Middle Eastern Journal of Disability Studies

fa سنتزپژوهی مؤلفه‌های الگوی آموزشی نظام ارتباطی مبادلهٔ تصویر مبتنی‌بر فناوری در آموزش کودکان مبتلا به اختلال طیف اتیسم Research Synthesis of the Components of Instructional Model of Technology-Based Picture Exchange Communication System in the Education of Children With Autism Spectrum Disorder توانبخشی Rehabilitation مقاله فراتحلیل Meta Analysis Article زمینه و هدف: نظام ارتباطی مبادلهٔ تصویر (پکس) مبتنی‌بر فناوری با تکیه بر نمادهای دیداری، زمینهٔ مناسب را برای برقراری ارتباط، همکاری، مشارکت و تعامل اجتماعی فراهم می‌کند. هدف پژوهش حاضر، تعیین مؤلفه‌های الگوی آموزشی پکس مبتنی‌بر فناوری در آموزش کودکان مبتلا به اختلال طیف اتیسم بود. روش‌بررسی: در این پژوهش از روش سنتزپژوهی استفاده شد. پژوهش‌های خارجی و داخلی در فاصلهٔ سال‌های ۲۰۱۰تا۲۰۲۰، با کلیدواژگان نظام ارتباطی مبادلهٔ تصویر، پکس مبتنی‌بر فناوری، اتیسم، آموزش کودکان مبتلا به اختلال طیف اتیسم، ارتباط مکمل و جایگزین، شناسایی شدند. پژوهش‌هایی که دارای هماهنگی و تناسب بیشتری با هدف پژوهش (مؤلفه‌های الگوی آموزشی پکس مبتنی‌بر فناوری) بودند، برای سنتز انتخاب شدند. یافته‌ها: نتایج نشان داد، الگوی آموزشی پکس مبتنی‌بر فناوری دارای پنج مؤلفهٔ اصلی بود: ۱. تحلیل شامل بیان اهداف و فعالیت‌های پیش از آموزش، تحلیل فراگیر و ایجاد انگیزه؛ ۲. طراحی شامل فناوری کمکی بستر اجرای آموزش، محتوای گرافیکی و طراحی پیام و اثربخشی تقویت؛ ۳. تولید شامل تصحیح خطاهای فراگیر، ارائهٔ بازخورد و ویژگی‌ها و فعالیت‌های یادگیری انفرادی؛ ۴. پشتیبانی و اجرا شامل تدارک راهنمایی و حمایت، بهبود تعامل و مشارکت و ارائهٔ تمرین؛ ۵. ارزشیابی شامل ارزشیابی فراگیر، ارزشیابی فناوری کمکی و ارزشیابی پیامد. نتیجه‌گیری: براساس یافته‌های این پژوهش، الگوی آموزشی پکس مبتنی‌بر فناوری طراحی شده است و امکان کاربرد این الگو برای تمامی دوره‌های رسمی، غیررسمی، بلندمدت، کوتاه‌مدت، ثابت و متغیر، باتوجه به استفاده برای آموزش کودکان مبتلا به طیف اتیسم وجود دارد. Background and Objectives: Communication impairment for people with autism spectrum disorder can present as a severe delay in speech development and limited speech production. The use of technology in the process of treatment and rehabilitation of autism spectrum disorder as an assistive technology has become common. Assistive technology is any type of technology aimed at improving the functional capabilities of people with disabilities. Advances in assistive technology included using interactive environments on computers, virtual environments on smartphones, and games on tablets and laptops to increase the quality of life and communication skills of people with autism spectrum disorder. Technology–based picture exchange communication system (PECS) as a new, cost–effective and short–term method can be easily implemented in various educational and natural environments, rely on visual symbols, the appropriate context to communicate, collaborate, participate, and interact socially. This study aimed to determine the components of an instructional model of technology–based PECS in training children with autism spectrum disorder. Methods: In the present study, the synthesis research method has been used. The statistical population in this study included all articles published from 2010 to 2020 in the field of the research subject, which were shared in reputable English language databases of Web of Science, ScienceDirect, Sage Journal, ProQuest, Scopus, and Emerald Insight and Persian databases such as, SID, Mag Iran, Noormags, Civilica, and the Humanities Research Institute, as well as all e–book databases such as Bookz, BookFi, Library Genesis and GigaPedia. The sampling method in this section was purposeful. Keywords used to select articles were as follows: picture exchange communication system, PECS, technology–based PECS, technology–based intervention, autism, children with autism spectrum disorder, alternative and augmentative communication, applied behavior analysis, instructional model, and research synthesis in special education. The inclusion criteria of selected studies in this