Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review
ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.22, sa.4, ss.969-998, 2021 (ESCI, TRDizin)
- Yayın Türü: Makale / Derleme
- Cilt numarası: 22 Sayı: 4
- Basım Tarihi: 2021
- Doi Numarası: 10.21565/ozelegitimdergisi.697976
- 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.969-998
- Anahtar Kelimeler: Autism, social interaction, communication, errorless teaching, system of least prompts, PRETEND PLAY, DEVELOPMENTAL-DISABILITIES, YOUNG-CHILDREN, INTERVENTION, STUDENTS, MODERATE, INSTRUCTION, INITIATIONS, EXCHANGE, INDEPENDENCE
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Hacettepe Üniversitesi Adresli: Evet
Özet
Introduction: The purpose of this review was to examine the demographic, methodological and outcome measures of the studies using least-to-most prompting (LTM) to teach social interaction and communication skills to the individuals with ASD.