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Year 2015, Volume: 7 Issue: 2, 316 - 342, 17.01.2016

Abstract

References

  • Alberto, P. A., & Troutman, A. C. (2009). Applied Behavior Analysis For Teachers (8th ed.). Upper Saddle River, NJ: Merrill.
  • Alexander, J. L., Ayres, K. M., Smith, K. A., Shepley, S. B., ve Mataras, T. K. (2013). Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism. Research in Autism Spectrum Disorders, 7(11), 1346-1357.
  • Alzrayer, N., Banda, D. R., ve Koul, R. K. (2014). Use of iPad/iPods with Individuals with Autism and other Developmental Disabilities: A Meta-analysis of Communication Interventions. Review Journal of Autism and Developmental Disorders, 1-13.
  • Ayres, K. M., ve Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40(2), 183-196.
  • Barnes, C. S., Dunning, J. L., ve Rehfeldt, R. A. (2011). An evaluation of strategies for training staff to implement the picture exchange communication system. Research in Autism Spectrum Disorders, 5(4), 1574-1583.
  • Bellini, S., ve Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287.
  • Bereznak, S., Ayres, K. M., Mechling, L. C., ve Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24(3), 269-285.
  • Bidwell, M. A., ve Rehfeldt, R. A. (2004). Using video modeling to teach a domestic skill with an embedded social skill to adults with severe mental retardation. Behavioral Interventions, 19(4), 263-274.
  • Boesch, M. C., Wendt, O., Subramanian, A., ve Hsu, N. (2013). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills. Research in Autism Spectrum Disorders, 7(3), 480-493.
  • Bondy, A. S. (2001). PECS: Potential benefits and risks. The Behavior Analyst Today, 2(2), 12.
  • Bondy, A. S.,ve Frost, L. A. (1994). The picture exchange communication system. Focus on Autism and Other Developmental Disabilities, 9(3), 1-19.
  • Burton, C. E., Anderson, D. H., Prater, M. A., ve Dyches, T. T. (2013). Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 1088357613478829.
  • Cardon, T. A. (2012). Teaching caregivers to implement video modeling imitation training via iPad for their children with autism. Research in Autism Spectrum Disorders, 6(4), 1389-1400.
  • Carr, D., ve Felce, J. (2007a). The effects of PECS teaching to Phase III on the communicative interactions between children with autism and their teachers. Journal of autism and developmental disorders, 37(4), 724-737.
  • Carr, D., ve Felce, J. (2007b). Brief report: Increase in production of spoken words in some children with autism after PECS teaching to phase III. Journal of Autism and Developmental Disorders, 37(4), 780-787.
  • Carre, A. J., Le Grice, B., Blampied, N. M., ve Walker, D. (2009). Picture Exchange Communication (PECS) training for young children: does training transfer at school and to home? Behaviour Change, 26(01), 54-65.
  • Chaabane, D. B. B., Alber‐Morgan, S. R., ve DeBar, R. M. (2009). The effects of parent‐implemented pecs training on improvisatıion of mands by children with autism. Journal of Applied Behavior Analysis, 42(3), 671-677.
  • Chambers, M., ve Rehfeldt, R. A. (2003). Assessing the acquisition and generalization of two mand forms with adults with severe developmental disabilities. Research in Developmental Disabilities, 24(4), 265-280.
  • Charlop, M. H., Dennis, B., Carpenter, M. H., ve Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and treatment of children, 33(3), 371-393.
  • Charlop‐Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., ve Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social‐communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35(3), 213-231.
  • Cihak, D. F., Fahrenkrog, C., Ayres, K. M., ve Smith, C. (2010). The use of video modeling via an iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12, 103-115.
  • Cihak, D. F., Kessler, K. B., ve Alberto, P. A. (2007). Generalized use of a handheld prompting system. Research in Developmental Disabilities, 28(4), 397-408.
  • Cihak, D. F., Kessler, K., & Alberto, P. A. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43(1), 102.
  • Cihak, D. F., Smith, C. C., Cornett, A., ve Coleman, M. B. (2012). The use of video modeling with the picture exchange communication system to increase independent communicative initiations in preschoolers with autism and
  • developmental delays. Focus on Autism and Other Developmental Disabilities, 27(1), 3-11.
  • Corbett, B. A., ve Abdullah, M. (2005). Video Modeling: Why Does It Work for Children with Autism?. Journal of Early and Intensive Behavior Intervention, 2(1), 2-8.
  • Cummings, A. R., Carr, J. E., ve LeBlanc, L. A. (2012). Experimental evaluation of the training structure of the Picture Exchange Communication System (PECS). Research in Autism Spectrum Disorders, 6(1), 32-45.
  • Değirmenci, H. D. ve Tekin-İftar, E., (2012). Otizm spektrum bozukluğu olan çocukların öğretimi. E. Tekin-İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri (s.267-321). Ankara: Vize Yayıncılık.
