Teaching Science Facts to Students with Autism Spectrum Disorders via Telehealth

Autor/inn/en	Kiyak, Uzeyir Emre; Toper, Ozlem
Titel	Teaching Science Facts to Students with Autism Spectrum Disorders via Telehealth
Quelle	In: Journal of Behavioral Education, 32 (2023) 3, S.605-615 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kiyak, Uzeyir Emre) ORCID (Toper, Ozlem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-022-09497-y
Schlagwörter	Middle School Students; Autism Spectrum Disorders; Science Instruction; Videoconferencing; Access to Health Care; Medicine; Telecommunications; Prompting; Observational Learning; Mothers; Skill Development + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Autism; Autismus; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Medizin; Telekommunikationstechnik; Benutzerführung; Imitationslernen; Mother; Mutter; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The interruption in the education of students with autism spectrum disorders (ASD) during the COVID-19 pandemic has necessitated telehealth services offered both to the individuals and their parents. Therefore, this study aimed to examine the effects of the simultaneous prompting procedure and observational learning in teaching science facts to middle-school students with ASD by using multiple probe designs with probe trials via telehealth. The researchers also conducted follow-up and novel adult probe sessions to assess the effects of simultaneous prompting procedure and observational learning along with the opinions of students and their mothers in terms of social validity. Results indicated that students acquired the target science facts and observational learning skills, maintained them over time, and generalized them across different people. The implication of the findings and directions for future research was additionally discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01