Teaching Academic Skills to Children with Autism During Small Group Instruction with Typically Developing Peers*
ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.23, sa.3, ss.637-653, 2022 (ESCI, TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 23 Sayı: 3
- Basım Tarihi: 2022
- Doi Numarası: 10.21565/ozelegitimdergisi.896866
- Dergi Adı: ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), EBSCO Education Source, TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.637-653
- Anahtar Kelimeler: Autism, small group instruction, observational learning, concept teaching, constant time delay, procedure., SMART BOARD TECHNOLOGY, CONSTANT-TIME DELAY, STUDENTS, PRESCHOOLERS, DISABILITIES, FEEDBACK, BEHAVIOR
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Anadolu Üniversitesi Adresli: Evet
Özet
Introduction: In this study, pre-school aged children with autism were taught to answer verbally to five different questions about professions through the constant time delay procedure when presented in heterogeneous small group instruction in inclusive settings. The study also aimed to investigate skill maintenance, generalization and observational learning. Also it is observed that what kind of social interaction behaviors that children with autism learned from their peers without disabilities during the teaching of the targeted skills.