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Meta-Analysis of Pivotal Response Training for Children with Autism Spectrum Disorder
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Bozkus-Genc, Gulden; Yucesoy-Ozkan, Serife – Education and Training in Autism and Developmental Disabilities, 2016
The main purpose of this study was to review pivotal response training and examine the efficacy of pivotal response training for children with autism spectrum disorder. The other purposes of study were to (a) examine the characteristics of participants and components of the intervention in which pivotal response training was used; (b) determine…
Descriptors: Meta Analysis, Children, Autism, Pervasive Developmental Disorders
Comparison of Simultaneous Prompting and Constant Time Delay Procedures in Teaching Children with Autism the Responses to Questions about Personal Information
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Akmanoglu, Nurgul; Kurt, Onur; Kapan, Alper – Educational Sciences: Theory and Practice, 2015
The aim of the current study was to compare simultaneous prompting (SP) and constant time delay (CTD) in terms of their effectiveness and efficiency in teaching children with autism how to respond to questions about personal information. The adapted alternating treatments model was used in the study. Three male students with autism aged 4, 6, and…
Descriptors: Prompting, Time Factors (Learning), Instructional Effectiveness, Young Children
Effects of Computer-Based Instruction on Teaching Emergency Telephone Numbers to Students with Intellectual Disability
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Yucesoy Ozkan, Serife; Oncul, Nuray; Kaya, Ozlem – Education and Training in Autism and Developmental Disabilities, 2013
The purpose of this study was to determine the effectiveness of computer-based instruction on teaching students with intellectual disability the skills of telling which emergency services to call in specific emergency situations and reciting the correct telephone number of that specific emergency service. In this study, a multiple probe design…
Descriptors: Computer Assisted Instruction, Instructional Effectiveness, Telecommunications, Numbers
Effects of Teaching Simultaneous Prompting through Visual Supports to Parents of Children with Developmental Disabilities
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Batu, Sema – Education and Training in Autism and Developmental Disabilities, 2014
The present study was designed to examine the effectiveness of visual supports on teaching simultaneous prompting procedure to mothers to provide home-based instruction to their children with developmental disabilities. Three preschool-aged children with moderate developmental disabilities and their mothers were the participants. A multiple probe…
Descriptors: Prompting, Visual Aids, Mothers, Home Instruction
Parent-Delivered Community-Based Instruction with Simultaneous Prompting for Teaching Community Skills to Children with Developmental Disabilities
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Tekin-Iftar, Elif – Education and Training in Developmental Disabilities, 2008
The present study was designed to determine whether parents (three mothers and one grandmother) could implement CBI with SP reliably for teaching community skills to their children and the effects of parent-delivered intervention on teaching the community skills. Maintenance and generalization effects of the intervention were also analyzed in the…
Descriptors: Community Based Instruction (Disabilities), Parents as Teachers, Children, Developmental Disabilities
Grocery Shopping Skills for Persons with Moderate to Profound Intellectual Disabilities: A Review of the Literature.
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Morse, Timothy E.; And Others – Education and Treatment of Children, 1996
The published literature addressing grocery shopping instruction for individuals with moderate, severe, or profound intellectual disabilities was reviewed. Discussion focuses on variables associated with effective instructional programming, including maintenance, generalization, reliability, and social validity. (Author)
Descriptors: Consumer Education, Daily Living Skills, Food, Generalization