Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review

Ulke-Kurkcuoglu, Burcu; SARAL, DİNÇER

doi:10.21565/ozelegitimdergisi.697976

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)

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
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.