun kazand\u0131r\u0131lmak istenen davran\u0131\u015f\u0131 sergilemesi te\u015fvik edilir. \u00c7ocuk davran\u0131\u015f\u0131 sergiledi\u011finde do\u011fal, ya\u015f\u0131na ve ba\u011flama uygun peki\u015ftire\u00e7ler elde etmesi sa\u011flan\u0131r. Ara\u015ft\u0131rmalar do\u011fal \u00f6\u011fretim uygulamalar\u0131n\u0131n otizmli \u00e7ocuklar\u0131n akademik, dil ve oyun gibi beceri alanlar\u0131na katk\u0131 sa\u011flad\u0131\u011f\u0131n\u0131 g\u00f6stermektedir.<\/span><\/p><p><span style=\"font-weight: 400;\">Do\u011fal \u00f6\u011fretim uygulamalar\u0131n\u0131n farkl\u0131 tu\u0308rleri vard\u0131r. Bunlar aras\u0131nda f\u0131rsat \u00f6\u011fretimi (Incidental Teaching) ve talep etmeye dayal\u0131 \u00f6\u011fretim (Mand-Model) yer al\u0131r. Ayr\u0131ca, temel tepki \u00f6\u011fretimi (Pivotal Response Training) de do\u011fal \u00f6\u011fretim yakla\u015f\u0131m\u0131 i\u00e7inde de\u011ferlendirilir. Bu uygulama da UDA ilkelerine dayan\u0131r ve otizmli \u00e7ocuklara, ilgi alanlar\u0131na ve motivasyonlar\u0131na uygun do\u011fal ve etkile\u015fimli \u00f6\u011fretim f\u0131rsatlar\u0131 sunar. Temel tepki \u00f6\u011fretiminin amac\u0131 otizmli \u00e7ocuklara \u00e7ok say\u0131da beceri kazand\u0131rarak, onlar\u0131n geli\u015fimini desteklemek ve bu becerileri gu\u0308nlu\u0308k ya\u015famda, do\u011fal ortamlarda kullanabilecekleri f\u0131rsatlar sunmakt\u0131r. <\/span><\/p><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/pivotal-response-trainingtreatment-prt-natural-language-paradigm-nlp\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/pivotal-response-trainingtreatment-prt-natural-language-paradigm-nlp\/<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizmspektrum-bozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakliuygulamalar\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizmspektrum-bozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakliuygulamalar<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1074\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"5\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1074\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Etkinlik \u00c7izelgeleri ile \u00d6\u011fretim <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1074\" class=\"elementor-element elementor-element-511f54f e-con-full e-flex e-con e-child\" data-id=\"511f54f\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-46dab37 elementor-widget elementor-widget-text-editor\" data-id=\"46dab37\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">G\u00f6rsel destekler (Visual Supports) otizmli \u00e7ocuklar\u0131n \u00e7e\u015fitli etkinlikler s\u0131ras\u0131ndaki olaylar\u0131, etkinlikleri, ge\u00e7i\u015fleri ve rutinleri ba\u011f\u0131ms\u0131z olarak izlemelerini sa\u011flayan, \u00f6\u011fretilmesi hedeflenen davran\u0131\u015flar\u0131 onlara g\u00f6steren g\u00f6rsel ara\u00e7lard\u0131r. Bu g\u00f6rseller resim, yaz\u0131l\u0131 s\u00f6zcu\u0308k, g\u00f6rsel etiketlerle ya da s\u0131n\u0131rlarla \u00e7evrenin du\u0308zenlenmesi, kavram haritalar\u0131, zaman \u00e7izelgeleri, replikli \u00f6\u011fretim gibi uygulamalar\u0131 kapsamaktad\u0131r. G\u00f6rsel destekler aras\u0131nda en s\u0131k kullan\u0131lan uygulamalardan biri de etkinlik \u00e7izelgeleridir.<\/span><\/p><p><span style=\"font-weight: 400;\">Etkinlik \u00e7izelgeleriyle \u00f6\u011fretim uygulamas\u0131nda (Activity Schedules), otizmli \u00e7ocu\u011fa kazand\u0131r\u0131lmak istenen beceri ku\u0308\u00e7u\u0308k ad\u0131mlara ayr\u0131l\u0131r ve her ad\u0131m\u0131 g\u00f6steren bir g\u00f6rsel \u00e7izelge haz\u0131rlan\u0131r (\u00f6rne\u011fin, foto\u011fraflarla olu\u015fturulmu\u015f bir defter). \u00c7ocuktan bu \u00e7izelgeyi takip etmesi istenir. \u00d6rne\u011fin, defterin sayfalar\u0131n\u0131 \u00e7evirerek s\u0131radaki ad\u0131m\u0131 g\u00f6ru\u0308r ve oradaki foto\u011frafa uygun \u015fekilde davran\u0131r. Bu su\u0308re\u00e7te \u00e7ocu\u011fun basamaklar\u0131 uygulayabilmesi i\u00e7in fiziksel ipu\u00e7lar\u0131 kullan\u0131labilir. Etkinlik \u00e7izelgeleri, otizmli \u00e7ocuklar\u0131n \u00f6zbak\u0131m, gu\u0308nlu\u0308k ya\u015fam ve serbest zaman becerilerini ba\u015fkalar\u0131na ba\u011f\u0131ml\u0131 kalmadan yerine getirebilmeleri i\u00e7in etkili bir uygulamad\u0131r. Bu \u00e7izelgeler, sadece ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131 art\u0131rmakla kalmaz; \u00e7ocuklara se\u00e7im yapma f\u0131rsatlar\u0131 sunar, sosyal etkile\u015fimi art\u0131rabilir ve kayg\u0131y\u0131 azaltarak gu\u0308nlu\u0308k planlar\u0131n\u0131 daha kolay takip etmelerine yard\u0131mc\u0131 olur. \u00c7ocu\u011fun \u00f6zelliklerine g\u00f6re etkinlik \u00e7izelgeleri:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Tek sayfal\u0131 ya da \u00e7ok sayfal\u0131,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00a0Yaz\u0131l\u0131 ya da g\u00f6rsel materyallerle olu\u015fturulmu\u015f,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Bilgisayar ya da di\u011fer teknolojik ara\u00e7lar kullan\u0131larak haz\u0131rlanabilir.<\/span><\/li><\/ul><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/activity-schedules\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/activity-schedules\/<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/temel-becerileri-kazandirmak\/etkinlik-cizelgesi-takipetme-ve-secim-yapma\/etkinlik-cizelgeleri-ve-onemi\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"><strong>https:\/\/www.tohumotizmportali.org\/egitimler\/temel-becerileri-kazandirmak\/etkinlik-cizelgesi-takipetme-ve-secim-yapma\/etkinlik-cizelgeleri-ve-onemi<\/strong><\/span><\/a><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1075\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"6\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1075\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> F\u0131rsat \u00d6\u011fretimi <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1075\" class=\"elementor-element elementor-element-0668f74 e-con-full e-flex e-con e-child\" data-id=\"0668f74\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3eb3077 elementor-widget elementor-widget-text-editor\" data-id=\"3eb3077\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">F\u0131rsat \u00f6\u011fretimi (Incidental Teaching) otizmli olan ya da ileti\u015fim sorunu ya\u015fayan \u00e7ocuklara, s\u00f6zel ya da s\u00f6zel olmayan ileti\u015fim becerilerinin kazand\u0131r\u0131lmas\u0131 veya \u00e7ocuklar\u0131n bu becerilerinin geli\u015ftirilmesi amac\u0131yla kullan\u0131lmaktad\u0131r. F\u0131rsat \u00f6\u011fretimi uygulamalar\u0131 \u00e7ocu\u011fun bir \u015fey demesini ya da yapmas\u0131n\u0131 te\u015fvik etmek i\u00e7in \u00e7ocu\u011fun ilgilerinden yararlan\u0131lmas\u0131na dayal\u0131 bir uygulamad\u0131r. Bunun i\u00e7in \u00e7ocu\u011fun ileti\u015fim giri\u015fiminde bulunmas\u0131na zemin haz\u0131rlayacak \u00e7evresel du\u0308zenlemeler yap\u0131l\u0131r. \u00d6rne\u011fin, \u00e7ocu\u011fun g\u00f6rebilece\u011fi ama ula\u015famayaca\u011f\u0131 bir yere \u00e7ocu\u011fun \u00e7ok sevdi\u011fi bir oyuncak konur. \u00c7ocuk oyunca\u011fa uzanma giri\u015fiminde bulundu\u011funda ise \u00e7ocu\u011fun oyunca\u011f\u0131 istemek i\u00e7in s\u00f6zel ya da jestsel bir ileti\u015fim davran\u0131\u015f\u0131 sergilemesi i\u00e7in cesaretlendirilir. \u00c7ocu\u011fun ileti\u015fim \u00e7abalar\u0131, \u00e7ocu\u011fun istedi\u011fine ula\u015fmas\u0131na f\u0131rsat verilerek peki\u015ftirilir. \u00c7ocuktan giderek daha geli\u015fmi\u015f ileti\u015fim davran\u0131\u015flar\u0131 beklenir ve gerekti\u011finde \u00e7ocu\u011fa model olunur.<\/span><\/p><p><span style=\"font-weight: 400;\">F\u0131rsat \u00f6\u011fretimi, UDA\u2019ya dayal\u0131 do\u011fal \u00f6\u011fretim uygulamalar\u0131ndan biridir ve UDA\u2019ya dayal\u0131 di\u011fer \u00f6\u011fretim uygulamalar\u0131nda oldu\u011fu gibi, \u00f6\u011fretim, art arda ger\u00e7ekle\u015fen denemelerle yap\u0131l\u0131r. Ancak denemelerde \u00e7ocu\u011fa hedef davran\u0131\u015f\u0131 ger\u00e7ekle\u015ftirmesi i\u00e7in beceri y\u00f6nergesi (\u00f6rne\u011fin, soru ya da y\u00f6nerge) sunulmaz; denemeyi \u00e7ocu\u011fun ileti\u015fim giri\u015fimi ba\u015flat\u0131r. Uygulaman\u0131n etkili olabilmesi i\u00e7in, \u00e7ocu\u011fun \u00f6\u011fretim s\u0131ras\u0131nda etkile\u015fimden keyif almas\u0131 \u00f6nemlidir.\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Tek sayfal\u0131 ya da \u00e7ok sayfal\u0131,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00a0Yaz\u0131l\u0131 ya da g\u00f6rsel materyallerle olu\u015fturulmu\u015f,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Bilgisayar ya da di\u011fer teknolojik ara\u00e7lar kullan\u0131larak haz\u0131rlanabilir.<\/span><\/li><\/ul><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizmspektrum-bozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakliuygulamalar\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizmspektrum-bozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakliuygulamalar<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1076\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"7\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1076\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> \u0130pucu Sunma <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1076\" class=\"elementor-element elementor-element-2627f0d e-con-full e-flex e-con e-child\" data-id=\"2627f0d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0d461fb elementor-widget elementor-widget-text-editor\" data-id=\"0d461fb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">\u0130pucu sunma (Prompting) \u00e7ocu\u011fun kendisine kazand\u0131r\u0131lmak istenen davran\u0131\u015f\u0131 ger\u00e7ekle\u015ftirmesi i\u00e7in, davran\u0131\u015f sergilenmeden hemen \u00f6nce sunulan yard\u0131md\u0131r. Etkili bir ipucu sunmak, \u00e7ocu\u011fun do\u011fru tepkide bulunmas\u0131n\u0131 sa\u011flarken ayn\u0131 zamanda \u00e7ocu\u011fa mu\u0308mku\u0308n oldu\u011funca az mu\u0308dahale etmek anlam\u0131na gelir. \u0130pu\u00e7lar\u0131, \u00e7ocu\u011fa sa\u011flanan yard\u0131m\u0131n derecesine g\u00f6re en fazla y\u00f6nlendiren (en \u00e7ok k\u0131s\u0131tlay\u0131c\u0131) ipu\u00e7lar\u0131ndan en az y\u00f6nlendiren (en az k\u0131s\u0131tlay\u0131c\u0131) ipu\u00e7lar\u0131na do\u011fru bir s\u0131rayla kullan\u0131labilir. Bu s\u0131ralama, \u00e7ocu\u011fun ihtiyac\u0131na g\u00f6re planlanmal\u0131d\u0131r. En fazla y\u00f6nlendiren ipucu tu\u0308ru\u0308nden en az y\u00f6nlendiren ipucu tu\u0308ru\u0308ne olmak u\u0308zere ipucu tu\u0308rleri \u015f\u00f6yle s\u0131ralanabilir:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Fiziksel \u0130pucu:<\/i><\/b><span style=\"font-weight: 400;\"> Bir davran\u0131\u015f\u0131 \u00f6\u011fretmeye yard\u0131mc\u0131 olmak i\u00e7in \u00e7ocu\u011fa fiziksel temas\/ dokunma yoluyla sunulan ipucudur. Fiziksel ipucu tam fiziksel ipucu ve k\u0131smi fiziksel ipucu olmak u\u0308zere ikiye ayr\u0131lmaktad\u0131r. Tam fiziksel ipucunda \u00e7ocu\u011fa davran\u0131\u015f tam kontrolle yapt\u0131rt\u0131l\u0131r; \u00f6rne\u011fin, elinin u\u0308zerinden tutularak arac\u0131 almas\u0131 sa\u011flan\u0131r. K\u0131smi fiziksel ipucunda \u00e7ocu\u011fun davran\u0131\u015f\u0131 sergilemesi i\u00e7in daha hafif bir yard\u0131m yap\u0131l\u0131r; \u00f6rne\u011fin, \u00e7ocu\u011fun kolu arac\u0131n u\u0308zerine do\u011fru y\u00f6nlendirilir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Model \u0130pucu:<\/i><\/b><span style=\"font-weight: 400;\"> Kazand\u0131r\u0131lmak istenen davran\u0131\u015f\u0131n bir yeti\u015fkin ya da bir akran taraf\u0131ndan ipucu amac\u0131yla sergilenmesidir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>G\u00f6rsel \u0130pucu: <\/i><\/b><span style=\"font-weight: 400;\">\u00c7ocu\u011fun davran\u0131\u015f\u0131 sergilemesine yard\u0131mc\u0131 olacak foto\u011fraf ya da yaz\u0131l\u0131 anlat\u0131m gibi g\u00f6rsel ara\u00e7lard\u0131r.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>S\u00f6zel \u0130pucu: <\/i><\/b><span style=\"font-weight: 400;\">\u00c7ocu\u011fun hedef davran\u0131\u015f\u0131 yapma olas\u0131l\u0131\u011f\u0131n\u0131 art\u0131rmak amac\u0131yla a\u00e7\u0131klama yapma, y\u00f6nerge verme, soru sorma gibi s\u00f6zel yard\u0131mlar sunulmas\u0131d\u0131r.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Jest\/\u0130\u015faret \u0130pucu:<\/i><\/b><span style=\"font-weight: 400;\"> \u00c7ocuktan ne istendi\u011fini belirtmek amac\u0131yla belirli yu\u0308z ifadelerinin kullan\u0131lmas\u0131n\u0131 ya da parmakla i\u015faret etmek gibi jestler kullan\u0131lmas\u0131n\u0131 i\u00e7eren ipucu sunma i\u015flemleridir.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">\u0130pu\u00e7lar\u0131 \u00e7ocu\u011fun dikkatini \u00f6\u011fretime ve\/veya uygulamac\u0131ya y\u00f6neltti\u011fi durumlarda kullan\u0131lmal\u0131 ve mu\u0308mku\u0308n olan en k\u0131sa zamanda seyrekle\u015ftirilmelidir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">\u0130pucunun sunulma ve seyrekle\u015ftirme \u00f6zelliklerine ba\u011fl\u0131 olarak bekleme su\u0308reli \u00f6\u011fretim, e\u015fzamanl\u0131 ipucuyla \u00f6\u011fretim, ipucunun giderek azalt\u0131lmas\u0131yla \u00f6\u011fretim, ipucunun giderek art\u0131r\u0131lmas\u0131yla \u00f6\u011fretim ve a\u015famal\u0131 yard\u0131mla \u00f6\u011fretim gibi farkl\u0131 ipu\u00e7lu \u00f6\u011fretim y\u00f6ntemleri bulunmaktad\u0131r. Bu uygulamalar \u201c<\/span><b>yanl\u0131\u015fs\u0131z \u00f6\u011fretim uygulamalar\u0131<\/b><span style=\"font-weight: 400;\">\u201d olarak da adland\u0131r\u0131lmaktad\u0131r.