Using a Constant Time Delay Procedure to Teach Foundational Swimming Skills to Children with Autism

Autor/inn/en	Rogers, Laura; Hemmeter, Mary Louise; Wolery, Mark
Titel	Using a Constant Time Delay Procedure to Teach Foundational Swimming Skills to Children with Autism
Quelle	In: Topics in Early Childhood Special Education, 30 (2010) 2, S.102-111 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121410369708
Schlagwörter	Aquatic Sports; Autism; Children; Disabilities; Preschool Children; Inclusive Schools; Pervasive Developmental Disorders; Exercise; Speech Language Pathology; Allied Health Personnel; Recreational Facilities; Task Analysis; Behavior; Early Childhood Education; Tennessee + Suchen Sie Ihr Suchwort? Water sports; Water sport; Wassersport; Autismus; Child; Kind; Kinder; Handicap; Behinderung; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inclusive school; Integrative Schule; Übung; Freizeiteinrichtung; Aufgabenanalyse; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	The purpose of this study was to evaluate the effectiveness of using a constant time delay procedure to teach foundational swimming skills to three children with autism. The skills included flutter kick, front-crawl arm strokes, and head turns to the side. A multiple-probe design across behaviors and replicated across participants was used. Results of the study indicated that the constant time delay procedure was effective in teaching foundational swimming skills to the three children. Implications for future research and practice are presented. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10