The power card strategy: Strength-based intervention against bullying for children with autism spectrum disorder

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dc.authorid0000-0002-8593-8430en_US
dc.authorid0000-0001-5028-3289en_US
dc.authorid0000-0003-0283-2129en_US
dc.contributor.authorAydın, Hatice Ulu
dc.contributor.authorTekinarslan, İlknur Çifci
dc.contributor.authorAslan, Yeşim Güleç
dc.date.accessioned2024-07-03T06:23:37Z
dc.date.available2024-07-03T06:23:37Z
dc.date.issued2023en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractThe pattern of behaviors and abilities that reflect the core characteristics of students with autism spectrum disorder (ASD) and an environment that lacks the ability to understand individuals with ASD can make these students targets of bullying. Bullying is a serious problem for students with ASD, and practices against it are important in terms of improving students' coping strategies and overall well-being. In this study, we used a multiple probe model with an interprobe phase across participants to evaluate the effectiveness of the power card strategy to teach three students with ASD to respond to bullying. At baseline, the students gave few appropriate responses based on coping strategies for bullying after listening to stories about bullying. During the application of the power cards, the students read scenarios and power cards created for their favorite heroes or special interests, which included coping strategies for three different bullying situations (exclusion, being pushed, and being tickled). Then, they watched animations prepared for these bullying situations and were asked to answer questions about strategies to deal with bullying. The findings showed that all three students learned targeted strategies for coping with bullying in the context of the sessions using power cards. The students were able to generalize to different bullying situations (teasing, damaging one's belongings, being ignored) while retaining their strategies for coping with bullying in the context of the sessions held after the teaching was completed. The social validity findings of the power card strategy showed that one out of three students exhibited coping strategies for bullying in the school environment. The findings of the present study are discussed in the context of bullying and ASD, limitations, and recommendations.en_US
dc.identifier.citationUlu Aydin, H., Cifci Tekinarslan, I., & Gulec Aslan, Y. (2023). The power card strategy: strength-based intervention against bullying for children with autism spectrum disorder. Journal of autism and developmental disorders, 1-24.en_US
dc.identifier.doi10.1007/s10803-023-06161-w
dc.identifier.endpage24en_US
dc.identifier.issn0162-3257
dc.identifier.issn1573-3432
dc.identifier.pmid37964015en_US
dc.identifier.scopus2-s2.0-85176430693en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1en_US
dc.identifier.urihttp://dx.doi.org/10.1007/s10803-023-06161-w
dc.identifier.urihttps://hdl.handle.net/20.500.12491/12235
dc.identifier.wosWOS:001101025100001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.institutionauthorAydın, Hatice Ulu
dc.institutionauthorTekinarslan, İlknur Çifci
dc.language.isoenen_US
dc.publisherSpringer/Plenum Publishersen_US
dc.relation.ispartofJournal of Autism and Developmental Disordersen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPower Card Strategyen_US
dc.subjectAutism Spectrum Disorderen_US
dc.subjectBullyingen_US
dc.subjectPeer Victimizationen_US
dc.subjectCoping Strategiesen_US
dc.subjectYoung-Childrenen_US
dc.titleThe power card strategy: Strength-based intervention against bullying for children with autism spectrum disorderen_US
dc.typeArticleen_US

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