Self-Directed Video Prompting with and without Voice-Over Narration in Teaching Daily Living Skills to Students with Autism Spectrum Disorder
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s43494-021-00060-4.pdf
Reference36 articles.
1. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.).
2. Bal, V. H., Kim, S. H., Cheong, D., & Lord, C. (2015). Daily living skills in individuals with autism spectrum disorder from 2 to 21 years of age. Autism, 19(7), 774–784. https://doi.org/10.1177/1362361315575840
3. Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review, 36(1), 80–90. https://doi.org/10.1080/02796015.2007.12087953
4. Bennett, K. D., Gutierrez, A., & Honsberger, T. (2013). A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with autism. Research in Autism Spectrum Disorders, 7(10), 1273–1281. https://doi.org/10.1016/j.rasd.2013.07.013
5. Bennett, K. D., Crocco, C., Loughrey, T. O., & McDowell, L. S. (2017). Effects of video prompting without voice-over narration among students with autism spectrum disorder. Behavioral Development Bulletin, 22(1), 147–158. https://doi.org/10.1037/bdb0000058
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2. Does the Voice Matter? Impact of Voice-Over Instructions on Task Acquisition and Prompting Levels in Video Prompting;Journal of Health and Rehabilitation Sciences;2023-11-23
3. ÇOKLU YETERSİZLİĞİ OLAN ÖĞRENCİLERE GÜNLÜK YAŞAM BECERİLERİNİN ÖĞRETİMİ: ANİMASYON DESTEKLİ PAKET PROGRAMIN ETKİLİLİĞİ;Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi;2023-09-25
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