2021
DOI: 10.1007/s43494-021-00060-4
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Self-Directed Video Prompting with and without Voice-Over Narration in Teaching Daily Living Skills to Students with Autism Spectrum Disorder

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Cited by 5 publications
(5 citation statements)
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References 27 publications
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“…These results show that VP is effective in teaching daily living skills tasks, but the effects of audio cuing are not certain. This aligns with the results of other studies that found comparable results (Kaya & Yucesoy-Ozkan, 2022) but disagrees with studies that found audio cuing to be effective (Allen et al, 2012;Bennett et al, 2017;Mechling & Collins, 2012). These results, in addition to the other studies referenced, shows that there could be another reason for the lack of significant effect with audio cuing that we did not account for, and that further research needs to be done to determine the effectiveness of audio cuing.…”
Section: Steps Completedsupporting
confidence: 59%
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“…These results show that VP is effective in teaching daily living skills tasks, but the effects of audio cuing are not certain. This aligns with the results of other studies that found comparable results (Kaya & Yucesoy-Ozkan, 2022) but disagrees with studies that found audio cuing to be effective (Allen et al, 2012;Bennett et al, 2017;Mechling & Collins, 2012). These results, in addition to the other studies referenced, shows that there could be another reason for the lack of significant effect with audio cuing that we did not account for, and that further research needs to be done to determine the effectiveness of audio cuing.…”
Section: Steps Completedsupporting
confidence: 59%
“…Bennett et al (2017) found voice-over interventions to be ineffective for two of their three participants, despite the positive results of audio cuing for students with ASD of a former study (Bennett et al, 2013). Another study looked at voice-over and no-voice instruction for teaching daily living skills to students with ASD and found that three of the four participants preferred voice-over narration although they had no differences in performance with or without voice-over instruction (Kaya & Yucesoy-Ozkan, 2022).However, another study found that participants preferred video modeling with narration compared to video modeling without and that they performed better with video modeling with narration (Smith et al, 2013). These varying results across studies highlight the need for further research in voice-over effects on VP and preferences.…”
Section: Voice-over Instructionmentioning
confidence: 96%
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“…However, despite the stated significance of these broader skills, it is evident in the literature that the skills that individuals with autism are expected to display in the kitchen are mostly aimed at food or beverage preparation/cooking (Kaya & Yucesoy‐Ozkan, 2022; Mechling et al, 2008; Mechling & Gustafson, 2008; Mechling & Stephens, 2009; Payne et al, 2012). Studies reporting the teaching of different kitchen skills together, as in this study, are quite limited, and these limited studies aim to teach other DLS in addition to setting the dinner table (Aldi et al, 2016; Smith et al, 2013), such as folding trousers, sending emails and photocopying (Smith et al, 2016).…”
Section: Introductionmentioning
confidence: 99%
“…Buna göre bilgi ve iletişim teknolojileri etkin bir şekilde kullanıldığında bireysel öğrenmeyi destekleyerek bireylerin hayatlarını kolaylaştıracak fırsatlar sağladığı, iletişim becerilerini geliştirdiği ve sosyal becerilerin kazanılmasına yardımcı olduğu bilinmektedir (Fujisawa vd., 2011;Gecal & Eldeniz-Çetin, 2018;Takacs, 2005). Teknoloji tabanlı öğretimlerin daha sık tercih edilmeye başlandığı alanlardan birisi de günlük yaşam becerileridir (Bridges vd., 2020;Kaya & Yucesoy-Ozkan, 2022;Yeni vd., 2020). İşitsel, görsel ve etkileşimli öğrenme araçları kullanılarak, bireylere gerçek yaşam durumlarının öğretimi için video model, sanal gerçeklik, mobil uygulamalar, dijital oyunlar gibi çeşitli araçlar kullanılmaktadır.…”
Section: Introductionunclassified