The Effectiveness of Embedded Teaching through the Most-to-Least Prompting Procedure in Concept Teaching to Children with Autism within Orff-based Music Activities

Abstract

The 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.