Teaching Pedestrian Skills to Individuals with Developmental Disabilities

Autor/inn/en	Batu, Sema; Ergenekon, Yasemin; Erbas, Dilek; Akmanoglu, Nurgul
Titel	Teaching Pedestrian Skills to Individuals with Developmental Disabilities
Quelle	In: Journal of Behavioral Education, 13 (2004) 3, S.147-164 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1023/B:JOBE.0000037626.13530.96
Schlagwörter	Prompting; Pedestrian Traffic; Developmental Disabilities; Individual Instruction; Simulation; Learning Strategies; Traffic Safety; Generalization; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Benutzerführung; Fußgängerzone; Entwicklungsstörung; Individuelles Lernen; Simulation program; Simulationsprogramm; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Türkei
Abstract	The purpose of the present study was to examine the effectiveness of most to least prompting on teaching pedestrian skills to individuals with developmental disabilities. Five individuals with developmental disabilities were taught three different pedestrian skills, all related to crossing the streets, using simulation activities on a road model in the gym of their school. A multiple probe design across behaviors was used to evaluate the effects of most to least prompting. The results of the study revealed that most to least prompting was effective in teaching pedestrian skills. The subjects learned each of the skills and managed to generalize these skills to the actual city traffic. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10