The issue of pup versus one-to-one instruction and training is explored through a review of relevant reseanh in this area. Distinctions between the concept of individualized instruction and one-to-one instruction are presented Discussion of the research focuses on the concerns of effectiveness, eficiency, and social benfits. Implications for educational programming and fiture research are presented.
Get full access to this article
View all access options for this article.
References
1.
Alberto, P., Jobes, N., Sizemore, A., & Doran, D. (1980). A comparison of individual and group instruction across response tasks. Journal of the Association for the Severely Handicapped, 5, 285–293.
2.
Algozzine, B., Mirkin, P., Thurlow, M., & Graden, J. (1981, October). Opportunity to learn as a function of what your teacher thinks of you—practice, practice, practice: An update on the work of the Minnesota Research Institute. Paper presented at the Third Annual Conference of the Council for Learning Disabilities, Houston, TX.
3.
Becker, W. C. (1977). Teaching reading and language to the disadvantaged: What have we learned from field research. Harvard Educational Review, 47, 518–543.
4.
Becker, W. C., & Carnine, D. W. (1980). Direct instruction. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 3, pp. 429–473). New York: Plenum.
5.
Biberdorf, J. R., & Pear, J. J. (1977). Two-to-one versus one-to-one student-teacher ratios in the operant verbal training of retarded children. Journal of Applied Behavior Analysis, 10, 506.
6.
Borus, J. F., Greenfield, S., Spiegel, B., & Daniels, G. (1973). Establishing imitative speech employing operant techniques in a group setting. Journal of Speech and Hearing Disorders, 38, 533–541.
7.
Brown, L., Hermanson, J., Klemme, H., Hanbrich, P., & Ora, J. P. (1970). Using behavior modification principles to teach sight vocabulary. Teaching Exceptional Children, 2, 120–128.
8.
Brown, L., & Perlmutter, L. (1971). Teaching functional reading to trainable level retarded students. Education and Training of the Mentally Retarded, 6, 74–84.
9.
Bryan, T. (1983, October). The hidden curriculum: Social and communication skills. Paper presented at Lynchburg College, Lynchburg, VA.
10.
Denham, C., & Lieberman, A. (1980). Time to learn. Washington, DC: National Institute of Education.
11.
Elium, M. D., & McCarver, R. B. (1980). Group vs. individual training on a self-help skill with the profoundly retarded. (ERIC Document Reproduction Service No. ED 223 060)
12.
Favell, J. E., Favell, J. E., & McGimsey, J. F. (1978). Relative effectiveness and efficiency of group vs. individual training of severely retarded persons. American Journal of Mental Deficiency. 83, 104–109.
13.
Faw, G. D., Reid, D. H., Schepis, M. M., Fitzgerald, J. R., & Welty, P. A. (1981). Improving institutional staff in the development and maintenance of sign language skills with profoundly retarded persons. Journal of Applied Behavior Analysis, 14, 411–423.
14.
Fink, W. T., & Sandall, S. R. (1978). One-to-one vs. group academic instruction with handicapped and nonhandicapped preschool children. Mental Retardation, 16, 236–240.
15.
Fink, W. T., & Sandall, S. R. (1980). A comparison of one-to-one and small group instructional strategies with developmentally disabled preschoolers. Mental Retardation, 18, 34–35.
16.
Frankel, F., & Graham, V. (1976). Systematic observation of classroom behavior of retarded and autistic preschool children. American Journal of Mental Deficiency, 81, 73–84.
17.
Gottlieb, J., & Leyser, Y. (1981). Facilitating the social mainstreaming of retarded children. Exceptional Education Quarterly, 1(4), 57–69.
18.
Gregory, R. P., Hackney, C., & Gregory, N. M. (1982). Corrective reading programme: An evaluation. British Journal of Educational Psychology, 52, 33–50.
19.
Gresham, F. M. (1982). Misguided mainstreamining: The case for social skills training with handicapped children. Exceptional Children, 48, 422–433.
20.
Handleman, J. S., & Harris, S. L. (1983). A comparison of one-to-one versus couplet instruction with autistic children. Behavioral Disorders, 9, 22–26.
21.
Jenkins, J. R., Mayhall, W. F., Peschka, C. M., & Jenkins, J. M. (1974). Comparing small group and tutorial instruction in resource rooms. Exceptional Children, 40, 245–251.
22.
