Education and Training in Autism and Developmental Disabilities

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Education and Training in Autism and Developmental Disabilities, 2010, 45(3), 440–448 © Division on Autism and Developmental Disabilities Effects of Most to Least Prompting on Teaching Simple Progression Swimming Skill for Children with Autism I˙lker Yılmaz Anadolu University Binyamin Birkan Tohum Autism Foundation, I˙stanbul Ferman Konukman The College at Brockport, SUNY Mehmet Yanardag˘ Anadolu University Abstract: 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. Autism is a lifelong developmental disability that causes delays in verbal and nonverbal communication and social interaction as well as exhibition of ritualistic and compulsive behaviors (Loovis & Ersing, 1979). Autism is a brain disorder that impairs a person’s ability to communicate, form relationships, socially interact, and respond appropriately within a given environment. Children with autism have severe communication, language, and social interaction problems compared to their nondisabled peers. Children with autism have several difficulties in four general areas: Speech, language and communication; relating people, objects, events; responses to sensory stimuli; developmental discrepancies (Houston-Wilson & Lieberman, 2003). Therefore, teaching games and physical activity is an important necessity to improve vital social skills of children with autism (Leaf & McEaching, 1999; Maurice, Green, & Fox, 2001). Autism is the fastest growing developmental disability in the nation and school districts are Correspondence concerning this article should be addressed to I˙lker Yımaz, Anadolu University, School of Physical Education & Sports, Eskisehir, 26470, TURKEY. E-mail: ilkery@anadolu.edu.tr having a hard time finding trained teachers to accommodate the needs of students with the disorder (Block, Block, & Halliday, 2006). There are 1.5 million Americans who have autism and 15 million more Americans, such as family, teachers and health care workers who are indirectly affected (Crollick, Mancil, & Stopka, 2006). Children with autism have several stereotypical motor behaviors (e.g., swinging their bodies backward and forward, playing with their fingers, moving their head in a circular motion and jumping). These behaviors cause communication and learning problems for children with autism. However, it is possible to decrease these behaviors via teaching physical activity and games (Leaf & McEaching, 1999; Smith, 2001). Several studies found that physical activity interventions such as jogging, ball throwing, swimming, and vigorous physical activity reduced stereotypical motor behaviors (Levinson & Reid, 1993; Richmond, 2000; Yɹlmaz, Birkan, Konukman, & Erkan, 2005a). In addition, Sherrill (2006) indicated that some of these stereotypical behaviors can be used to teach skills similar in behavior such as swimming (e.g., swinging their bodies backward and forward, moving arms up and down). 440 / Education and Training in Autism and Developmental Disabilities-September 2010
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dents in classes that included stud
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TABLE 1 Summary Descriptors of Meli
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tions were conducted at their work
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her function more independently wit
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eluctant to engage in interactions.
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ehaviors were consistent with Phill
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disabilities. Second, it has promot
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youth with severe disabilities. Min
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parents of students with intellectu
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tributed to such PSE program compon
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TABLE 2 Mean Scores of the 7 PSE Pr
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that educators’ and parents’ po
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gan, 1997). Despite the challenges
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ing the total score of the Family A
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with the identified factors being r
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of a positive outlook has been docu
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TABLE 1 Demographic Characteristics
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ways in the same interviews where s
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In a number of comments, respondent
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practitioners assigned both issues
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eliability (r .92) and good inter-
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TABLE 2 EQCA Adaptive Behaviors: Me
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TABLE 5 ERDCP: Means, SDs, and t Te
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teen of these studies (90%) reveale
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practice may have had an influence
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ing to questions, (c) the learner f
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around a small instructional table
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TABLE 2 (Continued) 9. Guide studen
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TABLE 3 (Continued) Student Steps B
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Page 75 and 76: Figure 1. Teacher’s number of ste
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Page 85 and 86: TABLE 1 Students’ Description Sub
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Page 89 and 90: Descriptive Analysis The first rese
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Page 101 and 102: Figure 3. Percentages of correct re
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Page 107 and 108: components to be effective promptin
Page 109 and 110: ability (IQ 44, Stanford-Binet Inte
Page 111 and 112: TABLE 1 Task Analysis for Cooking R
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Page 115 and 116: Figure 2. Percentage of steps perfo
Page 117 and 118: Figure 4. Percentage of steps perfo
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Page 125 and 126: TABLE 1 Stages of The Halliwick’s
Page 127 and 128: plete other steps (Tekin & Kɹrcaal
Page 129 and 130: Figure 1. Percentage of correct res
Page 131 and 132: Martin, J. (1981). The Halliwick Me
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Page 137 and 138: Procedural reliability probes measu
Page 139 and 140: Discussion The purpose of this stud
Page 141 and 142: (1986). Stanford-Binet Intelligence
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