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Trends of Assistive Technologies in Autism Spectrum Disorder: Bibliometric Analysis Based on Web of Science Database (1998–2023)

Yıl 2023, Cilt: 12 Sayı: 3, 777 - 794, 28.09.2023

Nergis Ramo Akgün

https://doi.org/10.30703/cije.1308308

Öz

This study used bibliometric analysis to analyze trends in academic literature on assistive technological developments in autism spectrum disorder. The documents were retrieved from the Web of Science database and the keywords "autism" "AND" "assistive technologies" were used as the search strategy. The search strategy was to combine keywords related to "autism" and "assistive technologies" using the Boolean operator tools "OR" and "AND" in the title. A total of 564 publications related to assistive technologies/autism were retrieved. The number of publications about assistive technologies/autism has generally increased over time, with some fluctuations. Web of Science showed that these studies were from 10 different disciplines/fields, with the oldest in 1998 and the most recent in 2023. The data were analyzed through author-citation-journal-country-institution-keyword and abstract analysis. According to the citation analysis results, the document with the highest link strength was Lancioni's (2014) study titled "Assistive technologies for people with diverse abilities". According to the citation analysis, the source with the highest link strength was "Disability and rehabilitation-assistive technology", the author with the highest link strength was Perilli, the institution with the highest link strength was the University of Bari Aldo Moro, and the country with the highest link strength was the USA. According to the results of the bibliographic coupling analysis, Spiel et al.'s (2019) study titled "Agency of autistic children in technology research-a critical literature review" stood out in the context of documents. According to the bibliographic coupling analysis, the source with the highest link strength was "Disability and rehabilitation-assistive technology", the author with the highest link strength was Perilli, the institution with the highest link strength was the University of Bari Aldo Moro, and the country with the highest link strength was the USA. According to the results of co-citation analysis, the study with the highest link strength was the study titled "Robots for use in autism research" by Scassellati et al. (2012) published in the Annual Review of Biomedical Engineering. According to the co-citation analysis, the journal with the highest link strength was "Journal of autism and developmental disorders" and the author with the highest link strength was Lancioni.

Anahtar Kelimeler

Autism assistive technologies bibliometric analysis VOSviewer disabilities

Kaynakça

  • Aguinis, H., Gottfredson, R. K., & Wright, T. A. (2011). Best‐practice recommendations for estimating interaction effects using meta‐analysis. Journal of Organizational Behavior, 32(8), 1033-1043.
  • Aguinis, H., Pierce, C. A., Bosco, F. A., Dalton, D. R., & Dalton, C. M. (2011). Debunking myths and urban legends about meta-analysis. Organizational Research Methods, 14(2), 306-331.
  • Alves, F. J., De Carvalho, E. A., Aguilar, J., De Brito, L. L., & Bastos, G. S. (2020). Applied behavior analysis for the treatment of autism: A systematic review of assistive technologies. IEEE Access, 8, 118664-118672.
  • Amiripour, P., Bijan-zadeh, M. H., Pezeshki, P., & Najafi, M. (2011). Effects of assistive technology on increasing motivation and capacity of mathematical problem solving in dyscalculia student. Educational Research, 2(10), 1611-1618.
  • Aresti-Bartolome, N., & Garcia-Zapirain, B. (2014). Technologies as support tools for persons with autistic spectrum disorder: a systematic review. International Journal of Environmental Research and Public Health, 11(8), 7767-7802.
  • Aslan, C. E. M. (2018). Özel eğitim öğretmenlerinin yardımcı teknolojilere yönelik tutumları. Eğitim Teknolojisi Kuram ve Uygulama, 8(1), 102-120.
  • Bozkurt, S. S. (2017). Özel eğitimde dijital destek: Yardımcı teknolojiler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 37-60.
  • Broadus, R. N. (1987). Toward a definition of “bibliometrics”. Scientometrics, 12, 373-379.
  • Carmona-Serrano, N., López-Belmonte, J., Cuesta-Gómez, J. L., & Moreno-Guerrero, A. J. (2020b). Documentary analysis of the scientific literature on autism and technology in web of science. Brain sciences, 10(12), 985.
  • Carmona-Serrano, N., López-Belmonte, J., López-Núñez, J. A., & Moreno-Guerrero, A. J. (2020a). Trends in autism research in the field of education in Web of Science: A bibliometric study. Brain Sciences, 10(12), 1018. https://doi.org/10.3390/brainsci10121018
  • Chen, Z. J., Li, X. D., Gu, M. H., Li, Y. A., Xia, N., Gong, C., ... & Huang, X. L. (2022). Epidemiology of autism spectrum disorders: Global burden of disease 2019 and bibliometric analysis of risk factors. Frontiers in Pediatrics, 2182. https://doi.org/10.3389/fped.2022.972809
  • Chiew, T. K., Khoo, S., Ansari, P., & Kiruthika, U. (2022). Mobile and wearable technologies for persons with disabilities: A bibliometric analysis (2000–2021). Disability and Rehabilitation: Assistive Technology, 1-9.
  • Cho, S. J., & Ahn, D. H. (2016). Socially assistive robotics in autism spectrum disorder. Hanyang Medical Reviews, 36(1), 17-26.
  • Çuhadar, S. (2008). Resimli etkinlik çizelgesi ile sunulan öğretim sürecinin otistik özellikler gösteren çocukların serbest zaman becerilerini ögrenmeleri üzerindeki etkisi [Yayımlanmamış doktora tezi]. Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
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  • D'Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5-11.
  • Daud, S. N. S. C., Maria, M., Shahbodin, F., & Ahmad, I. (2018, March). Assistive technology for autism spectrum disorder: a review of literature. In Proceedings of International MEDLIT Conference (pp. 1-7).
  • Deng, L., & Rattadilok, P. (2022). The need for and barriers to using assistive technologies among individuals with Autism Spectrum Disorders in China. Assistive Technology, 34(2), 242-253.
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  • Doughty, T., Bouck, E., Basette, L., Szwed, K. & Flanagan, S. (2013). Spelling on the fly: Investigating a pentop computer to improve the spelling skills of three elementary students with disabilities. Assistive Technology, 25, 166-175.
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Otizm Spektrum Bozukluğunda Yardımcı Teknolojilerin Eğilimleri: Web of Science Veri Tabanına Dayalı Bibliyometrik Analiz (1998–2023)