<\/span><\/p><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/eszamanli-ipucuyla-ogretim\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/eszamanli-ipucuyla-ogretim<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1077\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"8\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1077\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> \u0130\u015flevsel Davran\u0131\u015fsal De\u011ferlendirme <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1077\" class=\"elementor-element elementor-element-ebfa5a9 e-con-full e-flex e-con e-child\" data-id=\"ebfa5a9\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-f31ef55 elementor-widget elementor-widget-text-editor\" data-id=\"f31ef55\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">\u0130\u015flevsel davran\u0131\u015fsal de\u011ferlendirme (Functional Behavioral Assessment) geleneksel davran\u0131\u015f y\u00f6netimi sistemlerine alternatif olarak geli\u015ftirildi. Bu uygulaman\u0131n amac\u0131, problem davran\u0131\u015f\u0131n ortaya \u00e7\u0131kmas\u0131na neden olan durumlar\u0131 (\u00f6ncu\u0308lleri) ve davran\u0131\u015ftan sonra gelen, davran\u0131\u015f\u0131n tekrar edilme olas\u0131l\u0131\u011f\u0131n\u0131 art\u0131ran durumlar\u0131 (peki\u015ftiren sonu\u00e7lar\u0131) belirlemektir. Problem davran\u0131\u015f\u0131n \u00f6ncesinde ve sonras\u0131nda neler oldu\u011funun belirlenmesiyle, bu davran\u0131\u015f\u0131n ne i\u015fe yarad\u0131\u011f\u0131 ba\u015fka bir deyi\u015fle i\u015flevi anla\u015f\u0131l\u0131r. Daha sonra geli\u015ftirilecek davran\u0131\u015fsal mu\u0308dahaleyle, ayn\u0131 i\u015flevi yerine getirebilecek uygun ve kabul edilebilir davran\u0131\u015flar \u00e7ocu\u011fa kazand\u0131r\u0131l\u0131r. B\u00f6ylece, problem davran\u0131\u015f\u0131n ortadan kald\u0131r\u0131lmas\u0131 de\u011fil; yerini daha uygun bir davran\u0131\u015f\u0131n almas\u0131 hedeflenir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Problem davran\u0131\u015flar\u0131n temel i\u015flevleri;<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ba\u015fkalar\u0131n\u0131n ilgisini elde etmek,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Nesne ya da etkinlik f\u0131rsat\u0131 elde etmek,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Duyusal haz elde etmek,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u0130stenmeyen etkinlikten, ilgiden ya da duyusal uyarandan ka\u00e7makt\u0131r.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">Yap\u0131lan ara\u015ft\u0131rmalar otizmli \u00e7ocuklarda s\u0131k rastlanan problem davran\u0131\u015flar\u0131n genellikle ilk u\u0308\u00e7 i\u015fleve hizmet etti\u011fini; kendini uyar\u0131c\u0131 davran\u0131\u015flar\u0131n ise esas olarak duyusal haz elde etme i\u015flevine sahip oldu\u011funu g\u00f6stermektedir. Bu i\u015flevlere y\u00f6nelik uygun davran\u0131\u015flar\u0131n kazand\u0131r\u0131lmas\u0131nda, ba\u015fta peki\u015ftirme olmak u\u0308zere davran\u0131\u015f art\u0131rmaya y\u00f6nelik teknikler (\u00f6rne\u011fin, \u015fekil verme ve zincirleme) kullan\u0131lmaktad\u0131r.<\/span><\/p><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/functional-assessmentanalysis\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/functional-assessmentanalysis\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1078\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"9\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1078\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> \u0130\u015flevsel \u0130leti\u015fim \u00d6\u011fretimi <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1078\" class=\"elementor-element elementor-element-ae80768 e-con-full e-flex e-con e-child\" data-id=\"ae80768\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0f303d3 elementor-widget elementor-widget-text-editor\" data-id=\"0f303d3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">\u0130\u015flevsel ileti\u015fim \u00f6\u011fretimi (Functional Communication Training) \u00e7ocu\u011fa problem davran\u0131\u015fla ayn\u0131 amaca hizmet eden ileti\u015fim becerilerinin kazand\u0131r\u0131lmas\u0131yla, problem davran\u0131\u015f\u0131n yerine daha uygun ve i\u015fe yarar ileti\u015fim yollar\u0131n\u0131n \u00f6\u011fretilmesini ama\u00e7layan bir uygulamad\u0131r. Bu uygulama, \u00f6zellikle \u00e7ocuk isteklerini ifade etmek i\u00e7in ba\u011f\u0131rmak, \u00e7eki\u015ftirmek ya da tepinmek gibi uygun olmayan davran\u0131\u015flar sergiliyorsa etkili bir \u015fekilde kullan\u0131lmaktad\u0131r. Uygulama s\u0131ras\u0131nda a\u015fa\u011f\u0131daki basamaklar takip edilir;<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00d6ncelikle \u00e7ocu\u011fun sergiledi\u011fi problem davran\u0131\u015f\u0131n hangi amaca hizmet etti\u011fi belirlenir. \u00d6rne\u011fin dikkat \u00e7ekmek, bir \u015fey elde etmek, istenmeyen bir durumdan ka\u00e7mak.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ard\u0131ndan, problem davran\u0131\u015fla ayn\u0131 i\u015flevi yerine getirebilecek uygun bir ileti\u015fim yolu se\u00e7ilir. Bu ileti\u015fim davran\u0131\u015f\u0131; s\u00f6zel ifadeler, jestler ya da alternatif ileti\u015fim sistemleri olabilir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Se\u00e7ilen ileti\u015fim davran\u0131\u015f\u0131, \u00e7ocu\u011fa \u00f6\u011fretilir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocuk bu yeni ileti\u015fim becerisini kulland\u0131\u011f\u0131nda, do\u011fal bir peki\u015ftirme yap\u0131l\u0131r. \u00d6rne\u011fin istedi\u011fi nesne ya da etkinli\u011fe ula\u015fmas\u0131 sa\u011flan\u0131r.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ancak \u00e7ocuk, \u00f6nceden yapt\u0131\u011f\u0131 gibi ba\u011f\u0131rarak ya da tepinerek istekte bulundu\u011funda istedi\u011fine ula\u015fmas\u0131na f\u0131rsat verilmez. <\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">\u0130\u015flevsel ileti\u015fim \u00f6\u011fretiminin uygulanmas\u0131 s\u0131ras\u0131nda en \u00f6nemli nokta, belirlenen ileti\u015fim becerisinin \u00e7ocu\u011fun performans\u0131na uygun olmas\u0131 ve problem davran\u0131\u015f ile ayn\u0131 amaca hizmet etmesidir.<\/span><\/p><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/functional-communication-training-fct\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/functional-communication-training-fct\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1079\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"10\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1079\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Model Olma <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1079\" class=\"elementor-element elementor-element-3c11295 e-con-full e-flex e-con e-child\" data-id=\"3c11295\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7a37dae elementor-widget elementor-widget-text-editor\" data-id=\"7a37dae\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Tipik geli\u015fim g\u00f6steren \u00e7ocuklar anne-babalar\u0131n\u0131, karde\u015flerini, akranlar\u0131n\u0131 ve \u00f6\u011fretmenlerini model alarak, g\u00f6zlemleyerek pek \u00e7ok davran\u0131\u015f\u0131 kendiliklerinden \u00f6\u011frenmektedirler. Ancak otizmli \u00e7ocuklar\u0131n model alma ve taklit etmeyi ger\u00e7ekle\u015ftirebilmeleri i\u00e7in \u00e7ocu\u011fa hangi beceriyi taklit etmesi gerekti\u011fi \u00f6\u011fretilmeli ve \u00e7ocu\u011fun modelin davran\u0131\u015f\u0131na dikkatini y\u00f6neltmesi sa\u011flanmal\u0131d\u0131r.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Model olma iki bi\u00e7imde ger\u00e7ekle\u015ftirilebilir:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Canl\u0131 model olma (Modeling):<\/i><\/b><span style=\"font-weight: 400;\"> Davran\u0131\u015f\u0131n bir ki\u015fi taraf\u0131ndan do\u011frudan sergilenmesi.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Video ile model olma (Video Modeling):<\/i><\/b><span style=\"font-weight: 400;\"> Davran\u0131\u015f\u0131n bir video kayd\u0131 arac\u0131l\u0131\u011f\u0131yla g\u00f6sterilmesi.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">Video ile model olma tercih edildi\u011finde yu\u0308ru\u0308tu\u0308len \u00f6\u011fretim uygulamas\u0131na <\/span><b>video model ile \u00f6\u011fretim<\/b><span style=\"font-weight: 400;\"> denir. Video model ile \u00f6\u011fretimde \u00e7ocuk \u00f6\u011frenmesi planlanan becerileri; \u00f6rne\u011fin, \u00e7iftlik hayvanlar\u0131yla hayali oyun oynama becerilerini videodan izler. \u0130zlerken \u00f6nu\u0308nde ayn\u0131 ara\u00e7lar bulunur. \u00c7ocu\u011fa g\u00f6ru\u0308\u015f alan\u0131n\u0131n d\u0131\u015f\u0131ndan sunulan fiziksel y\u00f6nlendirmelerle \u00e7ocu\u011fun videoda izlediklerinin ayn\u0131s\u0131n\u0131 yapmas\u0131 sa\u011flan\u0131r.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Video model ile \u00f6\u011fretimin; bir kez \u00e7ekimler yap\u0131ld\u0131ktan sonra tekrar tekrar kullan\u0131labiliyor olmas\u0131, ayn\u0131 davran\u0131\u015flar\u0131n \u00f6\u011fretimine gereksinim duyan farkl\u0131 \u00e7ocuklarda da kullan\u0131labilmesi ve anne-baba, karde\u015f gibi bireyler taraf\u0131ndan ba\u015far\u0131yla uygulanabilmesi gibi yararlar\u0131 vard\u0131r. Video model ile \u00f6\u011fretimin sosyal, ileti\u015fimsel, oyun, \u00f6zbak\u0131m ve gu\u0308nlu\u0308k ya\u015fam becerilerinin kazand\u0131r\u0131lmas\u0131nda etkili oldu\u011funu g\u00f6steren \u00e7ok say\u0131da ara\u015ft\u0131rma vard\u0131r.<\/span><\/p><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/video-modeling\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/video-modeling\/<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizm-spektrumbozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakli-uygulamalar\" target=\"_blank\" rel=\"noopener\">https:\/\/tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizm-spektrumbozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakli-uygulamalar<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-10710\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"11\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-10710\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> \u00d6nc\u00fcl Temelli Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-10710\" class=\"elementor-element elementor-element-3d7b10c e-con-full e-flex e-con e-child\" data-id=\"3d7b10c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-069e615 elementor-widget elementor-widget-text-editor\" data-id=\"069e615\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">\u00d6ncu\u0308l temelli uygulamalar (Antecedent-Based Interventions) davran\u0131\u015f sergilenmeden \u00f6nce ger\u00e7ekle\u015ftirilen du\u0308zenlemelerle problem davran\u0131\u015flar\u0131n azalt\u0131lmas\u0131n\u0131 ve\/veya uygun davran\u0131\u015flar\u0131n artt\u0131r\u0131lmas\u0131n\u0131 hedefleyen uygulamalard\u0131r. \u0130\u015flevsel davran\u0131\u015fsal de\u011ferlendirme, peki\u015ftirme ve s\u00f6ndu\u0308rme gibi uygulamalarla birlikte kullan\u0131lmaktad\u0131r. Bu mu\u0308dahaleler, uygun olmayan davran\u0131\u015flar\u0131n neden ortaya \u00e7\u0131kt\u0131\u011f\u0131n\u0131 anlamaya ve bunlar\u0131 \u00f6nlemeye y\u00f6nelik du\u0308zenlemeler yapmaya odaklan\u0131r.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">\u00d6ncu\u0308l temelli uygulamalar aras\u0131nda; \u00e7ocu\u011fun sevdi\u011fi etkinliklerle \u00f6\u011fretime ba\u015flamak, etkinlikler ya da ara\u00e7lar aras\u0131ndan se\u00e7im f\u0131rsat\u0131 sunmak, etkinlik \u00f6ncesinde \u00e7ocu\u011fa etkinli\u011fi nas\u0131l tamamlayaca\u011f\u0131na ili\u015fkin bilgi sunmak, farkl\u0131 materyaller kullanma gibi \u00e7ocu\u011fun program\u0131nda de\u011fi\u015fiklikler yapmak, rutinler olu\u015fturmak i\u00e7in g\u00f6rsel desteklerden faydalanmak ve zorlu etkinliklerden \u00f6nce ko\u015fma ya da dans gibi fiziksel egzersizler yapt\u0131rmak stratejileri bulunmaktad\u0131r.<\/span><\/p><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-10711\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"12\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-10711\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Replikli \u00d6\u011fretim <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-10711\" class=\"elementor-element elementor-element-14ec593 e-con-full e-flex e-con e-child\" data-id=\"14ec593\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-200a7a2 elementor-widget elementor-widget-text-editor\" data-id=\"200a7a2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">G\u00f6rsel destekler (Visual Supports) otizmli \u00e7ocuklar\u0131n \u00f6\u011fretimi s\u0131ras\u0131ndaki olaylar\u0131, etkinlikleri, ge\u00e7i\u015fleri ve rutinleri ba\u011f\u0131ms\u0131z olarak izlemelerini sa\u011flayan, \u00f6\u011fretilmesi hedeflenen davran\u0131\u015flar\u0131 onlara g\u00f6steren g\u00f6rsel ara\u00e7lard\u0131r. Bu g\u00f6rseller resim, yaz\u0131l\u0131 s\u00f6zcu\u0308k, g\u00f6rsel etiketlerle ya da s\u0131n\u0131rlarla \u00e7evrenin du\u0308zenlenmesi, kavram haritalar\u0131, zaman \u00e7izelgeleri, replikli \u00f6\u011fretim gibi uygulamalar\u0131 kapsamaktad\u0131r.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">G\u00f6rsel destekler aras\u0131nda kullan\u0131lan uygulamalardan biri de replikli \u00f6\u011fretimdir. Replikli \u00f6\u011fretim (Scripting) \u00e7ocuklara etkile\u015fime girme, sohbet ba\u015flatma ve su\u0308rdu\u0308rme becerilerini \u00f6\u011fretmek amac\u0131yla kullan\u0131lmaktad\u0131r. Bu uygulamada yaz\u0131l\u0131 ya da s\u00f6zlu\u0308 replikleri (ifadeleri) \u00e7ocu\u011fun okumas\u0131 ya da dinlemesi ve tekrarlamas\u0131 sa\u011flanarak \u00e7ocu\u011fa sosyal ortamlara uygun s\u00f6zel ileti\u015fim becerileri ve kar\u015f\u0131l\u0131kl\u0131 konu\u015fma becerileri kazand\u0131r\u0131l\u0131r.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Yaz\u0131l\u0131 ya da s\u00f6zlu\u0308 olarak sunulan replik modelleri zamanla ortadan kald\u0131r\u0131l\u0131r. B\u00f6ylece \u00e7ocuk herhangi bir yard\u0131m olmaks\u0131z\u0131n o ifadeyi uygun zamanlarda kullan\u0131r hale gelir.<\/span><\/p><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/scriptscript-fading-procedures\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/scriptscript-fading-procedures\/<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/etkilesim-becerilerini-kazandirmak\/iletisim-kurma-vesohbet-etme-becerileri\/replikli-ogretim-karsilikli-sohbet-etme\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/etkilesim-becerilerini-kazandirmak\/iletisim-kurma-vesohbet-etme-becerileri\/replikli-ogretim-karsilikli-sohbet-etme<\/a><\/strong><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-10712\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"13\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-10712\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> S\u00f6nd\u00fcrme <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-10712\" class=\"elementor-element elementor-element-d81cf8d e-con-full e-flex e-con e-child\" data-id=\"d81cf8d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-2f7c04e elementor-widget elementor-widget-text-editor\" data-id=\"2f7c04e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">S\u00f6ndu\u0308rme (Extinction) otizmli \u00e7ocuklarda genellikle problem davran\u0131\u015f\u0131n ilgi ya da duyusal uyaran elde etmeye y\u00f6nelik olarak ger\u00e7ekle\u015ftirildi\u011fi durumlarda kullan\u0131l\u0131r. \u00d6rne\u011fin;<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocuk oyuncaklar\u0131n\u0131 f\u0131rlatt\u0131\u011f\u0131nda (problem davran\u0131\u015f), \u00f6\u011fretmen yan\u0131na gelip onunla ilgilenirse, bu durum \u00e7ocu\u011fun ilgi elde etmesiyle peki\u015ftirilmi\u015f olur. Bu davran\u0131\u015f\u0131n s\u00f6ndu\u0308ru\u0308lmesi i\u00e7in, \u00f6\u011fretmenin bu durumda \u00e7ocu\u011fa ilgi g\u00f6stermemesi gerekir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocuk kokulu silgiyi tekrar tekrar burnuna g\u00f6tu\u0308ru\u0308yorsa (problem davran\u0131\u015f), bu davran\u0131\u015f ho\u015f kokuyu alma \u015feklinde duyusal bir peki\u015ftire\u00e7le su\u0308rdu\u0308ru\u0308lu\u0308yor olabilir. S\u00f6ndu\u0308rme i\u00e7in bu kokunun art\u0131k al\u0131namamas\u0131 gerekir.