A Comparison of the Effects of Direct Modeling and Video Modeling Provided by Peers to Students with Autism Who Are Attending in Rural Play Teaching in an Inclusive Setting

Autor/in	Odluyurt, Serhat
Titel	A Comparison of the Effects of Direct Modeling and Video Modeling Provided by Peers to Students with Autism Who Are Attending in Rural Play Teaching in an Inclusive Setting
Quelle	In: Educational Sciences: Theory and Practice, 13 (2013) 1, S.536-540 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Role Playing; Modeling (Psychology); Peer Teaching; Autism; Rural Schools; Inclusion; Video Technology; Elementary School Students; Games; Grade 1; Grade 2; Program Effectiveness; Foreign Countries; Pretests Posttests; Turkey + Suchen Sie Ihr Suchwort? Rollenspiel; Modeling; Modelling; Modellierung; Peer group teaching; Peer Group Teaching; Autismus; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Inklusion; Game; Spiel; Spiele; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Türkei
Abstract	In the present research, the peers of children with autism at primary school level and in an inclusive environment were taught using direct modeling and video modeling education processes, and it was observed whether or not they could effectively and efficiently teach how to play games to their friends with autism. This study used adapted alternating treatments design from single subject designs. The research included 21 students from the first and second grades of primary education, 18 of whom participated as peer tutors with normal development, and 3 of whom participated as peer tutees with autism. The dependent variable of the research was the game learning skills determined through interviews with teachers for each sample. The independent variables were the implementation of direct modeling education and video modeling education by peers. The effectuality results of the study indicated that the participants played these games at 83-100% accuracy level and generalized it to different environments. In addition, the participants were observed to have the rules of games at 83-100% level one and three weeks after the completion of the implementation. Comparing the efficiency of the two education implementations, no significant difference was observed between direct modeling and video modeling education implementations in terms of the efficiency variable. The social validity findings of the research indicated the positive expressions of peer tutors regarding the study. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10