  • Dogoe, M. S., Banda, D. R., ve Lock, R. H. (2010). Acquisition and generalization of the picture exchange communication system behaviors across settings, persons, and stimulus classes with three students with autism. Education and Training in Autism and Developmental Disabilities, 45(2), 216-229.
  • Diagnostic and Statistical Manual of Mental Disorders: DSM-5 (2013). American Psychiatric Association.
  • Flippin, M., Reszka, S., ve Watson, L. R. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology, 19(2), 178-195.
  • Frost, L., & Bondy, A. (2002). The Picture Exchange Communication System Training Manual. Pyramid Educational Products, Incorporated.
  • Ganz, J. B., ve Simpson, R. L. (2004). Effects on communicative requesting and speech development of the Picture Exchange Communication System in children with characteristics of autism. Journal of Autism And Developmental Disorders, 34(4), 395-409.
  • Greenberg, A. L., Tomaino, M. A. E., ve Charlop, M. H. (2012). Assessing generalization of the Picture Exchange Communication System in children with autism. Journal of Developmental and Physical Disabilities, 24(6), 539-558.
  • Hart, J. E., ve Whalon, K. J. (2012). Using video self-modeling via iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(4), 438.
  • Hart, S. L., ve Banda, D. R. (2010). Picture Exchange Communication System with individuals with developmental disabilities: A meta-analysis of single subject studies. Remedial and Special Education, 31(6), 476-488.
  • Hill, D. A., Flores, M. M., ve Kearley, R. F. (2014). Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange With Students With Autism Spectrum Disorder and Developmental Disabilities. Council for Exceptional Children, 0888406414527117.
  • Hill, D. A., ve Flores, M. M. (2014). Comparing the picture exchange communication system and the ipad™ for communication of students with autism spectrum disorder and developmental delay. TechTrends, 58(3), 45-53.
  • Jowett, E. L., Moore, D. W., ve Anderson, A. (2012). Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation, 15(4), 304-312.
  • Jurgens, A., Anderson, A., ve Moore, D. W. (2009). The effect of teaching PECS to a child with autism on verbal behaviour, play, and social functioning. Behaviour Change, 26(01), 66-81.
  • Kagohara, D. M., Achmadi, D., Van der Meer, L., Lancioni, G. E., O’Reilly, M. F., Lang, R., ve Sigafoos, J. (2013). Teaching Two Students with Asperger Syndrome to Greet Adults Using Social Stories™ and Video Modeling. Journal of Developmental and Physical Disabilities, 25(2), 241-251.7-32.
  • Kagohara, D. M., Sigafoos, J., Achmadi, D., O’Reilly, M., ve Lancioni, G. (2012). Teaching children with autism spectrum disorders to check the spelling of words. Research in Autism Spectrum Disorders, 6(1), 304-310.
  • Kırcaali-İftar, G. (2003). Otistik özellikler gösteren çocuklara iletişim becerilerinin
  • kazandırılması, İstanbul: Ya-Pa Yayınları.
  • Kırcaali-İftar, G. (2007). Otizm spektrum bozukluğu. İstanbul: Daktylos Yayınları.
  • Kırcaali-İftar, G., ve Odluyurt, S. (2013). Otizm spektrum bozukluğu olan çocuklara iletişim becerilerinin kazandırılması. E. Tekin-İftar (Editör). Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri (327-365). Ankara: Vize Yayıncılık.
  • Kravits, T. R., Kamps, D. M., Kemmerer, K., ve Potucek, J. (2002). Brief report: Increasing communication skills for an elementary-aged student with autism using the picture exchange communication system. Journal Of Autism And Developmental Disorders, 32(3), 225-230.
  • Lancioni, G. E., O’Reilly, M. F., Cuvo, A. J., Singh, N. N., Sigafoos, J., ve Didden, R.
  • (2007). PECS and VOCAs to enable students with developmental disabilities to
  • make requests: An overview of the literature. Research in Developmental
  • Disabilities, 28(5), 468-488.
  • Light, J. C., ve Drager, K. D. (2002). Improving the design of augmentative and alternative technologies for young children. Assistive Technology, 14(1), 17-32.
  • Lorah, E. R., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., ve Hantula, D. (2013). Evaluating picture exchange and the iPad™ as a speech generating device to teach communication to young children with autism. Journal of Developmental and Physical Disabilities, 25(6), 637-649.
  • Macpherson, K., Charlop, M. H., ve Miltenberger, C. A. (2014). Using portable video modeling technology to ıncrease the compliment behaviors of children with autism during athletic group play. Journal of autism and developmental
  • disorders, 1-10.
  • Magiati, I., ve Howlin, P. (2003). A pilot evaluation study of the Picture Exchange Communication System (PECS) for children with autistic spectrum disorders. Autism, 7(3), 297-320.
  • Matson, J. L., Hess, J. A., ve Mahan, S. (2013). Moderating effects of challenging behaviors and communication deficits on social skills in children diagnosed with an autism spectrum disorder. Research in Autism Spectrum Disorders, 7(1), 23-
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The Use Of Video Modeling With The Picture Exchange Communication System To Increase Independent Communicative Initiations In Preschoolers With Autism

