___

• Anastasia, A. (2010). Promoting Road Safety for Preadolescent Boys with Mild Intellectual Disabilities: The Effect of Cognitive Style and the Role of Attention in the Identification of Safe and Dangerous Road-Crossing Sites. International Journal of Special Education, 25(2), 127-135.Bambara, L. M., Kroger, F., and Bartholomew, A. (2014). Building skill for home and community. Snell, M., E. ve Brown, S. (Ed.), Instruction of Students with Severe Disabilities (içinde), United of America: Pearson New International Edition. Barton, B. K., and Schwebel, D. C. (2007). The roles of age, gender, inhibitory control, and parental supervision in children's pedestrian safety. Journal of Pediatric Psychology, 32(5), 517-526.Bates, P. E., Cuvo, T., Miner, C. A., and Korabek, C. A. (2001). Simulated and community-based instruction involving persons with mild and moderate mental retardation. Research in developmental disabilities, 22(2), 95-115.Batu, S., Ergenekon, Y., Erbas, D., and Akmanoglu, N. (2004). Teaching pedestrian skills to individuals with developmental disabilities. Journal of Behavioral Education, 13(3), 147-164.Bennett, D. L., Gast, D. L., Wolery, M., and Schuster, J. (1986). Time delay and system of least prompts: A comparison in teaching manual sign production. Education and Training of the Mentally Retarded, 117-129.Branham, R. S., Collins, B. C., Schuster, J. W., and Kleinert, H. (1999). Teaching community skills to students with moderate disabilities: Comparing combined techniques of classroom simulation, videotape modeling, and community-based instruction. Education and Training in Mental Retardation and Developmental Disabilities, 170-181.Browder, D. M., Snell, M. E.,and Wildonger, B. A. (1988). Simulation and community-based instruction of vending machines with time delay. Education and Training in Mental Retardation, 175-185.Browder, D. M., Morris, W. W., and Snell, M. E. (1981). Using time delay to teach manual signs to a severely retarded student. Education and training of the Mentally Retarded, 252-258.Casey, S. D. (2008). A comparison of within-and across-session progressive time delay procedures for teaching sight words to individuals with cognitive delays. The Behavior Analyst Today, 9(3-4), 163-171.Chen, S., Zhang, J., Lange, E., Miko, P., and Joseph, D. (2001). Progressive time delay procedure for teaching motor skills to adults with severe mental retardation. Adapted Physical Activity Quarterly, 18(1), 35-48.Christensen, A. M., Lignugaris, B., Kraft, B., and Fiechtl, B. J. (1996). Teaching pairs of preschoolers with disabilities to seek adult assistance in response to simulated injuries: Acquisition and promotion of observational learning. Education and Treatment of Children, 3-18.Christensen, A. M., Marchand-Martella, N. E., Martella, R. C., Fiechtl, B. J., and Christensen, B. R. (1993). Teaching preschoolers with disabilities to seek adult assistance in response to simulated injuries. Journal of Behavioral Education, 3(2), 109-123.Cihak, D., Alberto, P. A., Taber-Doughty, T., and Gama, R. I. (2006). A comparison of static picture prompting and video prompting simulation strategies using group instructional procedures. Focus on Autism and Other Developmental Disabilities, 21(2), 89-99.Clees, T. J., and Gast, D. L. (1994). Social safety skills instruction for individuals with disabilities: A sequential model. Education and Treatment of Children, 163-184.Collins, B. C., Stinson, D. M., and Land, L. A. (1993). A comparison of in vivo and simulation prior to in vivo instruction in teaching generalized safety skills. Education and Training in Mental Retardation, 128-142.Collins, B. C., Wolery, M., and Gast, D. L. (1992). A national survey of safety concerns for students with special needs. Journal of Developmental and Physical Disabilities, 4(3), 263-276.Colozzi, G. A., and Pollow, R. S. (1984). Teaching independent walking to mentally retarded children in a public school. Education and Training of the Mentally Retarded, 97-101.Dixon, D. R., Bergstrom, R., Smith, M. N., and Tarbox, J. (2010). A review of research on procedures for teaching safety skills to persons with developmental disabilities. Research in developmental disabilities, 31(5), 985-994.Dymond, S. K., (2012). Community Participation. Wehman, P ve Kregel, J. (Ed.), Functional Cirriculum for Elementary and Secondary Students with Special Needs içinde (3. Basım, 351-387), United States of America, Texas: Pro-ed an International Publisher.Ergenekon, Y. (2012). Otizimli çocuklara videoyla model olma kullanılarak ev kazalarında basit ilkyardım becerilerinin öğretimi [Teaching basic first-aid skills against home accidents to children with autism through video modeling]. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2739-2766.Harriage, B., Blair, K. S. C., and Miltenberger, R. (2016). An evaluation of a parent implemented in situ pedestrian safety skills intervention for individuals with autism. Journal of autism and developmental disorders, 46(6), 2017-2027.Hawkins, T. (2016). Teaching Street-crossing Skills to Special Education Students. California State University, Monterey Bay.Heckaman, K. A., Alber, S., Hooper, S., and Heward, W. L. (1998). A comparison of least-to-most prompts and progressive time delay on the disruptive behavior of students with autism. Journal of Behavioral Education, 8(2), 171-201.Honsberger, T. (2015). Teaching individuals with autism spectrum disorder safe pedestrian skills using video modeling with in situ video prompting. Florida Atlantic