Yıl 2023, Cilt: 12 Sayı: 3, 777 - 794, 28.09.2023

Nergis Ramo Akgün

https://doi.org/10.30703/cije.1308308

Öz

Bu çalışmada otizm spektrum bozukluğunda yardımcı teknolojik gelişmelerle ilgili akademik literatürdeki eğilimleri analiz etmek için bibliyometrik analizden yararlanılmıştır. Belgeler, Web of Science veri tabanından alınmış ve arama stratejisi olarak “otizm” “VE” “yardımcı teknolojiler” anahtar kelimeleri kullanılmıştır. Arama stratejisi, başlıktaki “VEYA” ve “VE” Boole operatör araçlarını kullanarak “otizm” ve “yardımcı teknolojiler” ile ilgili anahtar kelimeleri birleştirmekti. Yardımcı teknolojiler/otizm ile ilgili toplam 564 yayına ulaşılmıştır. Yardımcı teknolojiler/otizm ile ilgili yayınların sayısı zaman içinde bazı dalgalanmalarla birlikte genel olarak artmıştır. Web of Science bu çalışmaların en eski 1998 ve en yeni 2023 olmak üzere 10 farklı disiplinden/alandan olduğunu göstermiştir. Ulaşılan veri, yazar-atıf-dergi-ülke-kurum-anahtar sözcük ve özet analizleri üzerinden incelenmiştir. Atıf analizi sonuçlarına göre, bağlantı gücü en yüksek doküman Lancioni’nin (2014) “Assistive technologies for people with diverse abilities” başlıklı çalışmasıdır. Atıf analizine göre bağlantı gücü en yüksek kaynak “Disability and rehabilitation-assistive technology”, bağlantı gücü yüksek yazar Perilli, bağlantı gücü en yüksek kurum University of Bari Aldo Moro ve bağlantı gücü yüksek ülke ABD’dir. Bibliyografik eşleştirme analizi sonuçlarına göre, dokümanlar bağlamında Spiel ve ark.’larının (2019) “Agency of autistic children in technology research-a critical literature review” başlıklı çalışması öne çıkmıştır. Bibliyografik eşleştirme analizine göre bağlantı gücü en yüksek kaynak “Disability and rehabilitation-assistive technology”, bağlantı gücü en yüksek yazar Perilli, bağlantı gücü en yüksek olan kurum University of Bari Aldo Moro, bağlantı gücü en yüksek olan ülke ABD olarak belirlenmiştir. Ortak atıf analizi sonuçlarına göre bağlantı gücü en yüksek çalışma “Scassellati ve ark.’larının (2012) Annual Review of Biomedical Engineering dergisinde yayınlanan “Robots for use in autism research” başlıklı çalışmadır. Ortak atıf analizine göre bağlantı gücü en yüksek dergi “Journal of autism and developmental disorders”, bağlantı gücü en yüksek yazar ise Lancioni’dir.

