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Teaching Children with Intellectual Disabilities through Video Prompting: Smartphone vs. Tablet

Serife Yucesoy-Ozkan, Emrah Gulboy, Feyat Kaya

Page : 32-48

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Keywords

Social Support, Q sort, Autism, parent participation, early intervention, early childhood special education, strategies, Developmental disability, babies, needs, Early intervention, policy, practice, Turkey, children, Response-contingent stimulation, learning games, operant behavior, social-emotional behavior, Early Childhood Intervention, systems development, Austria, Video Prompting, screen size, smartphone, tablet, Intellectual disabilities, leisure skills,
Inclusion, early intervention, early childhood special education, policy making, Intercultural education, transdisciplinary teaming, early intervention, early childhood special education, Early intervention, developmental delays, early childhood education, special education, Early intervention, brain development, IDEA Part C, educational neuroscience, Reflection, teacher preparation, instructional decision making, Question Answer Relationships (QAR), action research, kindergarten, first, and second grades, reading comprehension, Early intervention, policy, practice, Spain, coordination,

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