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">S\u00f6ndu\u0308rmenin etkili olabilmesi i\u00e7in kararl\u0131 ve tutarl\u0131 bir \u015fekilde uygulanmal\u0131d\u0131r. Ancak unutulmamas\u0131 gereken \u00f6nemli bir nokta \u015fudur: S\u00f6ndu\u0308rme uygulamas\u0131na ba\u015fland\u0131\u011f\u0131nda, problem davran\u0131\u015f bir su\u0308reli\u011fine artabilir ve farkl\u0131 \u015fekillerde yeniden ortaya \u00e7\u0131kabilir. Bu durum, s\u00f6ndu\u0308rmenin beklenen ilk etkisidir. Bu art\u0131\u015f ve \u00e7e\u015fitlenme y\u00f6netilemeyecek, tolere edilemeyecek du\u0308zeydeyse s\u00f6ndu\u0308rme uygulanmamal\u0131d\u0131r. Ayr\u0131ca, s\u00f6ndu\u0308rme tek ba\u015f\u0131na \u00e7ocu\u011fa yeni ve uygun davran\u0131\u015flar kazand\u0131rmaz. Bu nedenle, her zaman ayr\u0131ml\u0131 peki\u015ftirme tu\u0308rleriyle birlikte kullan\u0131lmal\u0131d\u0131r. B\u00f6ylece, \u00e7ocu\u011fun problem davran\u0131\u015f yerine sergileyebilece\u011fi uygun davran\u0131\u015flar da \u00f6\u011fretilmi\u015f olur.<\/span><\/p><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/problem-davranislarla-basacikmak\/problem-davranislari-azaltma-yontemleri#sondurme\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/problem-davranislarla-basacikmak\/problem-davranislari-azaltma-yontemleri#sondurme<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-10713\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"14\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-10713\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Zincirleme <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-10713\" class=\"elementor-element elementor-element-4c74b29 e-con-full e-flex e-con e-child\" data-id=\"4c74b29\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-6aa14ec elementor-widget elementor-widget-text-editor\" data-id=\"6aa14ec\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Davran\u0131\u015flar tek basamakl\u0131 davran\u0131\u015flar ve zincirleme davran\u0131\u015flar olmak u\u0308zere ikiye ayr\u0131l\u0131r. \u201cDur\u201d i\u015faretini g\u00f6ru\u0308nce durma, i\u015faret parma\u011f\u0131 ile ad\u0131 s\u00f6ylenen nesneyi g\u00f6sterme gibi ba\u015flang\u0131c\u0131 ve biti\u015fi kolayca birbirinden ay\u0131rt edilen davran\u0131\u015flar tek basamakl\u0131 davran\u0131\u015f olarak adland\u0131r\u0131l\u0131r. Yu\u0308z y\u0131kama, bisiklete binme ve \u00e7orap giyme gibi birden fazla tek basamakl\u0131 davran\u0131\u015f\u0131n ard\u0131\u015f\u0131k olarak belirli bir s\u0131raya g\u00f6re sergilenmesi gereken davran\u0131\u015flar ise zincirleme davran\u0131\u015f olarak adland\u0131r\u0131l\u0131r.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Zincirleme davran\u0131\u015flar\u0131n \u00f6\u011fretimi i\u00e7in davran\u0131\u015f\u0131n her basama\u011f\u0131n\u0131n yap\u0131l\u0131\u015f s\u0131ras\u0131na g\u00f6re s\u0131ralanmas\u0131na beceri analizi (Task Analysis) denilmektedir. Beceri analizi, ba\u011f\u0131ms\u0131z ya\u015fam becerileri (\u00f6rne\u011fin, di\u015f f\u0131r\u00e7alama, tost yapma) ve yatak yapma gibi gu\u0308nlu\u0308k rutinleri yerine getirme ve etkinlikleri takip etme gibi durumlarda kullan\u0131labilir.<\/span><\/p><p><span style=\"font-weight: 400;\">Beceri analizi haz\u0131rland\u0131ktan sonra \u00f6\u011fretimde zincirleme beceri \u00f6\u011fretimi (Chaining) uygulamas\u0131 kullan\u0131lmaktad\u0131r. Zincirleme beceri \u00f6\u011fretimi, otizmli \u00e7ocuklara akademik, sosyal ve ileti\u015fim becerileri gibi pek \u00e7ok alandaki davran\u0131\u015flar\u0131n \u00f6\u011fretiminde etkili olarak kullan\u0131lan uygulamalardan biridir. Zincirleme beceri \u00f6\u011fretimi u\u0308\u00e7 bi\u00e7imde ger\u00e7ekle\u015ftirilebilir:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>\u0130leriye Zincirleme: <\/i><\/b><span style=\"font-weight: 400;\">Beceri analizinde \u00e7ocu\u011fun sergileyemedi\u011fi ilk basama\u011f\u0131n \u00f6\u011fretimi ile \u00f6\u011fretime ba\u015flan\u0131r ve \u00e7ocuk, u\u0308zerinde \u00e7al\u0131\u015f\u0131lan basama\u011f\u0131 \u00f6\u011frenince bir sonraki basama\u011f\u0131n \u00f6\u011fretimine ge\u00e7ilir. Bu durum beceri analizinde yer alan tu\u0308m basamaklar \u00f6\u011fretilinceye kadar devam ettirilir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Geriye Zincirleme: <\/i><\/b><span style=\"font-weight: 400;\">Beceri analizinde \u00e7ocu\u011fun sergileyemedi\u011fi son basama\u011f\u0131n \u00f6\u011fretimi ile \u00f6\u011fretime ba\u015flan\u0131r ve \u00e7ocuk, u\u0308zerinde \u00e7al\u0131\u015f\u0131lan basama\u011f\u0131 \u00f6\u011frenince bir \u00f6nceki basama\u011f\u0131n \u00f6\u011fretimine ge\u00e7ilir. Bu durum beceri analizinde yer alan tu\u0308m basamaklar \u00f6\u011fretilinceye de\u011fin devam ettirilir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Tu\u0308m Basamaklar\u0131n Bir Arada \u00d6\u011fretimi:<\/i><\/b><span style=\"font-weight: 400;\"> Beceri analizinde yer alan ve \u00e7ocu\u011fun sergileyemedi\u011fi basamaklar\u0131n tu\u0308mu\u0308, bir \u00f6\u011fretim denemesinde \u00e7al\u0131\u015f\u0131larak \u00f6\u011fretim sunulur. Dolay\u0131s\u0131yla, bir \u00f6\u011fretim denemesinde, beceri analizinde \u00e7ocu\u011fun ba\u011f\u0131ms\u0131z olarak yerine getiremedi\u011fi basamaklar\u0131n tamam\u0131 i\u00e7in \u00f6\u011fretim sunulur.<\/span><\/li><\/ul><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/behavior-chaining\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/behavior-chaining\/<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/zincirleme-ogretimi\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/zincirleme-ogretimi<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2121\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2121\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Aile Temelli Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2121\" class=\"elementor-element elementor-element-1554685 e-con-full e-flex e-con e-child\" data-id=\"1554685\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ed9b820 elementor-widget elementor-widget-text-editor\" data-id=\"ed9b820\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Aile temelli uygulamalar (Parent-Implemented Intervention), anne-baba ya da bak\u0131m veren di\u011fer ki\u015filere sunulan e\u011fitimlerle bu ki\u015filerin uygulamac\u0131 olarak otizmli \u00e7ocuklar\u0131n\u0131n e\u011fitim s\u00fcre\u00e7lerine kat\u0131lmalar\u0131n\u0131 sa\u011flayan programlard\u0131r. Bu uygulamalarda anne-babalar, y\u00fcz y\u00fcze ya da \u00e7evrim i\u00e7i ortamda, bireysel ya da grup e\u011fitimi \u015feklinde d\u00fczenlenen oturumlara kat\u0131larak e\u011fitim al\u0131rlar. E\u011fitim s\u00fcrecinde \u00f6\u011fretmenler ve uzmanlar e\u015fli\u011finde belirli stratejiler \u00f6\u011frenen anne-babalar, \u00e7ocuklar\u0131n\u0131n sosyal, uyumsal ve ileti\u015fim becerilerini desteklemeyi hedefler. Uygulama s\u00fcrecinde uzmanlar anne-babalara ve bak\u0131m verenlere model olma, ko\u00e7luk yapma ve performanslar\u0131na ili\u015fkin geribildirim sunma gibi s\u00fcre\u00e7leri kullanmaktad\u0131rlar.<\/span><\/p><p><span style=\"font-weight: 400;\">Aile temelli uygulamalar\u0131n en \u00f6nemli \u00f6zelli\u011fi, \u00e7ocu\u011fun geli\u015fim s\u00fcrecini desteklemenin yan\u0131 s\u0131ra, anne-baba-\u00e7ocuk etkile\u015fimini g\u00fc\u00e7lendirmesi, ebeveynlerin kendilerine g\u00fcvenini art\u0131rmas\u0131 ve g\u00fcndelik rutinler i\u00e7inde \u00f6\u011fretim f\u0131rsatlar\u0131 yarat\u0131lmas\u0131na yard\u0131mc\u0131 olmas\u0131d\u0131r. Bu uygulamalar \u00e7ocuklar\u0131n sosyal ve ileti\u015fim becerilerini, uyumsal davran\u0131\u015flar\u0131n\u0131, taklit, oyun ve etkile\u015fim becerilerini desteklemektedir. Bu uygulamalar sayesinde anne-babalar\u0131n \u00e7ocuklar\u0131yla kurdu\u011fu ili\u015fki daha olumlu hale gelmektedir. Ailelerin do\u011frudan uygulay\u0131c\u0131 oldu\u011fu uygulamalar, sadece \u00e7ocuklar\u0131n de\u011fil, t\u00fcm ailenin geli\u015fimini ve ya\u015fam kalitesini destekleyen b\u00fct\u00fcnc\u00fcl bir yakla\u015f\u0131m sunmaktad\u0131r.<\/span><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7elik, S. (2021). Kan\u0131t temelli uygulamalar I: Odaklanm\u0131\u015f mu\u0308dahaleler. B. Sucuo\u011flu, H. Bakkalo\u011flu &amp; M. \u00c7. \u00d6k\u00e7u\u0308n Ak\u00e7amu\u015f (Edit\u00f6rler). <\/span><i><span style=\"font-weight: 400;\">Tan\u0131dan mu\u0308dahaleye otizm spektrum bozuklu\u011fu el kitab\u0131 <\/span><\/i><span style=\"font-weight: 400;\">(sf. 505-567). Vize Akademik.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.project-impact.org\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.project-impact.org\/<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/www.triplep.net\/provider-training-find-a-course\/en\/triple-p-training\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"><strong>https:\/\/www.triplep.net\/provider-training-find-a-course\/en\/triple-p-training\/<\/strong><\/span><\/a><strong>\u00a0<\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2122\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"3\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2122\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Alternatif ve Destekleyici \u0130leti\u015fim <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2122\" class=\"elementor-element elementor-element-9adf95b e-con-full e-flex e-con e-child\" data-id=\"9adf95b\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-076c439 elementor-widget elementor-widget-text-editor\" data-id=\"076c439\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Alternatif ve destekleyici ileti\u015fim (Augmentative and Alternative Communication) otizmli \u00e7ocu\u011fa, ba\u015fkalar\u0131yla ileti\u015fim kurmas\u0131na yard\u0131mc\u0131 olacak sesli ya da s\u00f6zl\u00fc olmayan bir ileti\u015fim sisteminin kullan\u0131m\u0131n\u0131 \u00f6\u011freten, ek-ara\u00e7l\u0131 ya da ek-ara\u00e7s\u0131z ileti\u015fim sistemlerini i\u00e7ermektedir.<\/span><\/p><ul><li><span style=\"font-weight: 400;\"> \u00a0 <\/span> <span style=\"font-weight: 400;\">Ek-ara\u00e7s\u0131z ileti\u015fim sistemleri herhangi bir teknoloji ya da materyal kullan\u0131m\u0131 gerektirmeyen (\u00f6rne\u011fin, i\u015faret dili, jest) ileti\u015fim bi\u00e7imlerini i\u00e7erir.<\/span><\/li><li><span style=\"font-weight: 400;\"> \u00a0 <\/span> <span style=\"font-weight: 400;\">Ek-ara\u00e7l\u0131 ileti\u015fim sistemleri resim de\u011fi\u015f-toku\u015fu gibi d\u00fc\u015f\u00fck teknolojili sistemlerin yan\u0131 s\u0131ra konu\u015fma \u00fcreten ara\u00e7lar ve ak\u0131ll\u0131 telefonlar gibi y\u00fcksek teknolojili sistemleri de kapsamaktad\u0131r.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">Alternatif ve destekleyici ileti\u015fim sistemleri aras\u0131nda yer alan <\/span><b>PECS (Picture Exchange Communication System\u2013Resim De\u011fi\u015f-Toku\u015funa Dayal\u0131 \u0130leti\u015fim Sistemi)<\/b><span style=\"font-weight: 400;\">, uygulamal\u0131 davran\u0131\u015f analizi tekniklerine dayal\u0131d\u0131r. PECS\u2019te \u00e7ocu\u011fa, istedi\u011fi bir nesneyi ya da etkinli\u011fi elde etmek i\u00e7in, o nesnenin ya da etkinli\u011fin resmini kar\u015f\u0131s\u0131ndakine vermesi \u00f6\u011fretilir. PECS konu\u015famayan ya da konu\u015fmay\u0131 i\u015flevsel olarak kullanamayan otizm tan\u0131l\u0131 pek \u00e7ok \u00e7ocu\u011fa \u00f6\u011fretilebilir. PECS \u00f6\u011frenen \u00e7ocuklar\u0131n \u00f6nemli bir b\u00f6l\u00fcm\u00fc ileti\u015fim kurabilmekte, bir b\u00f6l\u00fcm\u00fc ileti\u015fimin yan\u0131 s\u0131ra konu\u015fmaya da ba\u015flamakta ve problem davran\u0131\u015flar\u0131 azalmaktad\u0131r.\u00a0 \u00d6te yandan, PECS\u2019in belirli bir evresinde tak\u0131lan ya da PECS\u2019ten yeterince yararlanamayan otizmli \u00e7ocuklar da bulunmaktad\u0131r.<\/span><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/picture-exchangecommunication-system-pecs\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/picture-exchangecommunication-system-pecs\/<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/etkilesim-becerilerini-kazandirmak\/iletisim-kurma-vesohbet-etme-becerileri\/pecs-resim-degis-tokusuna-dayali-iletisim-sistemi\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/etkilesim-becerilerini-k<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2123\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"4\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2123\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Do\u011fal Geli\u015fimsel Davran\u0131\u015fsal Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2123\" class=\"elementor-element elementor-element-8fd4b8b e-con-full e-flex e-con e-child\" data-id=\"8fd4b8b\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-dad8779 elementor-widget elementor-widget-text-editor\" data-id=\"dad8779\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Do\u011fal geli\u015fimsel davran\u0131\u015fsal uygulamalar (Naturalistic Developmental Behavioral Intervention), otizmli \u00e7ocuklar i\u00e7in tasarlanan ve etkili olduklar\u0131 bilimsel ara\u015ft\u0131rmalarla desteklenmi\u015f bir dizi m\u00fcdahaledir. Bu uygulamalarda, \u00e7ocuklara yeni davran\u0131\u015f ve becerilerin kazand\u0131r\u0131lmas\u0131 s\u00fcrecinde uygulamal\u0131 davran\u0131\u015f analizi ilkeleri ile \u00e7ocuk geli\u015fimi bak\u0131\u015f a\u00e7\u0131s\u0131 bir arada kullan\u0131l\u0131r. Bu uygulamalar\u0131n temelinde, \u00f6\u011fretimin \u00e7ocu\u011fun g\u00fcnl\u00fck ya\u015fam\u0131nda kar\u015f\u0131la\u015ft\u0131\u011f\u0131 do\u011fal \u00f6\u011frenme f\u0131rsatlar\u0131 i\u00e7inde ger\u00e7ekle\u015ftirilmesi yer al\u0131r. \u00d6\u011fretim s\u00fcrecinde ayr\u0131ml\u0131 peki\u015ftirme, ipucu sunma, model olma, \u015fekil verme ve zincirleme gibi UDA\u2019ya dayal\u0131 uygulamalardan s\u0131kl\u0131kla yararlan\u0131l\u0131r. Bu uygulaman\u0131n \u00f6zellikleri:\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocuklar\u0131n davran\u0131\u015flar\u0131 \u00f6\u011frenip kal\u0131c\u0131 hale getirebilmesi ve farkl\u0131 ortamlarda da kullanabilmesi i\u00e7in do\u011fal ortamlarda ve g\u00fcnl\u00fck rutinler i\u00e7inde yap\u0131l\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00d6\u011fretim s\u00fcrecinde \u00e7ocu\u011fun ilgisi ve liderli\u011fi izlenir; yani \u00e7ocuk hangi nesne ya da etkinlikten ho\u015flan\u0131yorsa \u00f6\u011fretim o do\u011frultuda y\u00fcr\u00fct\u00fcl\u00fcr.