Effects of Teaching Different Tasks in Group versus Individual Training Formats with Severely Handicapped Individuals

Abstract

An alternating treatments design was employed to compare the effectiveness of two group-training formats relative to individual training in teaching three severely handicapped adults to identify Bliss symbols. In one group format, each individual learned the same symbols; whereas, each learned different symbols in the other group format. