Evaluating Group Instruction and Spaced Practice to Teach Life Skills to Children with Developmental Disabilities

Abstract

Children with intellectual and developmental disabilities (IDD) may struggle adapting to the social, behavioral, and academic demands of school, particularly those who engage in challenging behavior. Preventing challenging behavior early can promote positive outcomes for children and families. The Life Skills Program (LSP), adapted from Preschool Life Skills, aims to prevent challenging behavior in children with IDD. This study evaluated an instructional modification to the LSP—using spaced rather than massed practice—to enhance skill maintenance and classroom feasibility. Using a concurrent multiple baseline across skills design, we taught three preschoolers with IDD three school readiness skills (response to name, following one-step instructions, and hand raising). We observed functional relations in which intervention increased correct skill use for two participants; the third showed gains for two of three skills. Results provide initial support for spaced practice to promote maintenance.