Anahtar Kelimeler

Otizm yardımcı teknolojiler bibliyometrik analiz VOSviewer yetersizlik

Kaynakça

  • Aguinis, H., Gottfredson, R. K., & Wright, T. A. (2011). Best‐practice recommendations for estimating interaction effects using meta‐analysis. Journal of Organizational Behavior, 32(8), 1033-1043.
  • Aguinis, H., Pierce, C. A., Bosco, F. A., Dalton, D. R., & Dalton, C. M. (2011). Debunking myths and urban legends about meta-analysis. Organizational Research Methods, 14(2), 306-331.
  • Alves, F. J., De Carvalho, E. A., Aguilar, J., De Brito, L. L., & Bastos, G. S. (2020). Applied behavior analysis for the treatment of autism: A systematic review of assistive technologies. IEEE Access, 8, 118664-118672.
  • Amiripour, P., Bijan-zadeh, M. H., Pezeshki, P., & Najafi, M. (2011). Effects of assistive technology on increasing motivation and capacity of mathematical problem solving in dyscalculia student. Educational Research, 2(10), 1611-1618.
  • Aresti-Bartolome, N., & Garcia-Zapirain, B. (2014). Technologies as support tools for persons with autistic spectrum disorder: a systematic review. International Journal of Environmental Research and Public Health, 11(8), 7767-7802.
  • Aslan, C. E. M. (2018). Özel eğitim öğretmenlerinin yardımcı teknolojilere yönelik tutumları. Eğitim Teknolojisi Kuram ve Uygulama, 8(1), 102-120.
  • Bozkurt, S. S. (2017). Özel eğitimde dijital destek: Yardımcı teknolojiler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 37-60.
  • Broadus, R. N. (1987). Toward a definition of “bibliometrics”. Scientometrics, 12, 373-379.
  • Carmona-Serrano, N., López-Belmonte, J., Cuesta-Gómez, J. L., & Moreno-Guerrero, A. J. (2020b). Documentary analysis of the scientific literature on autism and technology in web of science. Brain sciences, 10(12), 985.
  • Carmona-Serrano, N., López-Belmonte, J., López-Núñez, J. A., & Moreno-Guerrero, A. J. (2020a). Trends in autism research in the field of education in Web of Science: A bibliometric study. Brain Sciences, 10(12), 1018. https://doi.org/10.3390/brainsci10121018
  • Chen, Z. J., Li, X. D., Gu, M. H., Li, Y. A., Xia, N., Gong, C., ... & Huang, X. L. (2022). Epidemiology of autism spectrum disorders: Global burden of disease 2019 and bibliometric analysis of risk factors. Frontiers in Pediatrics, 2182. https://doi.org/10.3389/fped.2022.972809
  • Chiew, T. K., Khoo, S., Ansari, P., & Kiruthika, U. (2022). Mobile and wearable technologies for persons with disabilities: A bibliometric analysis (2000–2021). Disability and Rehabilitation: Assistive Technology, 1-9.
  • Cho, S. J., & Ahn, D. H. (2016). Socially assistive robotics in autism spectrum disorder. Hanyang Medical Reviews, 36(1), 17-26.
  • Çuhadar, S. (2008). Resimli etkinlik çizelgesi ile sunulan öğretim sürecinin otistik özellikler gösteren çocukların serbest zaman becerilerini ögrenmeleri üzerindeki etkisi [Yayımlanmamış doktora tezi]. Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Danış, M. Z. (2001). Otistik çocuklar. Ufkun Ötesi Bilim Dergisi, (2), 65-82.
  • D'Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5-11.
  • Daud, S. N. S. C., Maria, M., Shahbodin, F., & Ahmad, I. (2018, March). Assistive technology for autism spectrum disorder: a review of literature. In Proceedings of International MEDLIT Conference (pp. 1-7).
  • Deng, L., & Rattadilok, P. (2022). The need for and barriers to using assistive technologies among individuals with Autism Spectrum Disorders in China. Assistive Technology, 34(2), 242-253.
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296.
  • Doughty, T., Bouck, E., Basette, L., Szwed, K. & Flanagan, S. (2013). Spelling on the fly: Investigating a pentop computer to improve the spelling skills of three elementary students with disabilities. Assistive Technology, 25, 166-175.
  • Feng, X. W., Hadizadeh, M., & Cheong, J. P. G. (2022). Global trends in physical-activity research of autism: Bibliometric analysis based on the web of science database (1980–2021). International Journal of Environmental Research and Public Health, 19(12), 7278. https://doi.org/10.3390/ijerph19127278
  • Fteiha, M. A. (2017). Effectiveness of assistive technology in enhancing language skills for children with autism. International Journal of Developmental Disabilities, 63(1), 36-44.
