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Zoom in Screen with Simultaneous Prompting to Teach Young Children with Autism

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Title: Zoom in Screen with Simultaneous Prompting to Teach Young Children with Autism
Language: English
Authors: Seray Olcay, Elif Karabulut, Dincer Saral
Source: International Journal of Developmental Disabilities. 2024 70(8):1478-1489.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Telecommunications, Educational Technology, Intervention, Autism Spectrum Disorders, Program Effectiveness, Prompting, Observational Learning, Young Children, Teacher Attitudes, Males, Foreign Countries, Videoconferencing, Students with Disabilities, Reinforcement, Skill Development, Health Promotion
Geographic Terms: Turkey
Assessment and Survey Identifiers: Test of Early Language Development
DOI: 10.1080/20473869.2023.2190988
ISSN: 2047-3869
2047-3877
Abstract: Telehealth is a broad term that describes the use of communication technologies to deliver diagnoses and educational services. Recent guidelines for practicing telehealth indicate that interventions directly delivered to individuals with autism spectrum disorder (ASD) via telehealth may be appropriate and effective. However, as few studies have directly delivered interventions to individuals diagnosed with a disability via telehealth, more research is needed. This study examined the effects of telehealth-delivered simultaneous prompting combined with observational learning in young children with ASD. Two children aged 5 years who were diagnosed with ASD participated in this study. The students and implementers were located in different physical settings. A multiple-probe design across behaviors replicated across participants was used to examine the effects of the procedure. The students acquired the target and observational responses. Importantly, both students maintained the acquired responses one, two, and six weeks after the intervention and generalized them across different conditions. The students' teachers had positive opinions regarding the procedures and outcomes. The findings of this single-subject study have important implications for delivering interventions directly to young children with ASD via telehealth. The study's limitations and implications for future research are also discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454801
Database: ERIC
FullText Text:
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  Data: Zoom in Screen with Simultaneous Prompting to Teach Young Children with Autism
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  Data: <searchLink fieldCode="AR" term="%22Seray+Olcay%22">Seray Olcay</searchLink><br /><searchLink fieldCode="AR" term="%22Elif+Karabulut%22">Elif Karabulut</searchLink><br /><searchLink fieldCode="AR" term="%22Dincer+Saral%22">Dincer Saral</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Developmental+Disabilities%22"><i>International Journal of Developmental Disabilities</i></searchLink>. 2024 70(8):1478-1489.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 12
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Observational+Learning%22">Observational Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement%22">Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Promotion%22">Health Promotion</searchLink>
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  Data: 10.1080/20473869.2023.2190988
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  Data: 2047-3869<br />2047-3877
– Name: Abstract
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  Data: Telehealth is a broad term that describes the use of communication technologies to deliver diagnoses and educational services. Recent guidelines for practicing telehealth indicate that interventions directly delivered to individuals with autism spectrum disorder (ASD) via telehealth may be appropriate and effective. However, as few studies have directly delivered interventions to individuals diagnosed with a disability via telehealth, more research is needed. This study examined the effects of telehealth-delivered simultaneous prompting combined with observational learning in young children with ASD. Two children aged 5 years who were diagnosed with ASD participated in this study. The students and implementers were located in different physical settings. A multiple-probe design across behaviors replicated across participants was used to examine the effects of the procedure. The students acquired the target and observational responses. Importantly, both students maintained the acquired responses one, two, and six weeks after the intervention and generalized them across different conditions. The students' teachers had positive opinions regarding the procedures and outcomes. The findings of this single-subject study have important implications for delivering interventions directly to young children with ASD via telehealth. The study's limitations and implications for future research are also discussed.
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  Data: 2024
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  Data: EJ1454801
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      – Type: doi
        Value: 10.1080/20473869.2023.2190988
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 1478
    Subjects:
      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Prompting
        Type: general
      – SubjectFull: Observational Learning
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Videoconferencing
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      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Reinforcement
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Health Promotion
        Type: general
      – SubjectFull: Turkey
        Type: general
      – SubjectFull: Test of Early Language Development
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    Titles:
      – TitleFull: Zoom in Screen with Simultaneous Prompting to Teach Young Children with Autism
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            NameFull: Seray Olcay
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            NameFull: Elif Karabulut
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            NameFull: Dincer Saral
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              Type: published
              Y: 2024
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              Value: 2047-3869
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              Value: 2047-3877
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              Value: 70
            – Type: issue
              Value: 8
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            – TitleFull: International Journal of Developmental Disabilities
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