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Teaching Spatial Concepts to Children with Intellectual Disabilities: A Comparison of Simultaneous Prompting Presented via Tablets and Visual Cards

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Title: Teaching Spatial Concepts to Children with Intellectual Disabilities: A Comparison of Simultaneous Prompting Presented via Tablets and Visual Cards
Language: English
Authors: Vasfiye Karabiyik, Cahit Nuri, Basak Baglama (ORCID 0000-0001-7982-8852), Meltem Haksiz
Source: Pegem Journal of Education and Instruction. 2024 14(1):118-126.
Availability: Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Mild Intellectual Disability, Elementary School Students, Teaching Methods, Spatial Ability, Technology Uses in Education, Handheld Devices, Visual Aids, Instructional Materials, Prompting, Students with Disabilities, Concept Formation
ISSN: 2146-0655
2148-239X
Abstract: This study aims to compare the efficacy of simultaneous prompting presented via tablets and visual cards in the instruction of spatial concepts to students with intellectual disabilities. A mobile learning software was developed within portable devices by using simultaneous prompting method to teach spatial concepts. The adapted alternating treatments design which is one of the single-subject research methods was used in the study. The dependent variables of the research are left-right, near-far, up-down concepts and independent variables are simultaneous prompting presented with tablet and simultaneous prompting presented with visual cards. A total of 3 students, 1 girl and 2 boys, studying at a private special education school participated in this research. Teaching sessions were held in an individual teaching arrangement. Results were analyzed by graphical analysis. According to the results of the research, it was concluded that there are different levels of effectiveness between teaching with simultaneous prompting presented with tablets and visual cards. It has been found that simultaneous prompting presented with tablets is more efficient than teaching with simultaneous prompting presented with visual cards. Two of the participants were found to have retained the concepts after 1, 3, and 5 weeks.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1421063
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Teaching Spatial Concepts to Children with Intellectual Disabilities: A Comparison of Simultaneous Prompting Presented via Tablets and Visual Cards
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  Data: <searchLink fieldCode="AR" term="%22Vasfiye+Karabiyik%22">Vasfiye Karabiyik</searchLink><br /><searchLink fieldCode="AR" term="%22Cahit+Nuri%22">Cahit Nuri</searchLink><br /><searchLink fieldCode="AR" term="%22Basak+Baglama%22">Basak Baglama</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7982-8852">0000-0001-7982-8852</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meltem+Haksiz%22">Meltem Haksiz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Pegem+Journal+of+Education+and+Instruction%22"><i>Pegem Journal of Education and Instruction</i></searchLink>. 2024 14(1):118-126.
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  Data: Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
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  Data: 9
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mild+Intellectual+Disability%22">Mild Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink>
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  Data: 2146-0655<br />2148-239X
– Name: Abstract
  Label: Abstract
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  Data: This study aims to compare the efficacy of simultaneous prompting presented via tablets and visual cards in the instruction of spatial concepts to students with intellectual disabilities. A mobile learning software was developed within portable devices by using simultaneous prompting method to teach spatial concepts. The adapted alternating treatments design which is one of the single-subject research methods was used in the study. The dependent variables of the research are left-right, near-far, up-down concepts and independent variables are simultaneous prompting presented with tablet and simultaneous prompting presented with visual cards. A total of 3 students, 1 girl and 2 boys, studying at a private special education school participated in this research. Teaching sessions were held in an individual teaching arrangement. Results were analyzed by graphical analysis. According to the results of the research, it was concluded that there are different levels of effectiveness between teaching with simultaneous prompting presented with tablets and visual cards. It has been found that simultaneous prompting presented with tablets is more efficient than teaching with simultaneous prompting presented with visual cards. Two of the participants were found to have retained the concepts after 1, 3, and 5 weeks.
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  Data: 2024
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 118
    Subjects:
      – SubjectFull: Mild Intellectual Disability
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Spatial Ability
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Handheld Devices
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Prompting
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Concept Formation
        Type: general
    Titles:
      – TitleFull: Teaching Spatial Concepts to Children with Intellectual Disabilities: A Comparison of Simultaneous Prompting Presented via Tablets and Visual Cards
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            NameFull: Basak Baglama
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            NameFull: Meltem Haksiz
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