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  • Lorenzo, G., Lorenzo-Lledó, A., Lledó Carreres, A., & Pérez-Vázquez, E. (2020). Approach from a bibliometric perspective of the educational application of virtual reality in people with autism spectrum disorder. Education in the Knowledge Society, 21(4). https://doi.org/10.14201/eks.19522
  • MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions: Theory & Practice in Residential & Community‐Based Clinical Programs, 20(4), 225-238.
  • Martínez-González, A. E., & Andreo-Martínez, P. (2022). Autism and gut microbiota: A bibliometric study. Review Journal of Autism and Developmental Disorders, 1-13. https://doi.org/10.1007/s40489-022-00313-x
  • Mirenda, P. (2001). Autism, augmentative communication, and assistive technology: What do we really know?. Focus on Autism and Other Developmental Disabilities, 16(3), 141-151.
  • Myles, B. S., Grossman, B. G., Aspy, R., & Henry, S. A. (2009). Planning a comprehensive program for young children with autism spectrum disorders. International Journal of Early Childhood Special Education, 1(2), 164-180.
  • Nasr, S. A. (2002). Language Communication for the Autistic Child: Diagnosis and Treatment Programs. (2nd ed.). Amman: Dar Alfekr Press.
  • Nikopoulos, C. K., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Autism and Developmental Disorders, 37, 678-693.
  • Ousley, O., & Cermak, T. (2014). Autism spectrum disorder: defining dimensions and subgroups. Current Developmental Disorders Reports, 1, 20-28.
  • Owen-DeSchryver, J. S., Carr, E. G., Cale, S. I., & Blakeley-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23(1), 15-28.
  • Palmatier, R. W., Houston, M. B., & Hulland, J. (2018). Review articles: Purpose, process, and structure. Journal of the Academy of Marketing Science, 46, 1-5.
  • Picard, R. W. (2009). Future affective technology for autism and emotion communication. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1535), 3575-3584.
  • Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 301-322.
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  • Rance, G., Chisari, D., Saunders, K., & Rault, J. L. (2017). Reducing listening-related stress in school-aged children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47, 2010-2022.
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  • Schafer, E. C., Wright, S., Anderson, C., Jones, J., Pitts, K., Bryant, D., ... & Reed, M. P. (2016). Assistive technology evaluations: remote-microphone technology for children with autism spectrum disorder. Journal of Communication Disorders, 64, 1-17.
  • Selimoğlu, Ö. G., & Özdemir, S. (2018). Etkileşim temelli erken çocuklukta müdahale programı'nın (ETEÇOM) otizm spektrum bozukluğu sergileyen çocukların sosyal etkileşim becerileri üzerindeki etkililiği. Erken Çocukluk Çalışmaları Dergisi, 2(3), 514-555.
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  • Simonoff, E., Pickles, A., Charman, T., Chandler, S., Loucas, T., & Baird, G. (2008). Psychiatric disorders in children with autism spectrum disorders: prevalence, comorbidity, and associated factors in a population-derived sample. Journal of the American Academy of Child & Adolescent Psychiatry, 47(8), 921-929.
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  • Sula, A., & Spaho, E. (2014). Using assistive technologies in autism care centers to support children develop communication and language skills. A case study: Albania.
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  • Zhao, J., Lu, Y., Wu, X., Zhou, F., Fei, F., Wu, X., ... & Wang, M. (2022). Bibliometric analysis of research themes and trends in childhood autism spectrum disorders from 2012 to 2021. Frontiers In Public Health, 10, 925475. https://doi.org/10.3389/fpubh.2022.925475
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Otizm ve Spekrum Bozukluğu Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Nergis Ramo Akgün 0000-0002-0982-5733

Yayımlanma Tarihi 28 Eylül 2023
Yayımlandığı Sayı Yıl 2023Cilt: 12 Sayı: 3

Kaynak Göster

APA Ramo Akgün, N. (2023). Otizm Spektrum Bozukluğunda Yardımcı Teknolojilerin Eğilimleri: Web of Science Veri Tabanına Dayalı Bibliyometrik Analiz (1998–2023). Cumhuriyet Uluslararası Eğitim Dergisi, 12(3), 777-794. https://doi.org/10.30703/cije.1308308
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