Kineziologija, Vol. 43. No. 1., 2011.
Izvorni znanstveni članak
The effects of least-to-most prompting procedure in teaching basic tennis skills to children with autism
Mehmet Yanardag
; Anadolu University, Research Institute for the Handicapped, Eskişehir, Turkey
Bunyamin Birkan
; Tohum Autism Foundation, Turkey
İlker Yılmaz
; Anadolu University, School of Physical Education and Sports, Eskişehir, Turkey
Ferman Konukman Konukman
; The College at Brockport, State University of New York, Department of Kinesiology, Sport Studies & Physical Education, New York, USA
Bülent Ağbuğa
; Pamukkale University, School of Sport Sciences & Technology, Denizli, Turkey
Lauren Lieberman
; The College at Brockport, State University of New York, Department of Kinesiology, Sport Studies & Physical Education, New York, USA
Sažetak
In the present study, the effects of a least-to-most prompting procedure in teaching basic tennis skills (i.e. tennis ball dribble, air dribble and dribble the lines drills) to children with autism were investigated. A single-subject multiple-probe design with probe conditions across behaviors was used. Participants were four male children with autism, aged 7-9 years. Data were collected over the course of 6 weeks, five times a week, an hour per session. Inter-observer reliability data of the study was determined as 93% on probes and 100% on teaching sessions for participant one, 96% on probes and 100% on teaching sessions for participant two, 90% on probes and 100% on teaching sessions for participant three, and 93% on probes and 100% on teaching sessions for participant four. Procedural reliability showed that the trainer implemented the planned steps with 100% accuracy for all participants. Results revealed that least to most prompting was an effective instructional approach and all subjects increased their basic tennis skills considerably during intervention.
Ključne riječi
autism; least-to-most prompt; basic tennis skills
Hrčak ID:
69602
URI
Datum izdavanja:
27.6.2011.
Posjeta: 4.080 *