The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-school Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement

ALDEMİR FIRAT Ö., GÜRSEL O.

KURAM VE UYGULAMADA EGITIM BILIMLERI, cilt.14, sa.2, ss.733-740, 2014 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 14 Sayı: 2
  • Basım Tarihi: 2014
  • Doi Numarası: 10.12738/estp.2014.2.1976
  • Dergi Adı: KURAM VE UYGULAMADA EGITIM BILIMLERI
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.733-740
  • Anahtar Kelimeler: Constant Time Delay Procedure, Developmental Disability, Observational Learning, Pre-school Academic Skills, Small Group Teaching Arrangement, SMALL-GROUP INSTRUCTION, CHAINED TASKS, STUDENTS, ACQUISITION, INFORMATION, AUTISM, FEEDBACK
  • Anadolu Üniversitesi Adresli: Evet

Özet

Children with developmental disabilities are trained using different teaching arrangements. One of these arrangements is called small group teaching. It has been ascertained that a small group teaching arrangement is more effective than a one-to-one teaching arrangement. In that sense, teaching academic skills to pre-school children in small-group arrangements is crucial in order to make them ready for their future educational environment. Considering this, the present study investigated the effectiveness of the constant time delay procedure in teaching pre-school academic skills to children with developmental disabilities in a small group teaching arrangement. It was also examined to what extent learning through observation can be achieved using the small-group teaching arrangement with a constant time delay. The study was conducted using four children with developmental disabilities between the ages of four and six. The multiple probe design across behaviors was applied individually to the four subjects in the study. The findings indicated that the use of constant time delay teaching in small-group arrangements was effective for children with developmental disabilities in teaching different pre-school academic skills using different stimuli. Furthermore, it was observed that the children acquired the skills more precisely through observational learning.