Johnson, J. L., Flanagan, K., Burge, M. E., Kaufman-Debriere, S., & Spellman, C. R. (1980). Interactive individualized instruction with small groups of severely handicapped students. Education and Training of the Mentally Retarded, 15, 230–237.
23.
Kazdin, A. E., & Erickson, L. M. (1975). Journal of Behavior Therapy and Experimental Psychiatry, 6, 17–21.
24.
Koegel, R. L., & Rincover, A. (1974). Treatment of psychotic children in a classroom environment: I. Learning in a large group. Journal of Applied Behavior Analysis, 7, 45–59.
25.
Kohl, F. L., Wilcox, B. L., & Karlan, G. R. (1978). Effects of training conditions on the generalization of manual signs with moderately handicapped students. Education and Training of the Mentally Retarded, 13, 327–335.
26.
Martino, L., & Johnson, D. W. (1979). Cooperative and individualistic experiences among disabled and normal children. The Journal of Social Psychology, 107, 177–183.
27.
Matson, J. L., DiLorenzo, T. M., & Esveldt-Dawson, K. (1981). Independence training as a method of enhancing self-help skills acquisition of the mentally retarded. Behavior Research and Therapy, 19, 399–405.
28.
Oliver, P. R. (1983). Effects of teaching different tasks in group versus individual training formats with severely handicapped individuals. Journal of the Association for the Severely Handicapped, 8, 79–91.
29.
Oliver, P. R., & Scott, T. L. (1981). Group versus individual training in establishing generalization of language skills with severely handicapped individuals. Mental Retardation, 19, 285–289.
30.
Orelove, F. P. (1982). Acquisition of incidental learning in moderately and severely handicapped adults. Education and Training of the Mentally Retarded, 17, 131–136.
31.
Payne, J. S., Polloway, E. A., Smith, J. E., & Payne, R. A. (1981). Strategies for teaching the mentally retarded (2nd ed.). Columbus, OH: Charles E. Merrill.
32.
Quay, H. C. (1966). Empirical-experimental approach to the nature and remediation of conduct disorders of children. (ERIC Document Reproduction Service No. ED 021 896).
33.
Ranieri, L., Ford, A., Vincent, L., & Brown, L. (1984). 1:1 versus 1:3 instruction of severely multihandicapped students. Remedial and Special Education, 5(5), 23–28.
34.
Reid, D. H., & Favell, J. E. (1984). Group instruction with persons who have severe disabilities: A critical review. Journal of the Association for Persons with Severe Handicaps, 9, 167–177.
35.
Rincover, A., & Koegel, R. L. (1977). Classroom treatment of autistic children: II. Individualized instruction in a group. Journal of Abnormal Child Psychology, 5, 113–126.
36.
Semmel, M. I., & Cheney, C. O. (1979). Social acceptance and self-concept of handicapped pupils in mainstreamed environments. Education Unlimited, 1(2), 65–68.
37.
Slavin, R. E. (1983). Cooperative learning. New York: Longman.
38.
Slavin, R. E. (1984). Team assisted individualization: Cooperative learning and individualized instruction in the mainstreamed classroom. Remedial and Special Education, 5(6), 33–42.
39.
Slavin, R. E., Madden, N. A., & Leavey, M. (1984). Effects of cooperative learning and individualized instruction on mainstreamed students. Exceptional Children, 50, 434–443.
40.
Smith, M., & Meyers, A. (1979). Telephone skills training for retarded adults: Group and individual demonstrations with and without verbal instruction. American Journal of Mental Deficiency, 83, 581–587.
41.
Stevens, R., & Rosenshine, B. (1981). Advances in research on teaching. Exceptional Education Quarterly, 2(1), 1–9.
42.
Storm, R. H., & Willis, J. H. (1978). Small group training as an alternative to individual programs for profoundly retarded persons. American Journal of Mental Deficiency, 83, 283–288.
43.
Strain, P. (1975). Increasing social play of severely retarded preschoolers with socio-dramatic activities. Mental Retardation, 13(6), 7–9.
44.
Thurlow, M. L., Ysseldyke, J. E., Graden, J. L., & Algozzine, B. (1983). What's “special” about special education resource rooms for learning disabled students? Learning Disability Quarterly, 6, 283–288.
45.
Westling, D. L., Ferrell, K., & Swenson, K. (1982). Intraclassroom comparison of two arrangements for teaching profoundly mentally retarded children. American Journal of Mental Deficiency, 86, 601–608.
