Increasing Verbal Interaction in Children with Autism Spectrum Disorders Using Audio Script Procedure

Topuz, Cetin; Ulke-Kurkcuoglu, Burcu

doi:10.1007/s10803-019-04203-w

Cited by 5 publications

(4 citation statements)

References 36 publications

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“…Generalization was assessed in all studies that fall under this category except Lopez and Wiskow (2019). Interestingly, all EAC in these studies demonstrated positive generalization across non‐training partners (Krantz & McClannahan, 1993; Ledbetter‐Cho et al., 2015; Pollard et al., 2012; Topuz and Ulke‐Kurkcuoglu 2019a, 2019b; Wichnick‐Gillis et al., 2019), environments (Krantz & McClannahan, 1993; Ledbetter‐Cho et al., 2015; Pollard et al., 2012; Topuz and Ulke‐Kurkcuoglu 2019a, 2019b; Wichnick‐Gillis et al., 2019), toys and other stimuli (Ledbetter‐Cho et al., 2015; Pollard et al., 2012; Reagon & Higbee, 2009), times (Krantz & McClannahan, 1993), unscripted interactions (Stevenson et al., 2000), and activities (Krantz & McClannahan, 1993).…”

Section: Resultsmentioning

confidence: 93%

“…Textual Prompts and Script Fading. Topuz and Ulke‐Kurkcuoglu (2019b); Topuz and Ulke‐Kurkcuoglu (2019a) is the only research team under this category which evaluated social validity. Parents in their study supported the intervention procedure.…”

Section: Resultsmentioning

confidence: 99%

“…Using script fading is not limited to children who can read as Stevenson et al. (2000) and Topuz and Ulke‐Kurkcuoglu (2019b); Topuz and Ulke‐Kurkcuoglu (2019a) used audiotaped scripts to teach verbal initiations.…”

Section: Resultsmentioning

confidence: 99%

“…Small increases, however, were reported for some children. For example, average of unscripted initiations for the three participants in the study of Topuz and Ulke‐Kurkcuoglu (2019b); Topuz and Ulke‐Kurkcuoglu (2019a) ranged from 0 to 0.6 in baseline and ranged from 0.3 to 1.4 in intervention.…”

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Teaching social initiations to elementary‐aged children with autism: A systematic review

Ismail

Weglarz-Ward

Sarisahin

2022

Behavioral Interventions

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Children initiate social interactions to greet, ask questions, invite peers to play, and for many other purposes. However, failure to initiate social interactions is one of the social communication criteria that are required to diagnose autism spectrum disorder (ASD) and may limit social opportunities for children with ASD. Several researchers examined different interventions to teach social initiations to elementary‐aged children with ASD. The purpose of this systematic review was to examine the interventions that were used to teach social initiations to elementary‐aged children with ASD and their outcomes in social initiations, maintenance, generalization, and social validity. The reviewed interventions were generally helpful in teaching, generalizing, and maintaining social initiations for elementary‐aged children with ASD. Although limited, social validity evaluations support the interventions, target behaviors, and/or outcomes. Gaps and implications for professionals and researchers were discussed.

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Section: Resultsmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Teaching social initiations to elementary‐aged children with autism: A systematic review

Ismail

Weglarz-Ward

Sarisahin

2022

Behavioral Interventions

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A Comparison of Animated and Adult Video Modelling in Teaching Social-Communication Skills to 3-Year-Olds with Autism Spectrum Disorders

Li,

Peng,

et al. 2024

International Journal of Disability, Development and Education

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Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review

Kürkçüoğlu

Saral

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Bu çalışmanın amacı, yanlışsız öğretim yöntemlerinden olan ipucunun giderek arttırılmasıyla öğretim (İGA) sunularak otizm spektrum bozukluğu (OSB) olan bireylere sosyal etkileşim ve iletişim becerilerinin öğretildiği araştırmaları demografik özellikler, yöntemsel parametreler ve bulgular açısından betimsel olarak analiz etmektir. Yöntem: Çalışma kapsamında, dört farklı veritabanının (EBSCOhost, ScienceDirect, Jstor ve SAGE) gelişmiş arama motoruna, ilgili anahtar kelimeler yazılarak elektronik taramalar yapılmıştır. Tarama sonucunda 390 çalışmaya ulaşılmıştır. Bu çalışmalar dahil etme ölçütleri olarak (a) OSB olan bireylerle yürütülmesi, (b) ipucunun giderek arttırılmasıyla öğretim yönteminin kullanılması, (c) tek denekli araştırma modellerinden biriyle desenlenmesi, (d) bir sosyal etkileşim ve iletişim becerisinin öğretilmesi, (e) Ocak 2003-Mayıs 2020 yılları arasında yürütülmesi ve (f) Türkçe ve/veya İngilizce dilinde hakemli bir dergide yayımlanması açısından incelenmiştir ve toplamda 35 araştırma, kapsama alınarak analiz edilmiştir. Bulgular: Araştırma sonucunda, farklı yaş grubundaki OSB olan bireylere İGA sunularak sosyal etkileşim ve iletişim becerilerinin öğretilebildiği görülmüştür. Tartışma: Araştırmanın bulguları tartışılarak ileri çalışmalara yönelik önerilerde bulunulmuştur.

show abstract

Increasing Verbal Interaction in Children with Autism Spectrum Disorders Using Audio Script Procedure

Cited by 5 publications

References 36 publications

Teaching social initiations to elementary‐aged children with autism: A systematic review

Teaching social initiations to elementary‐aged children with autism: A systematic review

A Comparison of Animated and Adult Video Modelling in Teaching Social-Communication Skills to 3-Year-Olds with Autism Spectrum Disorders

Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review

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