The Effects of Least to Most Prompting Procedure on Teaching Basic Tennis Skills for Children with Autism
dc.contributor.author | Birkan, Bunyamin | |
dc.contributor.author | Konukman, Ferman | |
dc.contributor.author | Lieberman, Lauren J. | |
dc.contributor.author | Agbuğa, Bülent | |
dc.contributor.author | Yanardağ, Mehmet | |
dc.contributor.author | Yılmaz, Ilker | |
dc.date.accessioned | 2021-09-07T17:47:35Z | |
dc.date.available | 2021-09-07T17:47:35Z | |
dc.date.issued | 2011-01-01 | |
dc.identifier.citation | Yanardag, M,. Birkan, B., Yilmaz, I., Konukman, F., Agbuga, B., & Lieberman, L. (2011). The Effects of Least to Most Prompting Procedure on Teaching Basic Tennis Skills for Children with Autism. Kinesiology, 43(1), 44- 55. c. Kinesiology: International Journal of Fundamental and Applied Kinesiology | |
dc.identifier.uri | http://hdl.handle.net/20.500.12648/2446 | |
dc.description | Original scientific paper UDC 796.342:616.895-053.2 | |
dc.description.abstract | 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. | |
dc.subject | Autism | |
dc.subject | Least-To-Most Prompt | |
dc.subject | Basic Tennis Skills | |
dc.title | The Effects of Least to Most Prompting Procedure on Teaching Basic Tennis Skills for Children with Autism | |
dc.type | article | |
dc.source.journaltitle | Kinesiology | |
dc.source.volume | 43 | |
dc.source.issue | 1 | |
refterms.dateFOA | 2021-09-07T17:47:35Z | |
dc.description.institution | SUNY Brockport | |
dc.source.peerreviewed | TRUE | |
dc.source.status | published | |
dc.description.publicationtitle | Kinesiology, Sport Studies and Physical Education Faculty Publications | |
dc.contributor.organization | Anadolu University | |
dc.contributor.organization | Pamukkale University | |
dc.contributor.organization | The College at Brockport | |
dc.contributor.organization | Tohum Autism Foundation | |
dc.languate.iso | en_US |