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Are Schema-Based and Modified Schema-Based Instruction Evidence-Based Practices for Students with Disabilities? A Meta-Analysis

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dc.contributor.authorCevher, Zehra
dc.contributor.authorCakmak, Zulal
dc.contributor.authorOz-Alkoyak, Husne
dc.contributor.authorEmrah Gülboy
dc.contributor.authorHusne Oz-Alkoyak
dc.contributor.orcid0000-0002-0529-0639
dc.contributor.orcid0000-0002-7802-6839
dc.date.accessioned2025-11-13T19:38:31Z
dc.date.issued2022-12-01
dc.identifier.doihttps://doi.org/10.1177/215416472205700408
dc.identifier.endpage461
dc.identifier.issn2154-1647
dc.identifier.issue4
dc.identifier.openalexW4414995380
dc.identifier.startpage446
dc.identifier.urihttps://hdl.handle.net/11421/11422
dc.identifier.urihttps://doi.org/10.1177/215416472205700408
dc.identifier.volume57
dc.language.isoen
dc.relation.ispartofEducation and training in autism and developmental disabilities
dc.rightsrestrictedAccess
dc.titleAre Schema-Based and Modified Schema-Based Instruction Evidence-Based Practices for Students with Disabilities? A Meta-Analysis
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5058941383
local.authorid.openalexA5119920810
local.authorid.openalexA5119920811

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