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ERIC Number: EJ906276
Record Type: Journal
Publication Date: 2010-Sep
Pages: 9
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-2154-1647
Effects of Most to Least Prompting on Teaching Simple Progression Swimming Skill for Children with Autism
Yilmaz, Ilker; Konukman, Ferman; Birkan, Binyamin; Yanardag, Mehmet
Education and Training in Autism and Developmental Disabilities, v45 n3 p440-448 Sep 2010
Effects of most to least prompting on teaching simple progression swimming skill for children with autism were investigated. A single subject multiple baseline model across subjects with probe conditions was used. Participants were three boys, 9 years old. Data were collected over a 10-week with session three times a week period using the single opportunity method as an intervention. Results indicated that all the boys increased their simple progression swimming skill significantly during intervention phase. In addition, participants maintained their successful skills during first, second and fourth week of generalization phases. Results showed that most to least prompting was an effective way of increasing and maintaining simple progression swimming skill of children with autism. (Contains 2 tables and 1 figure.)
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey