The effectiveness of graduated guidance on teaching leisure skills to children with autism spectrum disorder
Teaching leisure skills to children with autism spectrum disorder
Abstract
The aim of this study was to investigate the effectiveness of teaching with graduated guidance on teaching the playing backgammon skill, which is one of the leisure skills, to children with ¨Autism Spectrum Disorder (ASD)¨. Three children with ASD participated in this research. A multiple probe design across the participants was used in order to examine the effectiveness graduated guidance on teaching playing backgammon skill. The research was conducted by using. The dependent variable of this research is the level of acquiring playing backgammon skill. Additionally, the independent variable of this research is graduated guidance. According to the findings of this study, graduated guidance was effective on teaching playing backgammon skill, which is one of the leisure skills. In other words, result of this study revealed that graduated guidance was effective on teaching backgammon playing skill to children with ASD. In addition, it was determined that after finished instruction sessions, children with ASD were able to maintain the playing backgammon skill that they learned and also generalize the acquired skill to different person. In the light of the limitations identified and the findings, recommendations were made for further research.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
