SavedAdd your journal

Journals / Kuram ve Uygulamada Eğitim Bilimleri / 2015 / Cilt: 15 - Sayı: 3

Effectiveness of Instruction Performed through Computer-Assisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder

Burcu Ülke KÜRKÇÜOĞLU
Funda BOZKURT
SELMİN ÇUHADAR
Pages
671–689
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In this paper, the findings obtained from the study are discussed and suggestions are made regarding implications and future research

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to investigate the effectiveness of the instruction process provided through computer-assisted activity schedules in the instruction of on-schedule and role-play skills to children with autism spectrum disorder.
📊
Key Findings & Data:Herein, a multiple probe design with probe conditions across participants among single subject designs was used.
💡
Conclusion & Impact:In this paper, the findings obtained from the study are discussed and suggestions are made regarding implications and future research
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study aims to investigate the effectiveness of the instruction process provided through computer-assisted activity schedules in the instruction of on-schedule and role-play skills to children with autism spectrum disorder. Herein, a multiple probe design with probe conditions across participants among single subject designs was used. Four children aged between four and ten participated in the study. The findings of the study showed that the instruction process provided through computer-assisted activity schedules has an effect upon the acquisition, maintenance, and generalization of the on-schedule and role-play skills of the children participating in the study. With respect to the social validity findings of the study, families and teachers gave positive opinions about the instruction process. In this paper, the findings obtained from the study are discussed and suggestions are made regarding implications and future research

🔖

Cite This Article

KÜRKÇÜOĞLU, B. Ü., BOZKURT, F., ÇUHADAR, S. (2015). Effectiveness of Instruction Performed through Computer-Assisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder. Kuram ve Uygulamada Eğitim Bilimleri, Cilt: 15 - Sayı: 3, 671–689. https://ajindex.com/articles/346978

References (12)

  1. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5), (5th. ed.). Washington, DC: Author. Amerikan Psikiyatri Birliği (American Psychiatric Association). (2001). Psikiyatride hastalıkların tanımlanması ve sınıflandırılması el kitabi, Yeniden Gözden Geçirilmiş Dördüncü Baskı (Handbook for Identified and Classified of Diseases in Psychiatry, Revised Fourth Edition)(DSM-IV-TR) (trans. E. Koroglu). Ankara:
  2. Hekimler Yayın Birliği. Banda, D. R., & Grimmett, E. (2008). Enhancing social and transition behaviors of persons with autism through activity schedules: A review. Education and Training in Developmental Disabilities, 43, 324-333.
  3. Barton, E. E. (2010). Development of a taxonomy of pretend play for children with disabilities. Infants and Young Children, 23, 247-261.
  4. Barton, E. E., & Pavilianis, R. (2012). Teaching pretend play to young children with autism. Young Exceptional Children,, 5-17.
  5. Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 28, 109-125.
  6. Betz, A., Higbee, T. S., & Reagon, K. A. (2008). Using joint activity schedules to promote peer engagement in preschoolers with autism. Journal of Applied Behavior Analysis, 41, 237-241.
  7. Billingsley, F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
  8. Birkan, B. (2013). Etkinlik çizelgeleri: Otizmli çocuklara bağımsızlık, sosyal etkileşim ve seçim yapmayı kazandırma (Activity schedules: Teaching Independency, social- interaction and choice making to children with autism). Özel Eğitim Dergisi, 14, 61-76.
  9. Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553-567.
  10. Carlile, K. A., Reeve, S. A., Reeve, K. F., & Debar, R. M. (2013). Using activity schedules on the iPod touch to teach leisure skills to children with autism. Education and Treatment of Children, 36, 33-57.
  11. Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 433-441.
  12. Cuhadar, S., & Diken, İ. H. (2011). Effectiveness of instruction performed through activity schedules on leisure skills of children with autism. Education and Training in Deve