This investigation examines whether the acquisition of three response tasks would differ significantly in individual and group instruction formats. Severely handicapped students were instructed in the receptive understanding of prepositions, color discrimination, and dressing skills. The results demonstrate no significant difference in acquisition of prepositions and color discrimination between instructional formats, but a significant difference in favor of individual instruction is demonstrated for the dressing skills.
Get full access to this article
View all access options for this article.
References
1.
AlbertoP.The effects of familiarization and modes of instruction upon incidental learning in moderately retarded subjects. Dissertation Abstracts International, 1977, 37, 4272A–4273A.
DeverR.TALK: Teaching the American language to kids. Columbus, Ohio: Charles E. Merrill, 1978.
4.
FavellJ.FavellJ.McGimseyJ.Relative effectiveness and efficiency of group vs. individual training of severely retarded persons. American Journal of Mental Deficiency, 1978, 83, 104–109.
5.
KoegelR.RincoverA.Treatment of psychotic children in a classroom environment: I. Learning in a large group. Journal of Applied Behavior Analysis, 1974, 7, 45–59.
6.
KohlF.WilcoxB.KarlanG.Effects of training conditions on the generalization of manual signs with moderately handicapped students. Education and Training of the Mentally Retarded, 1978, 13, 327–334.
7.
MillerJ.YoderD.An ontogenetic language teaching strategy for retarded children. In SchiefelbuschR.LloydL. (Eds.), Language perspectives: Acquisition, retardation, and intervention. Baltimore: University Park Press, 1974.
8.
RincoverA.KoegelR.Classroom treatment of autistic children: II. Individualized instruction in a group. Journal of Abnormal Child Psychology, 1977, 5, 113–125.
9.
StormR.WillisJ.Small-group training as an alternative to individual programs for profoundly retarded persons. American Journal of Mental Deficiency, 1978, 83, 283–288.
10.
UlmanJ.Sulzer-AzaroffB.Multielement baseline design in educational research. In RampE.SembG. (Eds.), Behavior analysis: Areas of research and application. Englewood Cliffs, N.J.: Prentice-Hall, 1975.