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocu\u011fun dikkatini ve motivasyonunu canl\u0131 tutmak i\u00e7in \u00e7e\u015fitli stratejiler uygulan\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00d6\u011frenilen davran\u0131\u015flar, hemen ard\u0131ndan gelen do\u011fal sonu\u00e7larla yani do\u011fal peki\u015ftire\u00e7lerle desteklenir.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocu\u011fun geli\u015fim d\u00fczeyine uygun hedef davran\u0131\u015flar belirlenir ve bu davran\u0131\u015flar ba\u015fka becerileri de destekleyecek \u015fekilde planlan\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00d6\u011fretilen bilgi ve becerilerin karma\u015f\u0131kl\u0131k d\u00fczeyi, \u00e7ocu\u011fun geli\u015fimine paralel bi\u00e7imde a\u015famal\u0131 olarak art\u0131r\u0131l\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Do\u011fal ortamlarda kendili\u011finden ortaya \u00e7\u0131kan uygun davran\u0131\u015flar te\u015fvik edilir.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">F\u0131rsat \u00f6\u011fretimi, g\u00f6m\u00fcl\u00fc \u00f6\u011fretim, Temel Tepki \u00d6\u011fretimi (Pivotal Response Training) ve Erken Ba\u015flang\u0131\u00e7 Denver Modeli (Early Start Denver Model &#8211; ESDM) do\u011fal geli\u015fimsel davran\u0131\u015fsal uygulamalara \u00f6rnek olarak verilebilir.<\/span><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Song, J., Reilly, M., &amp; Reichow, B. (2025). Overview of meta-analyses on naturalistic developmental behavioral interventions for children with autism spectrum disorder. <\/span><i><span style=\"font-weight: 400;\">Journal of Autism and Developmental Disorders, 55<\/span><\/i><span style=\"font-weight: 400;\">(1), 1-13. <\/span><strong><a href=\"https:\/\/doi.org\/10.1007\/s10803-023-06198-x\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1007\/s10803-023-06198-x<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Yu\u0308ksel-Akgu\u0308n, E. &amp; \u00d6zen, A. (2024). Do\u011fal geli\u015fimsel davran\u0131\u015fsal mu\u0308dahalelerin kuramsal temelleri. A. \u00d6zen, F. \u00dcnal &amp; \u00c7. T\u0131k\u0131ro\u011flu (Edit\u00f6rler). <\/span><i><span style=\"font-weight: 400;\">Geli\u015fimsel yetersizli\u011fi olan \u00e7ocuklar i\u00e7in do\u011fal geli\u015fimsel davran\u0131\u015fsal mu\u0308dahaleler i\u00e7inde<\/span><\/i><span style=\"font-weight: 400;\"> (sf. 3-26). Vize Akademik.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2124\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"5\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2124\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Egzersiz ve Hareket <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2124\" class=\"elementor-element elementor-element-e79313c e-con-full e-flex e-con e-child\" data-id=\"e79313c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-22116b8 elementor-widget elementor-widget-text-editor\" data-id=\"22116b8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Egzersiz ve hareket (Exercise and Movement) otizmli \u00e7ocu\u011fun denge kurma, topa vurma, ko\u015fma ve el-g\u00f6z koordinasyonu sa\u011flama gibi motor becerilerini geli\u015ftirerek, fiziksel etkinliklerini art\u0131rmay\u0131 ve problem davran\u0131\u015flar\u0131n\u0131 azaltmay\u0131 hedefleyen fiziksel etkinliklerdir. Bu uygulamada, otizmli \u00e7ocuklar, belirli bir s\u00fcre i\u00e7in planlanm\u0131\u015f egzersiz ve harekete dayal\u0131 etkinliklerle sistematik olarak me\u015fgul olurlar; bu sayede hem problem davran\u0131\u015flar\u0131n\u0131n hem de tekrarlay\u0131c\u0131\/tak\u0131nt\u0131l\u0131 davran\u0131\u015flar\u0131n\u0131n azalt\u0131lmas\u0131 sa\u011flan\u0131r. Bu uygulama problem davran\u0131\u015flar\u0131 azaltman\u0131n yan\u0131 s\u0131ra; uyum becerileri, bili\u015fsel geli\u015fim, ileti\u015fim ve sosyal becerilerde art\u0131\u015f sa\u011flamakta ve \u00e7ocu\u011fun genel iyilik h\u00e2lini desteklemektedir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Egzersiz ve hareket, \u00f6zellikle problem davran\u0131\u015flar\u0131n ortaya \u00e7\u0131kmas\u0131n\u0131n beklendi\u011fi ortamlara girmeden ya da etkinliklere ba\u015flamadan \u00f6nce uyguland\u0131\u011f\u0131nda, bu davran\u0131\u015flar\u0131 \u00f6nleyebilmektedir. Egzersiz ve hareket uygulamas\u0131 genellikle g\u00f6rsel destekler, ipucu sunma ve peki\u015ftirme gibi uygulamalarla birlikte kullan\u0131lmaktad\u0131r.<\/span><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2125\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"6\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2125\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Erken Yo\u011fun Davran\u0131\u015fsal E\u011fitim <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2125\" class=\"elementor-element elementor-element-189b926 e-con-full e-flex e-con e-child\" data-id=\"189b926\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-245a2bb elementor-widget elementor-widget-text-editor\" data-id=\"245a2bb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Erken ve yo\u011fun davran\u0131\u015fsal e\u011fitim (Early and Intensive Behavioral Intervention), 1960\u2019l\u0131 y\u0131llarda Los Angeles\u2019taki California \u00dcniversitesi\u2019nde (UCLA) ba\u015flat\u0131lan ve \u00e7ok say\u0131da ara\u015ft\u0131rmayla desteklenen bir programd\u0131r. Program olabildi\u011fince erken ya\u015fta ve birebir \u00f6\u011fretimle ba\u015flat\u0131l\u0131r ve haftada 20\u201340 saat olarak y\u00fcr\u00fct\u00fcl\u00fcr. Uygulamada \u00f6nceleri ayr\u0131k denemelerle \u00f6\u011fretim yo\u011fun olarak kullan\u0131l\u0131rken, ilerleyen zamanlarda k\u00fc\u00e7\u00fck ve b\u00fcy\u00fck grup e\u011fitimi ve kapsay\u0131c\u0131 e\u011fitim de i\u015fin i\u00e7ine dahil edilir. Uygulama \u00f6nceleri \u00e7o\u011funlukla her \u00e7ocu\u011fun kendi evinde y\u00fcr\u00fct\u00fcl\u00fcr ve t\u00fcm geli\u015fim alanlar\u0131n\u0131 kapsayan bir m\u00fcfredat izlenir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Erken ve yo\u011fun davran\u0131\u015fsal e\u011fitim alan \u00e7ocuklar\u0131n yar\u0131s\u0131na yak\u0131n\u0131 t\u00fcm alanlarda \u00f6nemli ilerleme g\u00f6stermekte ve e\u011fitimlerinin geri kalan\u0131n\u0131 kayna\u015ft\u0131rma ortamlar\u0131nda tipik geli\u015fen akranlar\u0131yla birlikte s\u00fcrd\u00fcrebilmektedir. T\u00fcrkiye\u2019de bu modele dayal\u0131 olarak geli\u015ftirilen <\/span><b>Otistik \u00c7ocuklar \u0130\u00e7in Davran\u0131\u015fsal E\u011fitim Program\u0131 (O\u00c7\u0130DEP),<\/b><span style=\"font-weight: 400;\"> \u00fclkemizde otizmli \u00e7ocuklara bireyselle\u015ftirilmi\u015f ve yap\u0131land\u0131r\u0131lm\u0131\u015f \u00f6\u011fretim sunan ilk kapsaml\u0131 programlar aras\u0131ndad\u0131r. O\u00c7\u0130DEP k\u00fc\u00e7\u00fck ya\u015ftaki otizmli \u00e7ocuklara kesintisiz, yo\u011fun, birebir ve UDA\u2019ya dayal\u0131 uygulamalarla ilerlemeyi esas al\u0131r.<\/span><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">K\u0131rcaali \u0130ftar, G. Kurt, O. &amp; \u00dclke Ku\u0308rk\u00e7u\u0308o\u011flu, B. (2014). <\/span><i><span style=\"font-weight: 400;\">Otistik \u00e7ocuklar i\u00e7in davran\u0131\u015fsal e\u011fitim program\u0131.<\/span><\/i><span style=\"font-weight: 400;\"> 1-2. An\u0131 Yay\u0131nc\u0131l\u0131k.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">K\u0131rcaali \u0130ftar, G. Kurt, O. &amp; \u00dclke Ku\u0308rk\u00e7u\u0308o\u011flu, B. (2014). <\/span><i><span style=\"font-weight: 400;\">Otistik \u00e7ocuklar i\u00e7in davran\u0131\u015fsal e\u011fitim program\u0131 formlar\u0131. <\/span><\/i><span style=\"font-weight: 400;\">An\u0131 Yay\u0131nc\u0131l\u0131k.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Odom, S. L., Boyd, B. A., &amp; Hall, L. J. (2010). Evaluation of comprehensive treatment models for children with autism. <\/span><i><span style=\"font-weight: 400;\">Journal of Autism and Developmental Disorders, 40, <\/span><\/i><span style=\"font-weight: 400;\">425-436.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/early-intensive-behavioralinterventiontreatment-2\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/early-intensive-behavioralinterventiontreatment-2\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2126\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"7\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2126\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> \u0130li\u015fki Temelli Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2126\" class=\"elementor-element elementor-element-b284e1a e-con-full e-flex e-con e-child\" data-id=\"b284e1a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-bd4ad87 elementor-widget elementor-widget-text-editor\" data-id=\"bd4ad87\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">\u0130li\u015fki-temelli (Relationship-Based) uygulamalar, \u00e7ocuklarda duygusal geli\u015fimi ve ba\u011flanmay\u0131 \u00f6n planda tutan uygulamalard\u0131r. Bu uygulamalar i\u00e7inde en pop\u00fcler olanlar DIR (Developmental Individual Relationship-Based-Geli\u015fimsel, Bireysel, \u0130li\u015fki-Temelli Uygulamalar)\/Floortime\u2019d\u0131r. Bu uygulamada \u00e7ocukla serbest oyun ortamlar\u0131nda sosyal etkile\u015fimlerde bulunmak esast\u0131r. B\u00f6ylece \u00e7ocu\u011fun kendili\u011finden sosyal etkile\u015fimlerde bulunma becerilerini geli\u015ftirmek ve bu becerilerden keyif almas\u0131n\u0131 sa\u011flamak hedeflenir. Etkile\u015fimler s\u0131ras\u0131nda \u00e7ocu\u011fun liderli\u011fi izlenir ve \u00e7ocu\u011fun her yapt\u0131\u011f\u0131n\u0131n bir anlam\u0131 oldu\u011fu kabul edilir. Dolay\u0131s\u0131yla, \u00e7ocu\u011fun yapt\u0131klar\u0131 engellenmez ya da kesintiye u\u011frat\u0131lmaz; tam tersine, \u00e7ocu\u011fun yapt\u0131klar\u0131na benzer \u015feyler yaparak \u00e7ocukla etkile\u015fimde bulunmaya \u00e7al\u0131\u015f\u0131l\u0131r. Floortime, bilimsel dayanakl\u0131 uygulamalar aras\u0131nda yer almamaktad\u0131r. Yap\u0131lan baz\u0131 k\u00fc\u00e7\u00fck \u00f6l\u00e7ekli \u00e7al\u0131\u015fmalar, Floortime\u2019\u0131n \u00e7ocuklarda sosyal ileti\u015fim ve etkile\u015fim becerilerini art\u0131rabilece\u011fini g\u00f6sterse de kesin olarak etkili oldu\u011funu s\u00f6yleyebilmek i\u00e7in daha fazla ara\u015ft\u0131rmaya ve uzun d\u00f6nemli takip verilerine gereksinim vard\u0131r. <\/span><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">National Autism Center. (2015). <\/span><i><span style=\"font-weight: 400;\">Findings and conclusions: National standards project, phase 2.<\/span><\/i><span style=\"font-weight: 400;\"> Randolph.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/developmentally-basedindividual-difference-relationship-based-intervention-dirfloor-time\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/developmentally-basedindividual-difference-relationship-based-intervention-dirfloor-time\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta.png\" alt=\"\" width=\"600\" height=\"101\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2127\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"8\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2127\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> M\u00fczik Arac\u0131l\u0131 Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2127\" class=\"elementor-element elementor-element-767360d e-con-full e-flex e-con e-child\" data-id=\"767360d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-bfe0501 elementor-widget elementor-widget-text-editor\" data-id=\"bfe0501\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">M\u00fczik arac\u0131l\u0131 uygulamalar (Music-Mediated Intervention) \u00e7e\u015fitli becerilerin geli\u015fimini desteklemede \u015fark\u0131, ritim ve melodik tonlamalar\u0131n kullan\u0131ld\u0131\u011f\u0131 uygulamalard\u0131r. Uygulamac\u0131 hedeflenen davran\u0131\u015flar\u0131 kazand\u0131rmak ve onlar\u0131n bu davran\u0131\u015flar\u0131 sergilemelerini desteklemek i\u00e7in otizmli \u00e7ocuklar\u0131 sistematik ve planl\u0131 bi\u00e7imde \u015fark\u0131 s\u00f6ylemeye, dinlemeye, hareket etmeye, enstr\u00fcman \u00e7almaya ve yarat\u0131c\u0131 etkinliklere dahil eder. Bu uygulamalar \u00f6zel e\u011fitim ve kayna\u015ft\u0131rma ortamlar\u0131ndaki g\u00fcnl\u00fck rutinlerde, etkinliklerde ve oyunlarda kullan\u0131labilmektedir. Otizmli \u00e7ocuklar i\u00e7in m\u00fczik dinleme, dans etme veya bir enstr\u00fcman \u00e7alma gibi etkinlikler olduk\u00e7a tercih edilebilece\u011finden, bu t\u00fcr etkinliklere eri\u015fim peki\u015ftire\u00e7 olarak da kullan\u0131labilir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">M\u00fczik arac\u0131l\u0131 uygulamalar \u00f6zellikle erken \u00e7ocukluk, okul \u00f6ncesi ve \u00e7ocukluk d\u00f6nemindeki otizm tan\u0131l\u0131 \u00e7ocuklara ileti\u015fim, sosyal, oyun ve motor becerileri kazand\u0131rmakta ve problem davran\u0131\u015flar\u0131 azaltmakta etkili bulunmaktad\u0131r.<\/span><b> M\u00fczik arac\u0131l\u0131 uygulamalar ve m\u00fczik terapisi birbirinden farkl\u0131l\u0131k g\u00f6stermektedir. <\/b><span style=\"font-weight: 400;\">M\u00fczik arac\u0131l\u0131 uygulamalarda m\u00fczik \u00f6\u011fretim arac\u0131 olarak kullan\u0131rken, m\u00fczik terapisinde m\u00fczik terapinin kendisidir. M\u00fczik arac\u0131l\u0131 uygulamalar\u0131 \u00f6\u011fretmen, aile bireyleri ya da di\u011fer uzmanlar kullanabilirken, m\u00fczik terapisi e\u011fitimli bir m\u00fczik terapisti taraf\u0131ndan uygulan\u0131r. M\u00fczik arac\u0131l\u0131 uygulamalarda davran\u0131\u015fsal hedefleri kazand\u0131rmak ama\u00e7lan\u0131rken, m\u00fczik terapisinde sosyal ve duygusal geli\u015fim ama\u00e7lan\u0131r.