University.Jones, H., Perry, J., Lowe, K., Felce, D., Toogood, S., Dunstan, F., Allen, D., Pagler, J., (1999). Opportunity of the promotion of activity among adults with severe intellectual disability living in community residences: the impact of training staff in active support. Journal of Intellectual Disability Research, 43(3), 164-178. Jones, R. T., Kazdin, A. E., and Haney, J. I. (1981). Social validation and training of emergency fire safety skills for potential injury prevention and life saving. Journal of applied behavior analysis, 14(3), 249-260.Josman, N., Ben-Chaim, H. M., Friedrich, S., Weiss, P. L. (2008). Effectiveness of virtual reality for teaching street-crossing skills to children and adolescents with autism. International Journal on Disability and Human Development, 7(1), 49-56.Kanbaş, E. (2002). Zihin özürlü çocuklara adı söylenen mutfak araç gereçlerine ait resmi seçme becerisinin öğretiminde artan bekleme süreli öğretimin etkililiği ve hedeflenmeyen bilgi öğretimi [The effect of progressive time delay and providing instryctive feedback on teaching receptively identifying kitchen utensil]. (Yayımlanmamış Yükseklisans Tezi) [Unpublished Master Thesis]. Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir, Türkiye [Anadolu University, Institute of Eductionl Sciences, Eskişehir, Turkey].Kelley, K. R., Test, D. W., and Cooke, N. L. (2013). Effects of picture prompts delivered by a video iPod on pedestrian navigation. Exceptional Children, 79(4), 459-474.Leung, J. P. (1994). Teaching spontaneous requests to children with autism using a time delay procedure with multi-component toys. Journal of Behavioral Education, 4(1), 21-31.McDonnell, J. J., Horner, R. H., and Williams, J. A. (1984). Comparison of three strategies for teaching generalized grocery purchasing to high school students with severe handicaps. Journal of the Association for persons with severe handicaps, 9(2), 123-133.Mechling, L. C., and Seid, N. H. (2011). Use of a hand-held personal digital assistant (PDA) to self-prompt pedestrian travel by young adults with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 220-237.Nosek, M. A. (1992). Independent living. Parker. R. M. ve Szymanski E. M. (Ed.), Rehabilitation Counseling: Basics and Beyond, (2. Basım, s.103-133). Texsas, Austin: Pro-Ed.Otizimli Çocukları Trafikte Fark Ediyoruz “Bağımsızlığa Yol Verin Yaya Becerilerin Öğretimi Uygulama Rehberi” [We recognize children with autism in traffic “Give way to independence Practice Guide for Teaching Pedestrian Skills”] (2013). (Proje No: TR2009/0135.01-04-169). Tohum Otizm Portalı: https://www.tohumotizm.org.tr/wp-content/uploads/2018/06/Egitim_Rehberi_Son.pdf Page, T. J., Iwata, B. A., and Neef, N. A. (1976). Teaching pedestrian skill to retarded persons: generalization from the classroom to the natural enviromental. Journal of Applied Behavior Analysis, 9(4), 433-444.Ramdoss, S., Lang, R., Fragale, C., Britt, C., O’Reilly, M., Sigafoos, J., Didden, R., Palmen, A., Lancioni, G. E. (2012). Use of computer-based interventions to promote daily living skills in individuals with intellectual disabilities: A systematic review. Journal of Developmental and Physical Disabilities, 24(2), 197-215.Reichow, B., and Wolery, M. (2011). Comparison of progressive prompt delay with and without instructive feedback. Journal of Applied Behavior Analysis, 44(2), 327-340.Stlington, P. L., Neubert, D. A., and Clarck, G. M. (2010). Transition education and services for students with disabilities. (5. Baskı). United States of America: Pearson Education, Inc.Tekin-İftar, E. ve Kırcaali-İftar, G. (2012). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless teaching methods in special education] Ankara: Vize Yayıncılık.Test, D. W., and Spooner, F. (2005). Community-based instructional support. Wehmeyer, M. L. ve Agran, M. (Ed.), Mental Reterdation and Intellectual Disabilities “Teaching Students Using Innovative and Research-Based Strategies” (79-100), American Association on Intellectual and Developmental Disabilities, United States of America: Pearson Merrill Prentice Hall.Venn, M. L., and Wolery, M. (1992). Using Progressive Time Delay in Arts/Crafts Activities To Teach Peer Imitation to Preschoolers with Disabilities.West, M. D., Witting, K., and Barrett, V. Z. (2012). Travel and mobility training. Wehman, P ve Kregel, J. (Ed.), Functional Cirriculum for Elementary and Secondary Students with Special Needs içinde (3. Basım, 333-350), United States of America, Texax: Pro-ed an Internatıonal Publisher.Westling, D. L., and Fox, L. (2000). Teaching studentswith severe disabilities. United States of America: Prentice-Hall, Inc. Wolery, M., Gast, D. L., Kirk, K., and Schuster, J. (1988). Fading extra-stimulus prompts with autistic children using time delay. Education and Treatment of Children, 29-44.Yavuz, A. (2017). Otizm spektrum bozukluğu (OSB) olan çocuklara üst geçit kullanarak karşıdan karşıya geçme becerisinin öğretiminde videoyla model olmanın etkililiği. [The effectiveness of video modelling on teaching the skill of Street- crossing using overpass to children with autism spectrum disorder. (Yayımlanmamış Yükseklisans Tezi. Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir, Türkiye) [Unpublished Master Thesis, Anadolu University, Institute of Eductionl Sciences, Eskişehir, Turkey]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi. (Thesis Number:480301).Yeaton, W. H., and Bailey, J. S. (1978). Teaching pedestrian safety skills to young children: an analysis and one-year follow up. Journal of Applied Behavior Analysis, 11(3), 315-329.