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dc.contributor.advisorScudder, Rosalind Regieren_US
dc.contributor.authorCrumrine, Daiquirie
dc.date.accessioned2007-04-29T12:18:15Z
dc.date.available2007-04-29T12:18:15Z
dc.date.issued2006-07
dc.identifier.othert06089
dc.identifier.urihttp://hdl.handle.net/10057/555
dc.descriptionThesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders.en
dc.description"July 2006."en
dc.descriptionIncludes bibliographic references (leaves 83-88)en
dc.description.abstractThis study investigated the question, if children diagnosed with ASD who learned safety skills through traditional teaching methods transferred them to real world situations more effectively and efficiently than children who learned safety skills through VR strategies. Eight children diagnosed with ASD were selected for this study. Participants were randomly assigned to form two groups of four children each. Two training phases were used for each condition ("Teaching As Usual" and VR). Training sessions were conducted twice a week for a maximum time limit of 30 minutes per session. Training phases lasted for five weeks and included instruction on fire safety (Phase I) and tornado safety (Phase II). A generalization and maintenance phase followed the training phases to assess learned skills. Results indicated that training via VR was a more efficient means; however, when effectiveness was measured both groups appeared to yield similar results.en
dc.format.extentxi, 91 leaves: ill., digital, PDF file.
dc.format.extent215531 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.rightsCopyright Daiquirie Crumrine, 2006. All rights reserved.en
dc.subjectAutistic children--Educationen
dc.subjectSpecial educationen
dc.subject.lcshElectronic dissertationsen
dc.subject.lcshAutistic children--Educationen
dc.titleTeaching safety skills to children with autism spectrum disorders: a comparison of strategiesen
dc.typeThesisen


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