Massed versus Embedded Trial Arrangements: Teaching Community Signs to Children with Autism Spectrum Disorder

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Atıf İçin Kopyala

ŞAHİN Ş., ÖZEN A.

ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.22, sa.1, ss.61-86, 2021 (ESCI)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası: 22 Sayı: 1
• Basım Tarihi: 2021
• Doi Numarası: 10.21565/ozelegitimdergisi.624016
• 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.61-86
• Anahtar Kelimeler: Constant time delay, massed trial arrangements, embedded trial arrangements, community signs, autism spectrum disorder, CONSTANT-TIME-DELAY, DISCRETE-TRIAL, INSTRUCTION, SKILLS, STUDENTS, PRESCHOOLERS, INTERVENTION, RELIABILITY, ACQUISITION, MODERATE
• Anadolu Üniversitesi Adresli: Evet

Özet

The aim of this study is to compare the effectiveness and efficiency of teaching the meaning of community signs with massed trial arrangements (MTA) and embedded trial arrangements (ETA) using constant time delay intervention. This intervention was carried out through two different arrangements: MTA versus ETA. The study was conducted with four boys with Autism Spectrum Disorder aged between 44-64 months. An adapted alternating design was used. The arrangements were equally effective in terms of the number of sessions required for participants to learn the meaning of the signs. However, MTA sessions were much shorter. The arrangement preferred by the participants was examined: Two chose MTA and two chose ETA.