\u00a0<\/span><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/music-therapy\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/music-therapy\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2128\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"9\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2128\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> PCDI Modeli\u00a0 <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2128\" class=\"elementor-element elementor-element-64cf96f e-con-full e-flex e-con e-child\" data-id=\"64cf96f\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-83cee8a elementor-widget elementor-widget-text-editor\" data-id=\"83cee8a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Princeton \u00c7ocuk Geli\u015fim Enstitu\u0308su\u0308 (Princeton Child Development Institute &#8211; PCDI) 1970 y\u0131l\u0131nda kurulan, otizmli \u00e7ocuk, gen\u00e7 ve yeti\u015fkinlere bilimsel dayanakl\u0131 uygulamalarla hizmet sunmay\u0131 ama\u00e7layan ve k\u00e2r amac\u0131 gu\u0308tmeyen bir kurulu\u015ftur. PCDI\u2019da otizmli bireylere sunulan hizmetler:\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Erken mu\u0308dahale hizmetleri: Evde ya da okulda haftada 30 saat e\u011fitim.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Okul\u00f6ncesi ve Okul E\u011fitimi Hizmetleri: Okulda haftan\u0131n be\u015f gu\u0308nu\u0308 gu\u0308nde yakla\u015f\u0131k 5 saat e\u011fitim.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Yeti\u015fkin Ya\u015fam Hizmetleri: Destekli istihdam ve toplum ya\u015fam\u0131 hizmetleri.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Grup Evi Ya\u015fam\u0131: Aile ortam\u0131n\u0131 yans\u0131tan grup evlerinde ba\u011f\u0131ms\u0131z ya\u015fam becerileri hizmeti.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">PCDI\u2019da 0-21 ya\u015f aral\u0131\u011f\u0131ndaki otizmli bireylerin gereksinimini kar\u015f\u0131layabilecek, farkl\u0131 geli\u015fim alanlar\u0131ndan (\u00d6rne\u011fin, al\u0131c\u0131-ifade edici dil becerileri, akran etkile\u015fimi, sa\u011fl\u0131k, para, taklit) 1600\u2019u\u0308n u\u0308zerinde beceri bulunmaktad\u0131r. Her \u00e7ocuk i\u00e7in, ailelerin de g\u00f6ru\u0308\u015fleri do\u011frultusunda, bireyselle\u015ftirilmi\u015f e\u011fitim programlar\u0131 (BEP) haz\u0131rlanmaktad\u0131r. \u00c7ocuklar\u0131n geli\u015fimine ili\u015fkin sistematik raporlar haz\u0131rlanmakta ve aile bireyleri ve di\u011fer payda\u015flarla payla\u015f\u0131lmaktad\u0131r. \u00d6\u011fretmenlere i\u015f ba\u015f\u0131nda geribildirim sunulmakta ve mesleki becerilerinin artt\u0131r\u0131lmas\u0131 hedeflenmektedir.<\/span><\/p><p><span style=\"font-weight: 400;\">PCDI program\u0131 2006 y\u0131l\u0131nda Tohum Otizm Vakf\u0131 taraf\u0131ndan Tu\u0308rkiye\u2019ye getirilmi\u015f olup, Tohum Otizm Vakf\u0131 E\u011fitim Kurumlar\u0131\u2019nda uygulanmaktad\u0131r. Mill\u00ee E\u011fitim Bakanl\u0131\u011f\u0131\u2019na ba\u011fl\u0131 olan Tohum Otizm Vakf\u0131 E\u011fitim Kurumlar\u0131\u2019nda erken \u00e7ocukluk, okul \u00f6ncesi ve okul programlar\u0131na ilgili ya\u015flardaki OSB olan \u00e7ocuklar kabul edilmektedir. Gen\u00e7 yeti\u015fkinli\u011fe ge\u00e7i\u015f d\u00f6nemindeki OSB olan bireyler i\u00e7in kariyer geli\u015ftirme ve ya\u015fam becerileri program\u0131 bulunmaktad\u0131r. \u0130leti\u015fim ve sosyal etkile\u015fim becerileri a\u011f\u0131rl\u0131kl\u0131 olmak u\u0308zere tu\u0308m geli\u015fim alanlar\u0131n\u0131 kapsayan yu\u0308ksek nitelikli uygulamalar yo\u011fun birebir e\u011fitim seanslar\u0131 ve grup e\u011fitimleri ile verilmektedir. Tu\u0308m bu uygulamalar \u00e7ocuklar\u0131n ev, okul ve di\u011fer toplumsal ortamlara eri\u015fim ve kat\u0131l\u0131m\u0131n\u0131 sa\u011flamak amac\u0131yla yu\u0308ru\u0308tu\u0308lmektedir. Bununla birlikte \u00f6\u011fretmenlere i\u015f ba\u015f\u0131nda sistematik olarak geribildirim sunulmakta ve b\u00f6ylece mesleki becerilerinin artt\u0131r\u0131lmas\u0131 hedeflenmektedir.<\/span><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Odom, S. L., Boyd, B. A., Hall, L. J. ve Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425-436. DOI: 10.1007\/s10803-009-0825-1<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/pcdi.org\/\" target=\"_blank\" rel=\"noopener\">https:\/\/pcdi.org\/<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/tohumotizm.org.tr\/okulumuz\/\" target=\"_blank\" rel=\"noopener\">https:\/\/tohumotizm.org.tr\/okulumuz\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2129\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"10\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2129\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Sosyal \u00d6yk\u00fcler <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2129\" class=\"elementor-element elementor-element-38d4e44 e-con-full e-flex e-con e-child\" data-id=\"38d4e44\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ee16de3 elementor-widget elementor-widget-text-editor\" data-id=\"ee16de3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Sosyal \u00f6yk\u00fcler (Social Stories\/Narratives), belirli bir formata ba\u011fl\u0131 kalarak ve \u00e7ocuk i\u00e7in zor ya da karma\u015f\u0131k olan bir duruma y\u00f6nelik olarak yaz\u0131lan k\u0131sa \u00f6yk\u00fcler ile bu \u00f6yk\u00fcler arac\u0131l\u0131\u011f\u0131yla belirli hedef davran\u0131\u015flar\u0131 \u00e7ocu\u011fa kazand\u0131rma s\u00fcrecidir. Her bir \u00f6yk\u00fcde betimleyici, y\u00f6nlendirici, yans\u0131t\u0131c\u0131 ve onaylay\u0131c\u0131 c\u00fcmleler bulunur.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">\u00d6yk\u00fcler \u00e7ocu\u011fun d\u00fczeyine uygun \u015fekilde yaz\u0131l\u0131r; okuma-yazma bilen \u00e7ocuklar i\u00e7in basit c\u00fcmlelerden ve g\u00f6rsellerden, okuma-yazma bilmeyen \u00e7ocuklar i\u00e7in de foto\u011fraf, resim gibi \u00e7ok say\u0131da g\u00f6rselden yararlan\u0131larak haz\u0131rlan\u0131r. Yaz\u0131lan bir \u00f6yk\u00fc, belirli zamanlarda \u00e7ocukla birlikte okunur ve soru-yan\u0131t al\u0131\u015ft\u0131rmalar\u0131 yap\u0131l\u0131r. Ard\u0131ndan, davran\u0131\u015f\u0131n ger\u00e7ekle\u015fmesine y\u00f6nelik f\u0131rsat yarat\u0131l\u0131r. Davran\u0131\u015f\u0131n yap\u0131lma olas\u0131l\u0131\u011f\u0131n\u0131 art\u0131rmak i\u00e7in \u00f6nc\u00fcl d\u00fczenlemelerinden yararlan\u0131l\u0131r ve hedeflenen davran\u0131\u015f ger\u00e7ekle\u015fti\u011finde etkili \u015fekilde peki\u015ftirilir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Sosyal \u00f6yk\u00fc t\u00fcrlerini Tohum Otizm Vakf\u0131 E\u011fitim Portal\u0131\u2019n\u0131n kaynaklar b\u00f6l\u00fcm\u00fcnden inceleyebilirsiniz. <\/span><strong><a href=\"https:\/\/www.tohumotizmportali.org\/kaynaklar\/egitim-materyalleri\/sosyal-oykuler\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/kaynaklar\/egitim-materyalleri\/sosyal-oykuler<\/a><\/strong><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-21210\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"11\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-21210\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> TEACCH <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-21210\" class=\"elementor-element elementor-element-5b2e74c e-con-full e-flex e-con e-child\" data-id=\"5b2e74c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0d0291c elementor-widget elementor-widget-text-editor\" data-id=\"0d0291c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">TEACCH (Treatment and Education of Autistic and Related Communication Handicapped) 1970\u2019li y\u0131llarda geli\u015ftirilen ve yap\u0131land\u0131r\u0131lm\u0131\u015f \u00f6\u011fretim olarak da bilinen bir uygulamad\u0131r. Programda otizmli \u00e7ocu\u011fun becerileri, ilgi alanlar\u0131 ve gereksinimleri temel al\u0131n\u0131r. Bu uygulamada, \u00e7ocu\u011fun \u00e7evreye uymas\u0131 de\u011fil, \u00e7evrenin \u00e7ocu\u011fa uymas\u0131 ama\u00e7lan\u0131r. Dolay\u0131s\u0131yla, fiziksel ortam \u00f6zel olarak yap\u0131land\u0131r\u0131l\u0131r, etkinlikler tahmin edilebilir \u015fekilde du\u0308zenlenir, takip edilebilecek g\u00f6rsel planlar haz\u0131rlan\u0131l\u0131r ve yap\u0131land\u0131r\u0131lm\u0131\u015f \u00e7al\u0131\u015fma alanlar\u0131 kullan\u0131l\u0131r.<\/span><\/p><p><span style=\"font-weight: 400;\">\u00c7ocuklar kendilerine ait \u00e7al\u0131\u015fma k\u00f6\u015felerinde g\u00f6rsel planlar\u0131n\u0131 takip ederek belli becerileri yerine getirirler. B\u00f6ylece ba\u015fkalar\u0131na ba\u011f\u0131ml\u0131l\u0131klar\u0131 en aza indirilmeye \u00e7al\u0131\u015f\u0131l\u0131r. G\u00f6rsel desteklerden ilk ve en yo\u011fun \u015fekilde yararlanan program olmas\u0131na ve tu\u0308m du\u0308nyada yayg\u0131n olarak kullan\u0131lmas\u0131na kar\u015f\u0131n TEACCH gu\u0308\u00e7lu\u0308 deneysel ara\u015ft\u0131rma ge\u00e7mi\u015fine sahip de\u011fildir. Dolay\u0131s\u0131yla, TEACCH\u2019in ba\u015fka uygulamalara k\u0131yasla etkilerini g\u00f6steren deneysel ara\u015ft\u0131rmalara gereksinim vard\u0131r.<\/span><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">National Autism Center. (2015). F<\/span><i><span style=\"font-weight: 400;\">indings and conclusions: National standards project, phase 2.<\/span><\/i><span style=\"font-weight: 400;\"> Randolph.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Virues-Ortega J., Julio F. &amp; Pastor R. (2013). The TEACCH program for children and adults with autism: A meta-analysis of intervention studies. <\/span><i><span style=\"font-weight: 400;\">Clinical Psychology Review. 33<\/span><\/i><span style=\"font-weight: 400;\">(8): 940\u2013953. DOI:10.1016\/j.cpr.2013.07.005. hdl:20.500.12105\/11622.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/project-teacch-treatmentand-education-of-autistic-and-related-communication-handicapped-children\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/project-teacch-treatmentand-education-of-autistic-and-related-communication-handicapped-children\/<\/a><\/strong><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11131\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-21211\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"12\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-21211\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Teknoloji Temelli Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-21211\" class=\"elementor-element elementor-element-d7e8878 e-con-full e-flex e-con e-child\" data-id=\"d7e8878\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-9db37c2 elementor-widget elementor-widget-text-editor\" data-id=\"9db37c2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Teknoloji temelli uygulamalar (Technology-Aided Instruction and Intervention) otizmli \u00e7ocuklara yeni beceriler kazand\u0131rmak i\u00e7in tablet, ak\u0131ll\u0131 telefon ya da bilgisayar temelli programlar kullan\u0131lmas\u0131 olarak tan\u0131mlanmaktad\u0131r. Teknoloji temelli uygulamalar, otizmli \u00e7ocuklar\u0131n bireysel ihtiya\u00e7lar\u0131na uygun \u00e7\u00f6z\u00fcmler sunarak onlar\u0131n ba\u011f\u0131ms\u0131zl\u0131klar\u0131n\u0131 destekleyebilmekte ve toplumla daha etkili bi\u00e7imde b\u00fct\u00fcnle\u015fmelerini sa\u011flayabilmektedir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">G\u00fcn\u00fcm\u00fczde teknoloji temelli uygulamalar aras\u0131nda mobil uygulamalar, art\u0131r\u0131lm\u0131\u015f ger\u00e7eklik (Augmented Reality-AR) ve sanal ger\u00e7eklik (Virtual Reality-VR) teknolojileri, sosyal robotlar, yapay zek\u00e2 destekli e\u011fitim platformlar\u0131 ve ileti\u015fim cihazlar\u0131 yer almaktad\u0131r. Teknoloji temelli uygulamalar, otizmli \u00e7ocuklar\u0131n g\u00f6rsel yolla daha etkili \u00f6\u011frendikleri g\u00f6z \u00f6n\u00fcnde bulundurularak, sistematik \u00f6\u011frenme gereksinimlerine uygun bi\u00e7imde geli\u015ftirildi. \u00d6zellikle erken \u00e7ocukluk d\u00f6neminden itibaren kullan\u0131lan ileti\u015fim destekli uygulamalar, sosyal \u00f6yk\u00fcleri anlatan animasyonlar, duygu tan\u0131ma uygulamalar\u0131 ve sanalla\u015ft\u0131r\u0131lm\u0131\u015f sosyal etkile\u015fim senaryolar\u0131; \u00e7ocuklar\u0131n ileti\u015fim, sosyal beceri ve uyum davran\u0131\u015flar\u0131nda \u00f6nemli geli\u015fmelere yol a\u00e7abilmektedir. Ayr\u0131ca, teknoloji temelli uygulamalar, \u00f6\u011fretmen ve ailelerin de \u00f6\u011frenme s\u00fcre\u00e7lerini planlamalar\u0131n\u0131, izlemelerini ve de\u011ferlendirmelerini kolayla\u015ft\u0131rmaktad\u0131r. \u00d6rne\u011fin, baz\u0131 uygulamalar \u00e7ocu\u011fun geli\u015fimini grafiklerle takip edebilme ve ki\u015fiselle\u015ftirilmi\u015f programlar olu\u015fturma imk\u00e2n\u0131 sunmaktad\u0131r. <\/span><\/p><p><b>Kaynak \u00d6nerileri: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; 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.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-c9588a7 e-flex e-con-boxed e-con e-parent\" data-id=\"c9588a7\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-492fb39 elementor-widget elementor-widget-heading\" data-id=\"492fb39\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Terapi Uygulamalar\u0131<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-c05083a elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"c05083a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2ab24e0 elementor-widget elementor-widget-n-accordion\" data-id=\"2ab24e0\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-4470\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-4470\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Bili\u015fsel Davran\u0131\u015f\u00e7\u0131 Stratejileri <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-4470\" class=\"elementor-element elementor-element-66a7846 e-con-full e-flex e-con e-child\" data-id=\"66a7846\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-113901a elementor-widget elementor-widget-text-editor\" data-id=\"113901a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Bili\u015fsel davran\u0131\u015f\u00e7\u0131 stratejiler (Cognitive Behavioral\/Instructional Strategies) \u00e7ocuklar\u0131n kendi d\u00fc\u015f\u00fcncelerini ve duygular\u0131n\u0131n fark\u0131nda olmalar\u0131, olumsuz d\u00fc\u015f\u00fcnce ve duygular\u0131n \u015fiddetlendi\u011fi durumlar\u0131 tan\u0131malar\u0131n\u0131 ve ard\u0131ndan duygu, d\u00fc\u015f\u00fcnce ve davran\u0131\u015flar\u0131n\u0131 de\u011fi\u015ftirmek i\u00e7in \u00e7e\u015fitli stratejiler kullanmalar\u0131n\u0131 \u00f6\u011fretmeyi ama\u00e7layan stratejilerdir. Bili\u015fsel davran\u0131\u015f\u00e7\u0131 stratejiler ile otizmli \u00e7ocuklara di\u011ferleri ile ileti\u015fimi d\u00fczenleme, fark\u0131ndal\u0131k temelli beceriler (\u00f6rne\u011fin, \u015fimdide kalma), duygular\u0131 d\u00fczenleme ve istenmeyen\/beklenmeyen durumlarla, kayg\u0131 ve \u00f6fke ile ba\u015fa \u00e7\u0131kma gibi beceriler kazand\u0131r\u0131l\u0131r. Bu becerilerin kazand\u0131r\u0131lmas\u0131 ise g\u00fcnl\u00fck ya\u015fam becerilerini, sosyal becerileri ve ruhsal bak\u0131mdan iyi olma hallerini desteklerken problem davran\u0131\u015flar\u0131n da azalmas\u0131n\u0131 sa\u011flar. Bili\u015fsel davran\u0131\u015f\u00e7\u0131 stratejilerde g\u00f6rsel destekler, rol oynama, sosyal \u00f6yk\u00fc, peki\u015ftirme, ipucu sunma ve aile\/ akran temelli uygulamalar da kullan\u0131labilir. Di\u011fer becerilerin \u00f6\u011fretiminde oldu\u011fu gibi bili\u015fsel davran\u0131\u015f\u00e7\u0131 stratejilere dayal\u0131 davran\u0131\u015flar i\u00e7in de sistematik bir s\u00fcre\u00e7 takip edilmelidir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Bili\u015fsel davran\u0131\u015f\u00e7\u0131 stratejiler \u00f6zellikle \u00e7ocuk ve ergenlerin ruhsal iyi olu\u015flar\u0131n\u0131 ve okula haz\u0131rl\u0131klar\u0131n\u0131 desteklemede, \u00f6n-akademik ve akademik, uyumsal, ileti\u015fim ve sosyal davran\u0131\u015flar\u0131n\u0131 geli\u015ftirmede, problem davran\u0131\u015flar\u0131n\u0131 azaltmada etkilidir.