The effectiveness of embedded teaching through the most-to-least prompting procedure in concept teaching to children with autism within Orff-based music activities

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dc.contributor.authorDeniz, Jale
dc.contributor.authorDüzkantar, Ayten
dc.contributor.buuauthorEren, Bilgehan
dc.contributor.departmentUludağ Üniversitesi/Eğitim Fakültesi/Müzik ve Güzel Sanatlar Bölümü.tr_TR
dc.contributor.researcheridJWP-0528-2024
dc.contributor.scopusid55795155300tr_TR
dc.date.accessioned2024-04-01T08:25:14Z
dc.date.available2024-04-01T08:25:14Z
dc.date.issued2013
dc.description.abstractThe purpose of this study was to demonstrate the effectiveness of embedded teaching through the most-to-least prompting procedure in concept teaching to children with autism in Orff-based music activities. In this research, being one of the single subject research designs, multiple probe design was used. The generalization effect of the research was assessed in the form of a pre-test and post-test, discussing the organization about interpersonal generalization in different environment. The maintenance of learning was checked by means of the observation sessions applied one, two, and four weeks after the practice was completed. The research was conducted with 3 children with autism between the ages of 3-6 in Nova Special Training and Rehabilitation Center in Istanbul. In research process, full probe, daily probe, teaching, observing and generalizing sessions have been organized. All of the sessions were done by one-to-one teaching method. The data of reliability among the observers and of application reliability were collected. According to research results, it was clear that the embedding teaching through the most-to-least prompting in Orff-based music activities is effective to teach concepts to the chilren with autism. It was understood that the maintenance was kept after the training was completed. It was also clear that the concept which was thought is effective in the generalization of different settings, different people and different materials. Additionally, social validity was verified in research to determine the importance of purposes of research, teaching methods to reach these purposes and research results.en_US
dc.identifier.citationEren, B. (2013). “The effectiveness of embedded teaching through the most-to-least prompting procedure in concept teaching to children with autism within Orff-based music activities”. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1877-1885.tr_TR
dc.identifier.endpage1885tr_TR
dc.identifier.issn1303-0485
dc.identifier.issue3tr_TR
dc.identifier.scopus2-s2.0-84880215318tr_TR
dc.identifier.startpage1877tr_TR
dc.identifier.urihttps://doi.org/10.12738/estp.2013.3.1499
dc.identifier.urihttps://hdl.handle.net/11452/40884
dc.identifier.volume13tr_TR
dc.identifier.wos000321397400026tr_TR
dc.indexed.scopusScopusen_US
dc.indexed.trdizinTRDizintr_TR
dc.indexed.wosSCIEen_US
dc.language.isoenen_US
dc.publisherEDAMtr_TR
dc.relation.collaborationYurt içitr_TR
dc.relation.journalKuram ve Uygulamada Eğitim Bilimleritr_TR
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergitr_TR
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEducation & educational researchen_US
dc.subjectChildren with autismen_US
dc.subjectOrff approachen_US
dc.subjectEmbedded teachingen_US
dc.subjectMost-to-least promptingen_US
dc.subjectConcept teachingen_US
dc.subjectTherapyen_US
dc.subjectSkillsen_US
dc.subjectPreschoolersen_US
dc.subjectInstructionen_US
dc.subjectStudenten_US
dc.subject.scopusSpecial Education; Early Childhood; Kindergartenen_US
dc.subject.wosEducation & educational researchen_US
dc.titleThe effectiveness of embedded teaching through the most-to-least prompting procedure in concept teaching to children with autism within Orff-based music activitiesen_US
dc.typeArticleen_US

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