Year 2015, Volume: 7 Issue: 2, 316 - 342, 17.01.2016

Abstract

In the present study, the effectiveness and efficiency of the use of video modeling (VM) alone and VM procedure with the picture exchange communication system (PECS) procedures were compared in order to increase independent communicative initiations in preschool-age students will be evaluated in this study. An alternating treatments design was used in the study. The three participants were diagnosed with autism and they are preschool children. All participants were attending to the Unit for Children with Developmental Disabilities in the Research Institute for the Handicapped. The dependent variable is the number of independent initiations made by the student. Independent variables are using the first phase of PECS alone and using the first phase of PECS together with video modeling. The period of experiment consist of baseline, training, post training, and maintenance, sessions. Generalization data was collected during training sessions. In each session, two trainers were take place; one is communicative partner and the other is physical prompter. Besides, in order to collect generalization data, once in every three sessions mothers of participants will attend sessions as the communicative partner or physical prompter. For preparing the video model recordings, a preschool child without special needs was used. An Ipad was used for providing the video model recordings to the participant children.

References

  • Alberto, P. A., & Troutman, A. C. (2009). Applied Behavior Analysis For Teachers (8th ed.). Upper Saddle River, NJ: Merrill.
  • Alexander, J. L., Ayres, K. M., Smith, K. A., Shepley, S. B., ve Mataras, T. K. (2013). Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism. Research in Autism Spectrum Disorders, 7(11), 1346-1357.
  • Alzrayer, N., Banda, D. R., ve Koul, R. K. (2014). Use of iPad/iPods with Individuals with Autism and other Developmental Disabilities: A Meta-analysis of Communication Interventions. Review Journal of Autism and Developmental Disorders, 1-13.
  • Ayres, K. M., ve Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40(2), 183-196.
  • Barnes, C. S., Dunning, J. L., ve Rehfeldt, R. A. (2011). An evaluation of strategies for training staff to implement the picture exchange communication system. Research in Autism Spectrum Disorders, 5(4), 1574-1583.
  • Bellini, S., ve Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287.
  • Bereznak, S., Ayres, K. M., Mechling, L. C., ve Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24(3), 269-285.
  • Bidwell, M. A., ve Rehfeldt, R. A. (2004). Using video modeling to teach a domestic skill with an embedded social skill to adults with severe mental retardation. Behavioral Interventions, 19(4), 263-274.
  • Boesch, M. C., Wendt, O., Subramanian, A., ve Hsu, N. (2013). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills. Research in Autism Spectrum Disorders, 7(3), 480-493.
  • Bondy, A. S. (2001). PECS: Potential benefits and risks. The Behavior Analyst Today, 2(2), 12.
  • Bondy, A. S.,ve Frost, L. A. (1994). The picture exchange communication system. Focus on Autism and Other Developmental Disabilities, 9(3), 1-19.
  • Burton, C. E., Anderson, D. H., Prater, M. A., ve Dyches, T. T. (2013). Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 1088357613478829.
  • Cardon, T. A. (2012). Teaching caregivers to implement video modeling imitation training via iPad for their children with autism. Research in Autism Spectrum Disorders, 6(4), 1389-1400.
  • Carr, D., ve Felce, J. (2007a). The effects of PECS teaching to Phase III on the communicative interactions between children with autism and their teachers. Journal of autism and developmental disorders, 37(4), 724-737.
  • Carr, D., ve Felce, J. (2007b). Brief report: Increase in production of spoken words in some children with autism after PECS teaching to phase III. Journal of Autism and Developmental Disorders, 37(4), 780-787.