\u00a0<\/span><\/p><p><b>Kaynak \u00d6nerileri:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7elik, S. (2021). Kan\u0131t temelli uygulamalar I: Odaklanm\u0131\u015f m\u00fcdahaleler. B. Sucuo\u011flu, H. Bakkalo\u011flu &amp; M. \u00c7. \u00d6k\u00e7\u00fcn Ak\u00e7amu\u015f (Edit\u00f6rler). <\/span><i><span style=\"font-weight: 400;\">Tan\u0131dan m\u00fcdahaleye otizm spektrum bozuklu\u011fu el kitab\u0131<\/span><\/i><span style=\"font-weight: 400;\"> (sf. 505-567). Vize Akademik.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Y\u00fccesoy-\u00d6zkan, S., &amp; 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.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/autisminternetmodules.org\/m\/1032\/6047\" target=\"_blank\" rel=\"noopener\">https:\/\/autisminternetmodules.org\/m\/1032\/6047<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-4471\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-4471\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Duyu B\u00fct\u00fcnleme <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-4471\" class=\"elementor-element elementor-element-dabe49a e-con-full e-flex e-con e-child\" data-id=\"dabe49a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7075f62 elementor-widget elementor-widget-text-editor\" data-id=\"7075f62\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Duyu b\u00fct\u00fcnleme (Sensory Integration) otizmli \u00e7ocuklar\u0131n dokunma, denge sa\u011flama, v\u00fccut fark\u0131ndal\u0131\u011f\u0131, g\u00f6rsel, i\u015fitsel ya da koklama gibi duyular\u0131na ili\u015fkin ya\u015fad\u0131klar\u0131 problemlere ili\u015fkin 1970\u2019lerde ergoterapist ve e\u011fitimci Dr. A. Jean Ayres taraf\u0131ndan geli\u015ftirilen bir yakla\u015f\u0131md\u0131r. Baz\u0131 kaynaklarda Ayres Duyu B\u00fct\u00fcnleme olarak da ge\u00e7mektedir. Duyu b\u00fct\u00fcnleme, \u00e7ocuklar\u0131n duyusal bilgileri (dokunma, hareket, denge, g\u00f6rme, i\u015fitme gibi) alg\u0131lamalar\u0131n\u0131, v\u00fccutlar\u0131n\u0131 organize etmeyi ve uygun motor ve davran\u0131\u015fsal tepkiler vermelerini geli\u015ftirmeyi ama\u00e7lar. Duyu b\u00fct\u00fcnlemenin temel ilkeleri: <\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocuklar\u0131n \u00e7evresel duyusal bilgileri etkili bi\u00e7imde i\u015flemeleri ve bu bilgilere uygun tepkiler vermeleri hedeflenir.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Beynin, deneyimler yoluyla de\u011fi\u015fme ve adaptasyon yetene\u011fi \u00fczerine odaklan\u0131l\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Terapi, \u00e7ocu\u011fun ilgi ve motivasyonuna dayal\u0131 oyunlar ve etkinliklerle yap\u0131land\u0131r\u0131l\u0131r.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">Terapi genellikle \u00f6zel olarak tasarlanm\u0131\u015f ortamlarda uygulan\u0131r, sal\u0131ncaklar, t\u0131rmanma ekipmanlar\u0131, dokunsal materyallerle yap\u0131lan oyunlar, denge tahtalar\u0131 ve top oyunlar\u0131 gibi materyal ve etkinlikleri i\u00e7erir. Duyu b\u00fct\u00fcnleme otizmli \u00e7ocuklar\u0131n \u00f6n-akademik ve akademik, uyumsal, bili\u015fsel, sosyal, ileti\u015fim ve motor becerileri geli\u015ftirmede ve problem davran\u0131\u015flar\u0131 azaltmada etkilidir. Ayres Duyu B\u00fct\u00fcnleme d\u0131\u015f\u0131nda farkl\u0131 duyu b\u00fct\u00fcnleme uygulamalar\u0131 vard\u0131r. Ancak <\/span><b>bilimsel dayana\u011f\u0131 olan yaln\u0131zca Ayres Duyu B\u00fct\u00fcnleme\u2019dir.\u00a0<\/b><\/p><p><b>Kaynak \u00d6nerileri:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Y\u00fccesoy-\u00d6zkan, S., &amp; 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.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/sensory-integrative-therapysensory-integration-si-or-sit\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/sensory-integrative-therapysensory-integration-si-or-sit\/<\/a>\u00a0\u00a0\u00a0<\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-4472\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"3\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-4472\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Fark\u0131ndal\u0131k Temelli Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-4472\" class=\"elementor-element elementor-element-7994015 e-con-full e-flex e-con e-child\" data-id=\"7994015\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-96163c3 elementor-widget elementor-widget-text-editor\" data-id=\"96163c3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Fark\u0131ndal\u0131k temelli uygulamalar (Mindfulness-Based Interventions) bireylerin d\u00fc\u015f\u00fcncelerine, duygular\u0131na ve bedensel hislerine dikkat etmelerini ve bu deneyimleri yarg\u0131lamadan kabul etmelerini te\u015fvik eden uygulamalard\u0131r. Bu uygulamalar, stres y\u00f6netimi, duygusal d\u00fczenleme ve genel iyilik hali \u00fczerinde olumlu etkiler sa\u011flamak amac\u0131yla kullan\u0131labilir. Fark\u0131ndal\u0131k temelli uygulamalar\u0131n ki\u015fiye herhangi bir zarar\u0131 yoktur ve stresli durumlarla ba\u015f edebilmek i\u00e7in herkes taraf\u0131ndan kullan\u0131labilir. Ancak, fark\u0131ndal\u0131k temelli uygulamalar\u0131n otizmli \u00e7ocuklar\u0131n e\u011fitimine etkileri \u00fczerine yap\u0131lan \u00e7al\u0131\u015fmalar hen\u00fcz s\u0131n\u0131rl\u0131d\u0131r. \u00d6rne\u011fin Simione ve meslekta\u015flar\u0131n\u0131n yapt\u0131\u011f\u0131 meta-analizi \u00e7al\u0131\u015fmas\u0131nda 37 ara\u015ft\u0131rma incelenmi\u015f ve fark\u0131ndal\u0131k temelli uygulamalar\u0131n otizmli olan bireylerde psikolojik sorunlar\u0131 azaltma, problem davran\u0131\u015flar\u0131 azaltma ve bili\u015fsel-sosyal becerileri geli\u015ftirme potansiyeline sahip oldu\u011fu g\u00f6r\u00fcld\u00fc. Bu uygulamalar\u0131n otizmli bireylerdeki olumlu etkisini ortaya koymak i\u00e7in y\u00fcksek nitelikli bilimsel ara\u015ft\u0131rmalara gereksinim vard\u0131r.\u00a0<\/span><\/p><p><b>Kaynak \u00d6nerileri:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Simione, L., Frolli, A., Sciattella, F., &amp; Chiarella, S. G. (2024). Mindfulness-based interventions for people with autism spectrum disorder: A systematic literature review. <\/span><i><span style=\"font-weight: 400;\">Brain Sciences, 14<\/span><\/i><span style=\"font-weight: 400;\">(10), Article 1001. <a href=\"https:\/\/doi.org\/10.3390\/brainsci1410100\" target=\"_blank\" rel=\"noopener\">https:\/\/<\/a><\/span><a href=\"\/en\/_wp_link_placeholder\/\"><span style=\"font-weight: 400;\">doi.org\/10.3390\/brainsci1410100<\/span><\/a><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11131\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-4473\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"4\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-4473\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Etkisi Zay\u0131f Terapiler <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-4473\" class=\"elementor-element elementor-element-6baaac3 e-con-full e-flex e-con e-child\" data-id=\"6baaac3\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3afe5cd elementor-widget elementor-widget-text-editor\" data-id=\"3afe5cd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">A\u015fa\u011f\u0131da\u00a0 g\u00f6sterilen terapi uygulamalar\u0131n\u0131n otizmli \u00e7ocuklar u\u0308zerinde olumlu etkileri oldu\u011funu g\u00f6steren bilimsel ara\u015ft\u0131rmalar henu\u0308z yoktur ya da yap\u0131lan ara\u015ft\u0131rmalar bu uygulaman\u0131n otizmli \u00e7ocuklar u\u0308zerinde herhangi bir olumlu etkisi olmad\u0131\u011f\u0131n\u0131 g\u00f6stermektedir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Etkisi zay\u0131f terapiler hakk\u0131nda daha detayl\u0131 bilgi almak i\u00e7in <\/span><a href=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/EGITIM_TERAPI-SARI_10-TEMMUZ-2025_SON-Bosluksuz-Online_2.pdf\" target=\"_blank\" rel=\"noopener\"><b>Otizm Spektrum Bozuklu\u011funda E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131 \u2013 \u00d6\u011fretmenler ve Uzmanlar i\u00e7in Ba\u015fucu Rehberimizi<\/b><\/a><span style=\"font-weight: 400;\"> inceleyebilirsiniz.\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">A\u00e7\u0131khava Etkinlikleri<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Akupunktur\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Dans &amp; Hareket Terapisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Drama\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Duyusal Diyet<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hayvan Arac\u0131l\u0131 Uygulamalar\u00a0\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hipnoterapi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u0130\u015fitsel B\u00fct\u00fcnle\u015ftirme Terapisi\u00a0<\/span><ul><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Bernard<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Tomatis<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">FastForward<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Binaural Beat<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">SAS<\/span><\/li><\/ul><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Kraniosakral Terapi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Kucaklama Terapisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Masaj<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">M\u00fczik Terapisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">N\u00f6roPLAY<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Oyun Terapisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Prizma G\u00f6zl\u00fckle<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Sanat Terapisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Yoga<\/span><\/li><\/ul><p><b>Kaynak \u00d6nerileri:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Brondino, N., Fusar-Poli, L., Rocchetti, M., Provenzani, U., Barale, F., &amp; Politi, P. (2015). Complementary and alternative therapies for autism spectrum disorder. <\/span><i><span style=\"font-weight: 400;\">Evidence-Based Complementary and Alternative Medicine, 2015<\/span><\/i><span style=\"font-weight: 400;\">(1), 258589. <\/span><strong><a href=\"http:\/\/dx.doi.org\/10.1155\/2015\/258589\" target=\"_blank\" rel=\"noopener\">http:\/\/dx.doi.org\/10.1155\/2015\/258589<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">National Autism Center. (2015). <\/span><i><span style=\"font-weight: 400;\">Findings and conclusions: National standards project, phase 2.<\/span><\/i><span style=\"font-weight: 400;\"> Randolph, MA: Author<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Y\u00fccesoy-\u00d6zkan, S., &amp; 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.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/treatments-in-alphabetical-order\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/treatments-in-alphabetical-order\/<\/a><\/strong><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11156\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif-300x55.png\" alt=\"\" width=\"600\" height=\"109\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif-300x55.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif-1024x187.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif-768x140.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif-600x109.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-fecbeaa e-flex e-con-boxed e-con e-parent\" data-id=\"fecbeaa\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3cc5a6f elementor-widget elementor-widget-heading\" data-id=\"3cc5a6f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Tedavi Uygulamalar\u0131<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-e4f4048 elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"e4f4048\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1b025ee elementor-widget elementor-widget-n-accordion\" data-id=\"1b025ee\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2830\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2830\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Psikiyatrik Tedavi Uygulamalar\u0131 <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2830\" class=\"elementor-element elementor-element-f8eca2c e-con-full e-flex e-con e-child\" data-id=\"f8eca2c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-8955132 elementor-widget elementor-widget-text-editor\" data-id=\"8955132\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Otizmli \u00e7ocuklar\u0131n a\u015f\u0131r\u0131 hareketli olma, \u00f6fke n\u00f6betleri ve tak\u0131nt\u0131l\u0131 davran\u0131\u015flar sergileme gibi davran\u0131\u015f sorunlar\u0131n\u0131 azaltmada ve dikkatlerini art\u0131rmada \u00e7e\u015fitli psikiyatrik ila\u00e7lardan yararlan\u0131l\u0131r. \u0130la\u00e7 tedavisine ili\u015fkin olarak \u00e7ocu\u011fu de\u011ferlendiren, ila\u00e7 tedavisine karar veren ve bu tedaviyi uygulayan hekimler, \u00e7ocuk ve ergen psikiyatristleri ve \u00e7ocuk n\u00f6rologlar\u0131d\u0131r. Bu ila\u00e7lar\u0131n hangilerinin, hangi dozlarda kullan\u0131lmas\u0131 gerekti\u011fi b\u00fcy\u00fck \u00f6nem ta\u015f\u0131r. Bu nedenle, kullan\u0131lan ila\u00e7lar\u0131n etkilerinin ve yan etkilerinin hekimler taraf\u0131ndan \u00e7ok yak\u0131ndan takip edilmesi gerekir. Dolay\u0131s\u0131yla, ila\u00e7 tedavisi g\u00f6ren \u00e7ocuklar y\u0131lda bir ya da iki kez kontrole g\u00f6t\u00fcr\u00fclmelidir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Psikiyatrik ila\u00e7lar\u0131n yukar\u0131da belirtilen davran\u0131\u015flar \u00fczerindeki baz\u0131 olumlu etkilerini g\u00f6steren ara\u015ft\u0131rma bulgular\u0131 vard\u0131r. Konu ile ilgili 2023 y\u0131l\u0131nda Tohum Otizm Vakf\u0131 taraf\u0131ndan yay\u0131nlanan \u201c<a href=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/DEGERLENDIRME-RAPORU-VI.pdf\" target=\"_blank\" rel=\"noopener\"><strong>Yo\u011fun Davran\u0131\u015f Sorunlar\u0131 Olan Otizmli Bireyler i\u00e7in Davran\u0131\u015fsal ve T\u0131bbi M\u00fcdahaleler<\/strong><\/a>\u201d raporu incelenebilir.