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dc.contributor.authorDoğan, OS
dc.contributor.authorTekin İftar, Elif
dc.date.accessioned2019-10-19T21:03:20Z
dc.date.available2019-10-19T21:03:20Z
dc.date.issued2002
dc.identifier.issn0891-4222
dc.identifier.urihttps://dx.doi.org/10.1016/S0891-4222(02)00122-1
dc.identifier.urihttps://hdl.handle.net/11421/15527
dc.descriptionWOS: 000178191400001en_US
dc.descriptionPubMed ID: 12365849en_US
dc.description.abstractA multiple probe across subjects design was used to examine whether or not the use of simultaneous prompting procedure would result in an increase on the percentage of correct responding of receptively identifying occupations from picture cards. Maintenance and generalization effects of simultaneous prompting were also investigated. Five occupations were taught to each subject. Black and white picture cards were used to explain occupations during full and daily probe, instructional and maintenance probe sessions. Colored picture cards were used during generalization sessions and generalization probe was assessed before and after instruction. Maintenance sessions were conducted 1, 2, and 4 weeks after the instruction. Maintenance and generalization probe sessions were conducted just like full probe sessions. Fifteen trials were used during full and maintenance probe sessions and 10 trials during daily probe, instructional, and generalization probe sessions. Correct responses resulted in reinforcement in all sessions whereas incorrect responses resulted with error correction during instructional sessions and ignorance during daily, full, maintenance, and generalization probe sessions. Simultaneous prompting was effective for teaching receptively identifying occupations form picture cards. Maintenance and generalization effects of simultaneous prompting were also positive. Future research is needed to extend the current literature about simultaneous promptingen_US
dc.language.isoengen_US
dc.publisherPergamon-Elsevier Science LTDen_US
dc.relation.isversionof10.1016/S0891-4222(02)00122-1en_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectSimultaneous Promptingen_US
dc.subjectDevelopmental Disabilitiesen_US
dc.titleThe effects of simultaneous prompting on teaching receptively identifying occupations from picture cardsen_US
dc.typearticleen_US
dc.relation.journalResearch in Developmental Disabilitiesen_US
dc.contributor.departmentAnadolu Üniversitesi, Engelliler Araştırma Enstitüsüen_US
dc.identifier.volume23en_US
dc.identifier.issue4en_US
dc.identifier.startpage237en_US
dc.identifier.endpage252en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US]
dc.contributor.institutionauthorTekin İftar, Elif


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