research were components of technology–based PECS, providing clear and sufficient information about the structural elements of the research (purpose, component, sampling method), and placement of the research in the desired time period and research language. The data and sources were used in several stages of refinement and extraction and after analyzing and combining results, components were presented in a framework (model). Results: After searching the sources and collecting data, 453 English and Persian studies between 2010 and 2020 were included in the research. Out of the total number of studies, 374 were excluded from the analysis process due to lack of sufficient information about the objectives of the research, duplication, and irrelevance to the purpose of the research, and 79 studies were selected as the sample with the most coordination and appropriateness with the objective of this research. After selecting the samples, the researchers carefully analyzed them and the sub–components and main components were extracted by coding and classifying the components of an instructional model of technology–based PECS. The instructional model of technology–based PECS had 5 main components: 1– The component of analysis includes stating the goals, expectations and activities before training, learner analysis, and motivation creation; 2– The component of design includes assistive technology as a platform for training, graphic content and message design and the unsaturation of reinforcement; 3– The component of production includes the correction of learner’s mistakes and errors, providing feedback and individual characteristics and learning activities; 4– The component of support and implementation includes providing guidance and support for the learner, improving interaction and participation and providing practice; 5– The component of evaluation includes learner evaluation by the instructor, assistive technology evaluation, and outcome evaluation. Conclusion: Based on the findings of this study, an instructional model of technology–based PECS was designed. This model due to its simple structure has features that can be used as an efficient model in the design and development, implementation and evaluation of a technology–based picture exchange communication system. On the other hand, this model can be used for all formal and informal, long–term and short–term, and fixed and variable courses for training children with an autism spectrum disorder. الگوی آموزشی, نظام ارتباطی مبادلهٔ تصویر (پکس), اتیسم, سنتزپژوهی Instructional model, Picture exchange communication system (PECS), Autism spectrum disorder, Synthesis research 97 97 http://jdisabilstud.org/browse.php?a_code=A-11-2882-1&slc_lang=fa&sid=1 Morteza Bakhtiarvand مرتضی بختیاروند m.bakhtiarvand@atu.ac.ir 100319475328460049980 100319475328460049980 Yes Department of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba’i University گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی Esmaeil Zaraii Zavaraki اسماعیل زارعی زوارکی zavaraki@atu.ac.ir 100319475328460049981 100319475328460049981 No Department of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba’i University گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی Parviz Sharifi Daramadi پرویز شریفی درآمدی Sharifidaramadi@atu.ac.ir 100319475328460049982 100319475328460049982 No Department of Psychology and Education of Exceptional Children, Allameh Tabataba’i University گروه روان‌شناسی و آموزش کودکان استثنایی، دانشگاه علامه طباطبائی Fatemeh Jafarkhani فاطمه جعفرخانی fjafarkhani@atu.ac.ir 100319475328460049983 100319475328460049983 No Department of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba’i University گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی Ali Delavar علی دلاور Delavar@atu.ac.ir 100319475328460049984 100319475328460049984 No Psychometrics Department, Allameh Tabataba'i University گروه سنجش و اندازه‌گیری، دانشگاه علامه طباطبائی