The Review of Studies on Routine-Based Teaching Practices Carried Out with Children with Developmental Disabilities

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Atıf İçin Kopyala

ERGİN G., DİKEN İ. H.

ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.20, sa.4, ss.815-840, 2019 (ESCI)

• Yayın Türü: Makale / Derleme
• Cilt numarası: 20 Sayı: 4
• Basım Tarihi: 2019
• Doi Numarası: 10.21565/ozelegitimdergisi.467638
• 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), TR DİZİN (ULAKBİM)
• Sayfa Sayıları: ss.815-840
• Anahtar Kelimeler: Routine-based teaching practices, use of routines for teaching purposes, children with developmental disabilities, evidence-based practices, early childhood, EARLY-CHILDHOOD INTERVENTION, QUALITATIVE RESEARCH, SPECIAL-EDUCATION, TRAINING-PROGRAM, SETTINGS, GOALS, CONSEQUENCES, INSTRUCTION, STRATEGIES, AUSTRALIA
• Anadolu Üniversitesi Adresli: Evet

Özet

This research aimed to holistically and systematically examine studies on routine-based teaching practices. In this descriptive study, various electronic databases were scanned. 39 studies were reached in the literature review, and according to the inclusion-exclusion criteria, 19 studies were included in the analysis. The studies were analyzed under the headings of participant characteristics, dependent variable, independent variable, method, data collection tools, generalization, and maintenance. The analyzed data were interpreted under two main headings, as studies in which routine-based teaching practices were applied, and as studies in which routines were used for teaching purposes. The results show that routine-based teaching practices can be used functionally in teaching many skills to young children with developmental disabilities.