  • Carre, A. J., Le Grice, B., Blampied, N. M., ve Walker, D. (2009). Picture Exchange Communication (PECS) training for young children: does training transfer at school and to home? Behaviour Change, 26(01), 54-65.
  • Chaabane, D. B. B., Alber‐Morgan, S. R., ve DeBar, R. M. (2009). The effects of parent‐implemented pecs training on improvisatıion of mands by children with autism. Journal of Applied Behavior Analysis, 42(3), 671-677.
  • Chambers, M., ve Rehfeldt, R. A. (2003). Assessing the acquisition and generalization of two mand forms with adults with severe developmental disabilities. Research in Developmental Disabilities, 24(4), 265-280.
  • Charlop, M. H., Dennis, B., Carpenter, M. H., ve Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and treatment of children, 33(3), 371-393.
  • Charlop‐Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., ve Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social‐communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35(3), 213-231.
  • Cihak, D. F., Fahrenkrog, C., Ayres, K. M., ve Smith, C. (2010). The use of video modeling via an iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12, 103-115.
  • Cihak, D. F., Kessler, K. B., ve Alberto, P. A. (2007). Generalized use of a handheld prompting system. Research in Developmental Disabilities, 28(4), 397-408.
  • Cihak, D. F., Kessler, K., & Alberto, P. A. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43(1), 102.
  • Cihak, D. F., Smith, C. C., Cornett, A., ve Coleman, M. B. (2012). The use of video modeling with the picture exchange communication system to increase independent communicative initiations in preschoolers with autism and
  • developmental delays. Focus on Autism and Other Developmental Disabilities, 27(1), 3-11.
  • Corbett, B. A., ve Abdullah, M. (2005). Video Modeling: Why Does It Work for Children with Autism?. Journal of Early and Intensive Behavior Intervention, 2(1), 2-8.
  • Cummings, A. R., Carr, J. E., ve LeBlanc, L. A. (2012). Experimental evaluation of the training structure of the Picture Exchange Communication System (PECS). Research in Autism Spectrum Disorders, 6(1), 32-45.
  • Değirmenci, H. D. ve Tekin-İftar, E., (2012). Otizm spektrum bozukluğu olan çocukların öğretimi. E. Tekin-İftar (Ed.), Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri (s.267-321). Ankara: Vize Yayıncılık.
  • Dogoe, M. S., Banda, D. R., ve Lock, R. H. (2010). Acquisition and generalization of the picture exchange communication system behaviors across settings, persons, and stimulus classes with three students with autism. Education and Training in Autism and Developmental Disabilities, 45(2), 216-229.
  • Diagnostic and Statistical Manual of Mental Disorders: DSM-5 (2013). American Psychiatric Association.
  • Flippin, M., Reszka, S., ve Watson, L. R. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech-Language Pathology, 19(2), 178-195.
  • Frost, L., & Bondy, A. (2002). The Picture Exchange Communication System Training Manual. Pyramid Educational Products, Incorporated.
  • Ganz, J. B., ve Simpson, R. L. (2004). Effects on communicative requesting and speech development of the Picture Exchange Communication System in children with characteristics of autism. Journal of Autism And Developmental Disorders, 34(4), 395-409.
  • Greenberg, A. L., Tomaino, M. A. E., ve Charlop, M. H. (2012). Assessing generalization of the Picture Exchange Communication System in children with autism. Journal of Developmental and Physical Disabilities, 24(6), 539-558.
  • Hart, J. E., ve Whalon, K. J. (2012). Using video self-modeling via iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(4), 438.
  • Hart, S. L., ve Banda, D. R. (2010). Picture Exchange Communication System with individuals with developmental disabilities: A meta-analysis of single subject studies. Remedial and Special Education, 31(6), 476-488.
