Effects of Teaching Simultaneous Prompting through Visual Supports to Parents of Children with Developmental Disabilities

Autor/in	Batu, Sema
Titel	Effects of Teaching Simultaneous Prompting through Visual Supports to Parents of Children with Developmental Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 4, S.505-516 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Prompting; Visual Aids; Mothers; Home Instruction; Parents as Teachers; Preschool Children; Developmental Disabilities; Instructional Effectiveness; Adult Education; Down Syndrome; Skill Development; Reliability; Generalization; Validity; Mother Attitudes; Preschool Education + Suchen Sie Ihr Suchwort? Benutzerführung; Anschauungsmaterial; Mother; Mutter; Heimunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Unterrichtserfolg; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Kompetenzentwicklung; Qualifikationsentwicklung; Reliabilität; Gültigkeit; Mutterliebe
Abstract	The present study was designed to examine the effectiveness of visual supports on teaching simultaneous prompting procedure to mothers to provide home-based instruction to their children with developmental disabilities. Three preschool-aged children with moderate developmental disabilities and their mothers were the participants. A multiple probe design across behaviors was used and was replicated across participants in order to examine the effectiveness of visual support on teaching simultaneous prompting procedure to the mothers for them to provide home-based instruction to their children with developmental disabilities. Results of the study revealed that mothers learned to use simultaneous prompting for teaching chained skills to their children. Children acquired skills which were taught by their mothers at home and maintained their target skills two weeks after the training was completed. Also, both target groups could generalize their acquired skills. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10