Efficacy of teaching with simultaneous prompting in teaching the environmental sounds to a child with multiple disabilities [Çok özürlü bir çocuğa çevre seslerinin öğretiminde eşzamanlı ipucuyla öğretimin etkililiği]

Abstract

It is quite important for visually handicapped children to recognize the environmental sounds. This study was conducted to teach the sources of the environmental sounds to a visually handicapped and mentally retarded child. The purpose of the study was to teach visually handicapped student the names of the animals the sounds of which he/she hears in the near surrounding using the simultaneous prompting method. Three sets of animals which the child encounters in his/her near surrounding, but the names of which he/she doesn't know, were formed in order for the child to recognize them from their sounds. A multiple probe design across behaviors was used in the study. The subject included in the study was a 9 year-old visually and mentally handicapped girl. The names of animals were taught to the subject by holding sessions at the Unit for the Children with Developmental Disabilities in Anatolia University. At the end of the study, simultaneous prompting method was found to be effective in teaching the names of the animals based on the sounds