<\/span><\/p><p><b><span style=\"color: #ff0000;\">!<\/span> <\/b><span style=\"font-weight: 400;\">Psikiyatrik ila\u00e7lar\u0131n \u00e7ok \u00e7e\u015fitli olmas\u0131 ve bu ila\u00e7lardan hangilerinin hangi \u00e7ocuklar \u00fczerinde daha etkili oldu\u011funa ancak hekimlerin karar verebilmesi nedenleriyle, psikiyatrik tedavi uygulamalar\u0131 de\u011ferlendirme d\u0131\u015f\u0131 b\u0131rak\u0131lm\u0131\u015ft\u0131r.\u00a0<\/span><\/p><p><span style=\"color: #ff0000;\"><b>!!<\/b><\/span><span style=\"font-weight: 400;\"> Otizmin temel belirtilerini d\u00fczelten bir ila\u00e7 \u015fu ana kadar bulunamam\u0131\u015ft\u0131r. Son y\u0131llarda bu konuda baz\u0131 ila\u00e7lar hakk\u0131nda yo\u011fun \u00e7al\u0131\u015fmalar devam etmekte olsa da; faydas\u0131 bilimsel olarak ispatlanm\u0131\u015f, tekrarlay\u0131c\u0131 ve geni\u015f \u00f6l\u00e7ekli \u00e7al\u0131\u015fmalar bulunmamaktad\u0131r.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2831\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2831\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Alternatif ve Destekleyici Tedavi Uygulamalar\u0131 <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2831\" class=\"elementor-element elementor-element-aa9cda8 e-con-full e-flex e-con e-child\" data-id=\"aa9cda8\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-c764e8a elementor-widget elementor-widget-text-editor\" data-id=\"c764e8a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Alternatif ve destekleyici tedavi uygulamalar\u0131 geleneksel t\u0131bbi yakla\u015f\u0131mlar\u0131n d\u0131\u015f\u0131nda kalan, \u00e7o\u011fu zaman do\u011fal, k\u00fclt\u00fcrel veya b\u00fct\u00fcnc\u00fcl yakla\u015f\u0131mlara dayanan uygulamalar\u0131 kapsar. Otizmli \u00e7ocuklar i\u00e7in bu t\u00fcr uygulamalar genellikle t\u0131bbi tedavilerin ya da e\u011fitim programlar\u0131n\u0131n yan\u0131nda kullan\u0131lmaktad\u0131r. Otizm alan\u0131nda alternatif ve destekleyici tedavi uygulamalar\u0131 \u00fczerine yap\u0131lan \u00e7al\u0131\u015fmalar hala \u00e7ok erken a\u015famalardad\u0131r. Baz\u0131 tedaviler umut vaad etmeye ba\u015flarken, baz\u0131lar\u0131n\u0131n etkisiz oldu\u011fu, aralar\u0131ndan baz\u0131lar\u0131n\u0131n da \u00f6nemli t\u0131bbi risklerinin oldu\u011fu g\u00f6r\u00fclmektedir. Genel olarak baz\u0131 alternatif ve destekleyici tedavi uygulamalar\u0131 ile ilgili a\u015fa\u011f\u0131daki bilgiler bilinmektedir:\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Otizm i\u00e7in hen\u00fcz kesin bir tedavi y\u00f6ntemi bulunmamakla birlikte, yo\u011fun davran\u0131\u015fsal uygulamalar ve erken m\u00fcdahale, \u00e7ocu\u011fun geli\u015fimini b\u00fcy\u00fck \u00f6l\u00e7\u00fcde olumlu y\u00f6nde etkilemektedir.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Otizm alan\u0131nda alternatif ve destekleyici tedavi uygulamalar\u0131na ili\u015fkin \u00e7ok az nitelikli ara\u015ft\u0131rma bulunmaktad\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Bu tedavilerin otizm \u00fczerindeki etkilerini anlamak ve aileler ile uygulamac\u0131lara rehberlik sa\u011flamak i\u00e7in daha y\u00fcksek nitelikli ara\u015ft\u0131rmalara gereksinim vard\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Sekretin, hiperbarik oksijen, \u015felasyon gibi bir\u00e7ok alternatif ve tamamlay\u0131c\u0131 tedavi uygulamas\u0131n\u0131n otizmi iyile\u015ftirdi\u011fine dair bilimsel bir bilgi yoktur.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Anne-babalar, uygulamac\u0131lar ve uzmanlar \u00e7ok \u00e7e\u015fitli hastal\u0131klar\u0131 tedavi etti\u011fini iddia eden \u00fcr\u00fcnlere ve uygulamalara \u015f\u00fcpheyle yakla\u015fmal\u0131, g\u00f6r\u00fc\u015f vermekten ka\u00e7\u0131nmal\u0131, \u201ch\u0131zl\u0131 \u00e7\u00f6z\u00fcmler\u201d ve \u201cmucize tedaviler\u201d konusunda dikkatli olmal\u0131 ve bunun yerine \u00fcr\u00fcnlerin ve uygulamalar\u0131n bilimsel temellerini ara\u015ft\u0131rmal\u0131d\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">A\u011f\u0131r metallerden ar\u0131nd\u0131rma, \u00e7ama\u015f\u0131r suyu terapisi, hiperbarik oksijen tedavisi, marihuana ve kenevir ya\u011f\u0131 gibi alternatif ve tamamlay\u0131c\u0131 uygulamalar\u0131n \u00e7ocu\u011fun sa\u011fl\u0131\u011f\u0131 a\u00e7\u0131s\u0131ndan riskli oldu\u011fu unutulmamal\u0131d\u0131r.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">A\u015fa\u011f\u0131da otizmli \u00e7ocuklar\u0131n tedavisinde orta d\u00fczeyde etkili olarak kabul edilen iki tedaviye yer verilmi\u015ftir. <\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-505c7de elementor-widget elementor-widget-n-accordion\" data-id=\"505c7de\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-8420\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-8420\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Derin Beyin Uyar\u0131m\u0131 <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2831 e-n-accordion-item-8420\" class=\"elementor-element elementor-element-f3e83e6 e-con-full e-flex e-con e-child\" data-id=\"f3e83e6\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e188be7 elementor-widget elementor-widget-text-editor\" data-id=\"e188be7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Derin Beyin Uyar\u0131m\u0131 (Deep Brain Stimulation &#8211; DBS), n\u00f6rolojik ya da baz\u0131 psikiyatrik hastal\u0131klar\u0131n tedavisinde tercih edilmekte; cerrahi y\u00f6ntemlerle yerle\u015ftirilen elektrotlar arac\u0131l\u0131\u011f\u0131yla beynin belirli b\u00f6lgelerine elektriksel uyar\u0131lar g\u00f6nderilmektedir. Ba\u015fta Parkinson hastal\u0131\u011f\u0131, titreme ve distoni olmak u\u0308zere; epilepsi, tedaviye diren\u00e7li depresyon, obsesif kompulsif bozukluk ve Tourette sendromunun ileri vakalar\u0131nda kullan\u0131lan etkili bir tedavi y\u00f6ntemidir. 2024 y\u0131l\u0131nda Herrera\u2010Pino ve arkada\u015flar\u0131 taraf\u0131ndan yap\u0131lan bir \u00e7al\u0131\u015fmada, otizm ve ileri derecede zihin yetersizli\u011fi tan\u0131s\u0131 alm\u0131\u015f \u00e7ocuk ve ergenlerde g\u00f6ru\u0308len sald\u0131rgan ve kendine zarar verici davran\u0131\u015flar\u0131n tedavisinde DBS uygulamalar\u0131n\u0131n etkilili\u011fi ve gu\u0308venilirli\u011fi incelendi. Veriler DBS\u2019nin bu grupta sald\u0131rganl\u0131k belirtilerinin s\u0131kl\u0131\u011f\u0131nda ve \u015fiddetinde anlaml\u0131 bir azalma sa\u011flad\u0131\u011f\u0131n\u0131 g\u00f6sterdi. Ayr\u0131ca sosyal i\u015flevsellik, uyumsal davran\u0131\u015flar ve genel klinik iyilik h\u00e2linde de iyile\u015fmeler bildirildi. Benzer bi\u00e7imde, Gorodetsky ve arkada\u015flar\u0131 taraf\u0131ndan yu\u0308ru\u0308tu\u0308len ba\u015fka bir \u00e7al\u0131\u015fmada; tedaviye diren\u00e7li, kendine zarar verme davran\u0131\u015f\u0131 g\u00f6steren ve otizm tan\u0131s\u0131 alm\u0131\u015f 7\u201314 ya\u015f aras\u0131 alt\u0131 \u00e7ocukta, sald\u0131rganl\u0131k s\u0131kl\u0131\u011f\u0131 ve \u015fiddetinde %30\u2019dan fazla azalma ile birlikte ya\u015fam kalitesinde belirgin art\u0131\u015f g\u00f6zlendi. Bulgular, DBS\u2019nin ciddi kendine zarar verme davran\u0131\u015f\u0131 g\u00f6steren \u00e7ocuklar i\u00e7in umut vadeden bir tedavi se\u00e7ene\u011fi olabilece\u011fini ortaya koymakta; ancak bu konuda daha geni\u015f \u00f6l\u00e7ekli ve kontrollu\u0308 \u00e7al\u0131\u015fmalara gereksinim oldu\u011funu da vurgulamaktad\u0131r. \u00d6te yandan, otizmde g\u00f6ru\u0308len problem davran\u0131\u015flar\u0131n beyindeki kesin kaynaklar\u0131 henu\u0308z net olarak belirlenmedi\u011finden, uzmanlar baz\u0131 \u00f6nemli hat\u0131rlatmalarda bulunmaktad\u0131r.<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">DBS, yaln\u0131zca \u00e7ok ciddi ve kronikle\u015fmi\u015f davran\u0131\u015f sorunlar\u0131na sahip, geleneksel ve farmakolojik tedavilere yan\u0131t vermeyen bireylerde de\u011ferlendirilmelidir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Bireyin mutlaka multidisipliner bir ekip taraf\u0131ndan ele al\u0131nmas\u0131; mu\u0308dahalenin, DBS alan\u0131nda deneyimli uzmanlar\u0131n bulundu\u011fu ileri du\u0308zey merkezlerde ger\u00e7ekle\u015ftirilmesi ve uygulaman\u0131n sonras\u0131nda du\u0308zenli izleme ve takip \u00e7al\u0131\u015fmalar\u0131n\u0131n yap\u0131lmas\u0131 gerekmektedir.<\/span><\/li><\/ul><p><b>Kaynak \u00d6nerileri:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Gorodetsky, C., Mithani, K., Breitbart, S., Yan, H., Zhang, K., Gouveia, F. V., Warsi, N., Suresh, H., Wong, S. M., Huber, J., Kerr, E. N., Kulkarni, A. V., Taylor, M. J., P Hagopian, L., Fasano, A., &amp; Ibrahim, G. M. (2025). Deep Brain Stimulation of the Nucleus Accumbens for Severe Self-Injurious Behavior in Children: A Phase I Pilot Trial. <\/span><i><span style=\"font-weight: 400;\">Biological Psychiatry, 97<\/span><\/i><span style=\"font-weight: 400;\">(12), 1116\u20131126. <\/span><strong><a href=\"https:\/\/doi.org\/10.1016\/j.biopsych.2024.12.001\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.biopsych.2024.12.001<\/a>\u00a0<\/strong><\/li><\/ul><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Herrera-Pino, J., Benedetti-Isaac, J., Ripoll-C\u00f3rdoba, D., Camargo, L., Castillo-Tamara, E. E., MoralesAsencio, B., &#8230; &amp; L\u00f3pez, N. (2024). Effectiveness of deep brain stimulation on refractory aggression in pediatric patients with autism and severe intellectual disability: Meta-analytic review. <\/span><i><span style=\"font-weight: 400;\">BMC Pediatrics, 24(<\/span><\/i><span style=\"font-weight: 400;\">1), 487. <\/span><strong><a href=\"https:\/\/doi.org\/10.1186\/s12887-024-04920-x\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1186\/s12887-024-04920-x<\/a>\u00a0<\/strong><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11131\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-8421\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-8421\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Transkranial Manyetik Uyar\u0131m <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2831 e-n-accordion-item-8421\" class=\"elementor-element elementor-element-a21d187 e-con-full e-flex e-con e-child\" data-id=\"a21d187\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-1ee5688 elementor-widget elementor-widget-text-editor\" data-id=\"1ee5688\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Transkraniyal Manyetik Uyar\u0131m (Transcranial Magnetic Stimulation &#8211; TMS), beyne d\u0131\u015far\u0131dan herhangi bir elektrik ak\u0131m\u0131 verilmeden manyetik alan olu\u015fturularak, beynin do\u011fal elektriksel aktivitesinin d\u00fczenlenmesini ama\u00e7layan bir tedavidir. Bu tedaviyle, beynin d\u00fczensiz elektriksel aktivitelerinin dengelenerek baz\u0131 hastal\u0131klar\u0131n tedavisine katk\u0131 sa\u011flayabilece\u011fi d\u00fc\u015f\u00fcn\u00fclmektedir. TMS\u2019nin otizm \u00fczerindeki etkileri konusunda ara\u015ft\u0131rmalar devam etmekte ancak yava\u015f ilerlemektedir. Smith ve meslekta\u015flar\u0131 2023 y\u0131l\u0131nda yapt\u0131klar\u0131 \u00e7al\u0131\u015fmada TMS\u2019nin otizmli bireylere uyguland\u0131\u011f\u0131 12 ara\u015ft\u0131rmay\u0131 incelediler. \u00c7al\u0131\u015fma bu tedavinin \u00f6zellikle tekrarl\u0131 davran\u0131\u015flar ve bili\u015fsel zorluklar gibi otizm belirtilerini azaltt\u0131\u011f\u0131n\u0131, sosyal ileti\u015fim ve etkile\u015fim becerileri \u00fczerinde hen\u00fcz bir etkisi olmad\u0131\u011f\u0131n\u0131 g\u00f6sterdi. Uygulaman\u0131n otizmin tedavisine ili\u015fkin umut verici oldu\u011fu, ancak daha g\u00fc\u00e7l\u00fc \u00e7al\u0131\u015fmalara gereksinim duyuldu\u011fu vurgulanmaktad\u0131r. Sonu\u00e7 olarak, TMS\u2019nin otizm tedavisindeki rol\u00fcn\u00fc netle\u015ftirmek i\u00e7in daha fazla ara\u015ft\u0131rma gerekmektedir.\u00a0<\/span><\/p><p><b>Kaynak \u00d6nerileri:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Smith, J. R., DiSalvo, M., Green, A., Ceranoglu, T. A., Anteraper, S. A., Croarkin, P., &amp; Joshi, G. (2023). Treatment response of transcranial magnetic stimulation in intellectually capable youth and young adults with autism spectrum disorder: A systematic review and meta-analysis. <\/span><i><span style=\"font-weight: 400;\">Neuropsychology Review, 33(<\/span><\/i><span style=\"font-weight: 400;\">4), 834-855. DOI:10.1007\/s11065-022-09564-1.\u00a0\u00a0<\/span><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11131\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-1024x172.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-768x129.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta-600x101.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/orta.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2832\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"3\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2832\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Sa\u011fl\u0131kl\u0131 Beslenme <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2832\" class=\"elementor-element elementor-element-b628b3a e-con-full e-flex e-con e-child\" data-id=\"b628b3a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3757e31 elementor-widget elementor-widget-text-editor\" data-id=\"3757e31\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Otizmli \u00e7ocuklar\u0131n beslenme s\u00fcre\u00e7leri, bazen tipik geli\u015fim g\u00f6steren \u00e7ocuklardan farkl\u0131 seyredebilir. Bu farkl\u0131l\u0131klar; s\u0131n\u0131rl\u0131 yiyecek tercihleri, duyusal hassasiyetler, yemek yeme rutinlerine ba\u011fl\u0131l\u0131k ve baz\u0131 sindirim sorunlar\u0131 \u015feklinde kendini g\u00f6sterebilir. Bu durum ailelerin \u00e7ocuklar\u0131n\u0131n geli\u015fimini desteklemek amac\u0131yla farkl\u0131 y\u00f6ntemler aramas\u0131na neden olmaktad\u0131r. Baz\u0131 aileler, \u00e7ocuklar\u0131n\u0131n beslenme d\u00fczenine besin d\u0131\u015f\u0131 takviyeler (\u00f6rne\u011fin probiyotikler, amino asitler, enzimler veya a\u011f\u0131r metal temizleyiciler) eklemektedir. Bu uygulamalar\u0131n; sindirim sistemini destekledi\u011fi, ba\u011f\u0131\u015f\u0131kl\u0131k sistemini d\u00fczenledi\u011fi ya da n\u00f6rolojik i\u015flevleri olumlu y\u00f6nde etkiledi\u011fi \u00f6ne s\u00fcr\u00fclmektedir. Ancak, \u015fu ana kadar yap\u0131lan bilimsel ara\u015ft\u0131rmalar, bu t\u00fcr takviyelerin otizm belirtileri \u00fczerinde kesin bir etkisi oldu\u011funu kan\u0131tlayamad\u0131. Benzer bi\u00e7imde, gluten ya da kazein diyeti gibi \u00f6zel beslenme yakla\u015f\u0131mlar\u0131 baz\u0131 aileler taraf\u0131ndan tercih edilse de, bu t\u00fcr diyetlerin t\u00fcm \u00e7ocuklar i\u00e7in ge\u00e7erli ve etkili oldu\u011funa dair g\u00fc\u00e7l\u00fc bilimsel kan\u0131tlar bulunmamaktad\u0131r.