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A Comparison of Least-to-Most Prompting and Video Modeling for Teaching Pretend Play Skills to Children with Autism Spectrum Disorder

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dc.contributor.authorÜLKE KÜRKÇÜOĞLU, BURCU
dc.contributor.orcid0000-0003-0187-9742
dc.date.accessioned2025-11-13T10:08:32Z
dc.date.issued2015-01-01
dc.identifier.doihttps://doi.org/10.12738/estp.2015.2.2541
dc.identifier.issn1303-0485
dc.identifier.openalexW2070949162
dc.identifier.urihttps://hdl.handle.net/11421/3250
dc.identifier.urihttps://doi.org/10.12738/estp.2015.2.2541
dc.language.isoen
dc.relation.ispartofEducational Sciences Theory & Practice
dc.rightsopenAccess
dc.subjectVideo modeling
dc.subjectAutism spectrum disorder
dc.subjectPsychology
dc.subjectAutism
dc.subjectGeneralization
dc.subjectGirl
dc.subjectTeaching method
dc.subjectSocial skills
dc.subjectModelling
dc.subjectDevelopmental psychology
dc.subjectMathematics education
dc.subject.sdg4
dc.titleA Comparison of Least-to-Most Prompting and Video Modeling for Teaching Pretend Play Skills to Children with Autism Spectrum Disorder
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5021786677

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