  • Hill, D. A., Flores, M. M., ve Kearley, R. F. (2014). Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange With Students With Autism Spectrum Disorder and Developmental Disabilities. Council for Exceptional Children, 0888406414527117.
  • Hill, D. A., ve Flores, M. M. (2014). Comparing the picture exchange communication system and the ipad™ for communication of students with autism spectrum disorder and developmental delay. TechTrends, 58(3), 45-53.
  • Jowett, E. L., Moore, D. W., ve Anderson, A. (2012). Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation, 15(4), 304-312.
  • Jurgens, A., Anderson, A., ve Moore, D. W. (2009). The effect of teaching PECS to a child with autism on verbal behaviour, play, and social functioning. Behaviour Change, 26(01), 66-81.
  • Kagohara, D. M., Achmadi, D., Van der Meer, L., Lancioni, G. E., O’Reilly, M. F., Lang, R., ve Sigafoos, J. (2013). Teaching Two Students with Asperger Syndrome to Greet Adults Using Social Stories™ and Video Modeling. Journal of Developmental and Physical Disabilities, 25(2), 241-251.7-32.
  • Kagohara, D. M., Sigafoos, J., Achmadi, D., O’Reilly, M., ve Lancioni, G. (2012). Teaching children with autism spectrum disorders to check the spelling of words. Research in Autism Spectrum Disorders, 6(1), 304-310.
  • Kırcaali-İftar, G. (2003). Otistik özellikler gösteren çocuklara iletişim becerilerinin
  • kazandırılması, İstanbul: Ya-Pa Yayınları.
  • Kırcaali-İftar, G. (2007). Otizm spektrum bozukluğu. İstanbul: Daktylos Yayınları.
  • Kırcaali-İftar, G., ve Odluyurt, S. (2013). Otizm spektrum bozukluğu olan çocuklara iletişim becerilerinin kazandırılması. E. Tekin-İftar (Editör). Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri (327-365). Ankara: Vize Yayıncılık.
  • Kravits, T. R., Kamps, D. M., Kemmerer, K., ve Potucek, J. (2002). Brief report: Increasing communication skills for an elementary-aged student with autism using the picture exchange communication system. Journal Of Autism And Developmental Disorders, 32(3), 225-230.
  • Lancioni, G. E., O’Reilly, M. F., Cuvo, A. J., Singh, N. N., Sigafoos, J., ve Didden, R.
  • (2007). PECS and VOCAs to enable students with developmental disabilities to
  • make requests: An overview of the literature. Research in Developmental
  • Disabilities, 28(5), 468-488.
  • Light, J. C., ve Drager, K. D. (2002). Improving the design of augmentative and alternative technologies for young children. Assistive Technology, 14(1), 17-32.
  • Lorah, E. R., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., ve Hantula, D. (2013). Evaluating picture exchange and the iPad™ as a speech generating device to teach communication to young children with autism. Journal of Developmental and Physical Disabilities, 25(6), 637-649.
  • Macpherson, K., Charlop, M. H., ve Miltenberger, C. A. (2014). Using portable video modeling technology to ıncrease the compliment behaviors of children with autism during athletic group play. Journal of autism and developmental
  • disorders, 1-10.
  • Magiati, I., ve Howlin, P. (2003). A pilot evaluation study of the Picture Exchange Communication System (PECS) for children with autistic spectrum disorders. Autism, 7(3), 297-320.
  • Matson, J. L., Hess, J. A., ve Mahan, S. (2013). Moderating effects of challenging behaviors and communication deficits on social skills in children diagnosed with an autism spectrum disorder. Research in Autism Spectrum Disorders, 7(1), 23-
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Details

Journal Section Articles
Authors

Serhat Odluyurt

Hatice Deniz Degirmenci This is me

Iclal Adalioglu This is me

Alper Kapan This is me

Publication Date January 17, 2016
Published in Issue Year 2015 Volume: 7 Issue: 2

Cite

APA Odluyurt, S., Degirmenci, H. D., Adalioglu, I., Kapan, A. (2016). The Use Of Video Modeling With The Picture Exchange Communication System To Increase Independent Communicative Initiations In Preschoolers With Autism. International Journal of Early Childhood Special Education, 7(2), 316-342. https://doi.org/10.20489/intjecse.68271