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dc.contributor.authorGenç-Tosun, Derya
dc.contributor.authorKurt, Onur
dc.date.accessioned2019-10-19T21:03:24Z
dc.date.available2019-10-19T21:03:24Z
dc.date.issued2017
dc.identifier.issn2154-1647
dc.identifier.urihttps://hdl.handle.net/11421/15552
dc.description.abstractThe purpose of the present study was to compare the effectiveness and efficiency of simultaneous prompting with and without video modeling in teaching food preparation skills to four participants with autism spectrum disorder, whose ages ranged from 5 to 6 years old. An adapted alternating treatment single-case experimental design was used to compare the procedures used in the study. The study findings demonstrated that both procedures were equally effective in promoting the acquisition of the food preparation skills for three of the participants with autism. Simultaneous prompting with video modeling was more effective for the remaining participant. Mixed results were obtained regarding the effectiveness parameters. Although mixed results were obtained during the study regarding effectiveness, it can be said that there was only a small difference in favor of simultaneous prompting using video modelingen_US
dc.language.isoengen_US
dc.publisherCouncil for Exceptional Childrenen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.titleEffects of video modeling on the instructional efficiency of simultaneous prompting among preschoolers with autism spectrum disorderen_US
dc.typearticleen_US
dc.relation.journalEducation and Training in Autism and Developmental Disabilitiesen_US
dc.contributor.departmentAnadolu Üniversitesi, Engelliler Araştırma Enstitüsüen_US
dc.identifier.volume52en_US
dc.identifier.issue3en_US
dc.identifier.startpage291en_US
dc.identifier.endpage304en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US]


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