The efficiency of teaching with simultaneous prompting? To children with Autism Spectrum Disorder to acquire the skill of describing people

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dc.authorid0000-0001-6890-6421
dc.contributor.authorGozde, Asli
dc.contributor.authorKalkan, Sinan
dc.date.accessioned2026-02-03T12:00:22Z
dc.date.available2026-02-03T12:00:22Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis study aimed to examine the effectiveness of simultaneous prompting teaching method on children with ASD to acquire the skills of describing people, the level of preserving the skills of the participants to describe the people they gained after the implementation ended, and the level of generalization to different people and different environments. In this study, a multiple probe model with probe phase between participants, which is one of the single-subject research models, was used. Four children with ASD, aged 5-10 years, participated in the study. Inter-observer reliability and application reliability data were collected at each stage of the study. Social validity data were collected from the parents and teachers of the four participants who participated in the study to determine their views on the research. While the inter-observer reliability coefficient of the study was calculated as 97.75%, the coefficient of the application reliability data was obtained as 96.65%. The effect size of the study was calculated with the Tau-U method, which is one of the methods based on non-overlapping data. Accordingly, the effect size Tau-U value of the application was calculated as 0.8131 which indicates a medium effect size. At the end of the research, it was seen that the application performed with simultaneous prompting of the participants was effective in developing the skills of children with ASD to describe people and that they were able to generalize these skills to different environments and to different people, and they were able to maintain these skills 7, 14 and 21 days after the implementation ended.
dc.identifier.doi10.15390/ES.2025.2448
dc.identifier.endpage140
dc.identifier.issn1300-1337
dc.identifier.issue223
dc.identifier.scopus2-s2.0-105015055105
dc.identifier.scopusqualityQ3
dc.identifier.startpage125
dc.identifier.trdizinid1332179
dc.identifier.urihttps://doi.org/10.15390/ES.2025.2448
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1332179
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34587
dc.identifier.volume50
dc.identifier.wosWOS:001558082200007
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherTurkish Education Assoc
dc.relation.ispartofEgitim Ve Bilim-Education and Science
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectAutism Spectrum Disorder
dc.subjectDescribing people
dc.subjectSecurity skills
dc.subjectSimultaneous prompting instruction
dc.titleThe efficiency of teaching with simultaneous prompting? To children with Autism Spectrum Disorder to acquire the skill of describing people
dc.typeArticle

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