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Sa\u011fl\u0131kl\u0131 ve dengeli beslenme, yaln\u0131zca otizmli bireyler i\u00e7in de\u011fil, t\u00fcm \u00e7ocuklar ve yeti\u015fkinler i\u00e7in b\u00fcy\u00fck \u00f6nem ta\u015f\u0131r. Baz\u0131 durumlarda vitamin ya da mineral takviyesi gerekebilir. Ancak bu takviyelerin, \u00f6zellikle tedavi amac\u0131yla ve uzman kontrol\u00fc olmadan kullan\u0131lmas\u0131 ciddi sa\u011fl\u0131k sorunlar\u0131na neden olabilir. Otizmi tedavi etti\u011fine dair herhangi bir vitamin ya da beslenme takviyesine ili\u015fkin bilimsel bir bulgu yoktur. Bu nedenle, her t\u00fcrl\u00fc takviye mutlaka bir hekime dan\u0131\u015f\u0131larak kullan\u0131lmal\u0131d\u0131r.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Otizmli \u00e7ocuklar\u0131n beslenme al\u0131\u015fkanl\u0131klar\u0131n\u0131 desteklemek i\u00e7in, a\u015fa\u011f\u0131daki \u00f6neriler g\u00fcnl\u00fck ya\u015famda anne-babalara yard\u0131mc\u0131 olabilir:\u00a0<\/span><\/p><ul><li aria-level=\"1\"><b>Duyusal Hassasiyetleri Tan\u0131y\u0131n:<\/b><\/li><\/ul><ul><li style=\"list-style-type: none;\"><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Yeni yiyecekleri tan\u0131d\u0131k yemeklerin yan\u0131nda k\u00fc\u00e7\u00fck miktarlarda sunun.<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Renk, doku ve s\u0131cakl\u0131k \u00e7e\u015fitlili\u011fini artt\u0131rarak uyum s\u00fcrecini kolayla\u015ft\u0131r\u0131n.<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">\u00c7ocu\u011fun yeme\u011fe dokunmas\u0131na ve koklamas\u0131na izin verin; yemesi i\u00e7in zorlamay\u0131n.<\/span><\/li><\/ul><\/li><li aria-level=\"2\"><b>Yemek Rutinleri Olu\u015fturun:<\/b><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Yemek saatlerini g\u00fcn i\u00e7inde ayn\u0131 zamanlarda ve benzer ortamlarda planlay\u0131n.<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">G\u00f6rsel destekler veya s\u00f6zl\u00fc hat\u0131rlatmalarla yeme\u011fe ge\u00e7i\u015fleri kolayla\u015ft\u0131r\u0131n.<\/span><\/li><\/ul><\/li><li><b>Pozitif ve Rahatlat\u0131c\u0131 Ortam Yarat\u0131n:<\/b><ul><li><span style=\"font-weight: 400;\">Yemek zaman\u0131n\u0131 bir m\u00fccadele alan\u0131 de\u011fil, keyifli bir etkinlik haline getirin.<\/span><\/li><li><span style=\"font-weight: 400;\">Yeni yiyecekleri denedi\u011finde olumlu tepkiler verin, peki\u015ftirin.<\/span><\/li><\/ul><\/li><li><b>Yeterli S\u0131v\u0131 Al\u0131m\u0131n\u0131 Sa\u011flay\u0131n:<\/b><ul><li><span style=\"font-weight: 400;\">Su i\u00e7meyi cazip hale getirmek i\u00e7in renkli pipet, e\u011flenceli bardaklar kullan\u0131n.<\/span><\/li><li><span style=\"font-weight: 400;\">S\u00fct, meyve suyu gibi alternatiflerle s\u0131v\u0131 al\u0131m\u0131n\u0131 destekleyin ancak a\u015f\u0131r\u0131ya ka\u00e7may\u0131n.<\/span><\/li><\/ul><\/li><li><b>Tek Tip Beslenmenin \u00d6n\u00fcne Ge\u00e7in:<\/b><ul><li><span style=\"font-weight: 400;\">Sadece birka\u00e7 yiyece\u011fe ba\u011fl\u0131 kalmamak i\u00e7in benzer g\u00f6r\u00fcn\u00fcml\u00fc ama farkl\u0131 i\u00e7erikte besinler sunun.<\/span><\/li><li><span style=\"font-weight: 400;\">\u00d6rne\u011fin sadece makarna yiyorsa, i\u00e7ine k\u0131y\u0131lm\u0131\u015f sebzeler ekleyerek \u00e7e\u015fitlendirme yapabilirsiniz.<\/span><\/li><\/ul><\/li><li><b>Takviye ve \u00d6zel Diyetlere Bilin\u00e7li Yakla\u015f\u0131n:<\/b><ul><li><span style=\"font-weight: 400;\">Sa\u011fl\u0131kl\u0131 ve dengeli beslenme t\u00fcm \u00e7ocuklar i\u00e7in \u00f6nemlidir. Baz\u0131 durumlarda vitamin veya mineral takviyesi gerekebilir.<\/span><\/li><li><span style=\"font-weight: 400;\">Ancak bu t\u00fcr takviyeler, otizmi tedavi etmez ve \u00f6zellikle hekim kontrol\u00fc olmadan kullan\u0131ld\u0131\u011f\u0131nda \u00e7ocuk sa\u011fl\u0131\u011f\u0131 i\u00e7in risk olu\u015fturabilir.<\/span><\/li><li><span style=\"font-weight: 400;\">Her \u00e7ocuk farkl\u0131d\u0131r; bir ba\u015fka \u00e7ocukta i\u015fe yarayan bir diyet ya da takviye, sizin \u00e7ocu\u011funuzda i\u015fe yaramayabilir.<\/span><\/li><li><span style=\"font-weight: 400;\">Bu nedenle t\u00fcm \u00f6zel diyetler ve takviyeler mutlaka \u00e7ocuk hekimi veya diyetisyen g\u00f6zetiminde planlanmal\u0131d\u0131r.<\/span><\/li><\/ul><\/li><li><b>Kab\u0131zl\u0131k ve Sindirim Sorunlar\u0131n\u0131 Takip Edin:<\/b><ul><li><span style=\"font-weight: 400;\">Lifli g\u0131dalar\u0131 beslenmeye dahil edin (\u00f6rne\u011fin: tam tah\u0131llar, sebzeler, meyveler).<\/span><\/li><li><span style=\"font-weight: 400;\">Hareket etmeyi te\u015fvik edin ve bol su i\u00e7mesini sa\u011flay\u0131n.<\/span><\/li><\/ul><\/li><\/ul><p><b>Kaynak \u00d6nerileri:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Topalo\u011flu, B., &amp; S\u00fcmer, E. (2025). <\/span><i><span style=\"font-weight: 400;\">\u00d6zel gereksinimli \u00e7ocuklarda sa\u011fl\u0131kl\u0131 beslenme. <\/span><\/i><span style=\"font-weight: 400;\">T.C. Sa\u011fl\u0131k Bakanl\u0131\u011f\u0131 Halk Sa\u011fl\u0131\u011f\u0131 Genel M\u00fcd\u00fcrl\u00fc\u011f\u00fc.<\/span><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2833\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"4\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2833\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Etkisi Zay\u0131f Tedaviler\u00a0 <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2833\" class=\"elementor-element elementor-element-8bc4aa9 e-con-full e-flex e-con e-child\" data-id=\"8bc4aa9\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-237ad66 elementor-widget elementor-widget-text-editor\" data-id=\"237ad66\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">A\u015fa\u011f\u0131da\u00a0 g\u00f6sterilen tedavi uygulamalar\u0131n\u0131n otizmli \u00e7ocuklar u\u0308zerinde olumlu etkileri oldu\u011funu g\u00f6steren bilimsel ara\u015ft\u0131rmalar henu\u0308z yoktur ya da yap\u0131lan ara\u015ft\u0131rmalar bu uygulaman\u0131n otizmli \u00e7ocuklar u\u0308zerinde herhangi bir olumlu etkisi olmad\u0131\u011f\u0131n\u0131 g\u00f6stermektedir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Etkisi zay\u0131f tedaviler hakk\u0131nda daha detayl\u0131 bilgi almak i\u00e7in <\/span><a href=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/EGITIM_TERAPI-SARI_10-TEMMUZ-2025_SON-Bosluksuz-Online_2.pdf\" target=\"_blank\" rel=\"noopener\"><b>Otizm Spektrum Bozuklu\u011funda E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131 \u2013 \u00d6\u011fretmenler ve Uzmanlar i\u00e7in Ba\u015fucu Rehberimizi<\/b><\/a><span style=\"font-weight: 400;\"> inceleyebilirsiniz.\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">A\u011f\u0131r Metallerden Ar\u0131nd\u0131rma<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Bal\u0131k Ya\u011f\u0131<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ama\u015f\u0131r Suyu Terapisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">DAN! Protokol\u00fc<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Diyete Besin D\u0131\u015f\u0131 Katk\u0131lar Ekleme\u00a0<\/span><ul><li aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7e\u015fitli Aminoasitler<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Prebiyotik<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Probiyotik<\/span><\/li><\/ul><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Eliminasyon Diyetleri<\/span><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Deve s\u00fct\u00fc<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">GAPS diyeti\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Gl\u00fcten-Kazein diyeti<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">FODMAP diyeti (Fermente Olabilir Oligosakaritler, Disakaritler, Monosakaritler ve Poliol)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Ketojenik beslenme\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Peynir alt\u0131 suyu<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">S\u00fct \u00fcr\u00fcnlerinin \u00e7\u0131kar\u0131lmas\u0131 <\/span><\/li><\/ul><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hiperbarik Oksijen Tedavisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Homeopati\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u0130ntraven\u00f6z \u0130mmunglobulin Tedavisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Kayropraktik Bak\u0131m<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">K\u00f6k H\u00fccre Tedavisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Mantar Tedavisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Marihuana Tedavisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">M\u0131knat\u0131slar\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">N\u00f6rofeedback Temelli Tedaviler\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">N\u00f6ro-Mod\u00fclasyon<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Oksitosin Tedavisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ozon Tedavisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Sekretin Tedavisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u015eelasyon Tedavisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Transkutan\u00f6z Vagus Sinir Stim\u00fclasyonu (tVNS)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Vitamin ve Takviye Deste\u011fi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ya\u011flar<\/span><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Esans ya\u011flar<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Kenevir ya\u011f\u0131<\/span><\/li><\/ul><\/li><\/ul><p><b><span style=\"color: #ff0000;\">*D\u0130KKAT!<\/span> Bu uygulamalar \u00e7ocu\u011fun sa\u011fl\u0131\u011f\u0131 i\u00e7in riskli olabilir.<\/b><\/p><p><b>Kaynak \u00d6nerileri:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Fuentes, J., Herv\u00e1s, A., Howlin, P., &amp; (ESCAP ASD Working Party). (2021). ESCAP practice guidance for autism: a summary of evidence-based recommendations for diagnosis and treatment. European Child &amp; Adolescent Psychiatry, 30(6), 961-984. <\/span><strong><a href=\"https:\/\/doi.org\/10.1007\/s00787-020-01587-4\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1007\/s00787-020-01587-4<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Levy, S. E., &amp; Hyman, S. L. (2015). Complementary and alternative medicine treatments for children with autism spectrum disorders. <\/span><i><span style=\"font-weight: 400;\">Child and Adolescent Psychiatric Clinics of North America, 24<\/span><\/i><span style=\"font-weight: 400;\">(1), 117-143.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">National Autism Center. (2015). <\/span><i><span style=\"font-weight: 400;\">Findings and conclusions: National standards project, phase 2.<\/span><\/i><span style=\"font-weight: 400;\"> Randolph, MA: Author<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Y\u00fccesoy-\u00d6zkan, S., &amp; 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.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">T.C. Sa\u011fl\u0131k Bakanl\u0131\u011f\u0131 Sa\u011fl\u0131k Hizmetleri Genel Mu\u0308du\u0308rlu\u0308\u011fu\u0308 (2022). <\/span><i><span style=\"font-weight: 400;\">Otizm Spektrum Bozuklu\u011fu Aile Rehberi. <\/span><\/i><span style=\"font-weight: 400;\">Ankara.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/treatments-in-alphabetical-order\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/treatments-in-alphabetical-order\/<\/a><\/strong><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11156\" src=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif-300x55.png\" alt=\"\" width=\"600\" height=\"109\" srcset=\"https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif-300x55.png 300w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif-1024x187.png 1024w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif-768x140.png 768w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif-600x109.png 600w, https:\/\/wp1.sedaozcan.net.tr\/wp-content\/uploads\/2026\/08\/zayif.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>Otizm Nedir? E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131 Otizm spektrum bozuklu\u011fu alan\u0131nda kullan\u0131lan e\u011fitim, terapi ve tedavi uygulamalar\u0131 olduk\u00e7a \u00e7e\u015fitlidir. Her ge\u00e7en g\u00fcn bu uygulamalara yenileri eklenmektedir. Bir uygulaman\u0131n otizmli bireyler i\u00e7in ger\u00e7ekten faydal\u0131 olup olmad\u0131\u011f\u0131n\u0131 anlayabilmek i\u00e7in, bu uygulama bilimsel olarak de\u011ferlendirilmeli ve kabul g\u00f6rmelidir. Bir uygulaman\u0131n bilimsel olarak kabul g\u00f6rmesi i\u00e7in iki temel \u00f6zelli\u011fe<\/p>","protected":false},"author":1,"featured_media":0,"parent":4605,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"elementor_header_footer","meta":{"footnotes":""},"class_list":["post-4608","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.3 (Yoast SEO v28.3) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131 - Tohum Otizm Vakf\u0131 | Otizmin Tek \u00c7aresi E\u011fitim<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/wp1.sedaozcan.net.tr\/en\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131\" \/>\n<meta property=\"og:description\" content=\"Otizm Nedir? E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131 Otizm spektrum bozuklu\u011fu alan\u0131nda kullan\u0131lan e\u011fitim, terapi ve tedavi uygulamalar\u0131 olduk\u00e7a \u00e7e\u015fitlidir. Her ge\u00e7en g\u00fcn bu uygulamalara yenileri eklenmektedir. Bir uygulaman\u0131n otizmli bireyler i\u00e7in ger\u00e7ekten faydal\u0131 olup olmad\u0131\u011f\u0131n\u0131 anlayabilmek i\u00e7in, bu uygulama bilimsel olarak de\u011ferlendirilmeli ve kabul g\u00f6rmelidir. 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