The effectiveness of embedded teaching through the most-to least prompting procedure in concept teaching to children with autism within Orff-based music activities

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Reference: 
Eren, B., DenİZ, J., & DÜZkantar, A. (2013). The effectiveness of embedded teaching through the most-to least prompting procedure in concept teaching to children with autism within Orff-based music activities. Educational Sciences: Theory & Practice, 13(3), 1877-1885.