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Part VI: Group Article Summary Table

Part VI: Group Article Summary TablePart VI: Group Article Summary TableStudent Name: Group: Analyzing Published Research Article Summary Table (25) Articles (2 pts)Authors (year) Study Purpose (2) Participants (2)NumbersInclusion & Exclusion Criteria Interventions (5)Intervention Contents & Procedures ORDescription of Procedure for Descriptive Study Data Collection with Measurement Tools (4) Participants Sociodemographic Findings) (5)Study Results/Findings (5) #1.Study Type:       **      #2.Study Type:    Part VI: Group Article Summary Table      #3Study Type:          #4Study Type: Student Name: MORDER A PLAGIARISM-FREE PAPER HEREGroup: Analyzing Published Research Article Summary Table (25) Articles (2 pts)Authors (year) Study Purpose (2) Participants (2)NumbersInclusion & Exclusion Criteria Interventions (5)Intervention Contents & Procedures ORDescription of Procedure for Descriptive Study Data Collection with Measurement Tools (4) Participants Sociodemographic Findings) (5)Study Results/Findings (5) * Kurnaz & Yanardag (2018)  * “To investigate the effectiveness of the video self-modeling procedure in teaching active video game skill to children with ASD” (Kurnaz & Yanardag, 2018, p. 455).    * Four participants* 3 boys and 1 girl.* The eligibility criteria were that the participants had difficulty in communication and social integration skills, able to follow verbal and visual prompts for about 5 minutes, able to watch images on a screen, able to imitate motor skills, and able to watch videos on tablet or television for about 3 minutes. The parents had to give a verbal approval, and also sign an informed consent form (Kurnaz & Yanardag, 2018).Part VI: Group Article Summary Table  * The intervention was video self-modeling.Part VI: Group Article Summary Table* The participants watched a video clip on a tablet, and performed the active video game skill. Each participant had two intervention sessions with a one-hour break in between the sessions (Kurnaz & Yanardag, 2018).  * Kurnaz and Yanardag (2018) used the observation method.* The data collection tools used in the study included a writing pad, data collection forms, a flash memory stick, a pencil, and a social validity questionnaire form. * All the participants of the study were of the age of 7 years old (Kurnaz & Yanardag, 2018).* All the participants were diagnosed with autism spectrum disorder (ASD) and included in special education programs, and had some difficulty in communication and social integration skills.* Interobserver agreement was 100% for all the participants (Kurnaz & Yanardag, 2018). The procedural reliability was established on 92% of the participants (Kurnaz & Yanardag, 2018).* All the participants were able to produce correct responses in the active video game skill after the intervention.* All the parents stated that active video game skill was important to their children.* All parents stated that the skill allowed the children to actively occupy themselves.* All parents stated that the skill would allow the children to play with peers, affirmed the learning of the new skill, and preferred self-modeling to peer modeling.*All parents stated that the skill would increase physical activity in children (Kurnaz & Yanardag, 2018).* Three parents stated that they would buy an active video game console for their child.Part VI: Group Article Summary Table*All the parents did not find any dislike with the intervention (Kurnaz & Yanardag, 2018).#2.Study Type:           #3Study Type:   Part VI: Group Article Summary Table      #4Study Type:           ReferencesKurnaz, E., & Yanardag, M. (2018). The effectiveness of video self-modeling in teaching active video game skills to children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 30(4), 455-469. https://doi.org/10.1007/s10882-018-9596-yPart VI: Group Article Summary Table

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