Teaching naming relatives to individuals with autism using simultaneous prompting

Akmanoglu-Uludag N., Batu S.

EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES, cilt.40, sa.4, ss.401-410, 2005 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40 Sayı: 4
  • Basım Tarihi: 2005
  • Dergi Adı: EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI)
  • Sayfa Sayıları: ss.401-410
  • Anadolu Üniversitesi Adresli: Hayır

Özet

This study examined the effectiveness of simultaneous prompting in teaching naming relatives to individuals with autism. Two 5.5 year old male participants who were diagnosed with autism were taught eight different relative names using simultaneous prompting. Maintenance and generalization data across materials, settings, and trainers were collected. Results revealed that simultaneous prompting was an effective way of teaching relative names to children with autism, and also that participants maintained and generalized the skills taught after training sessions were completed.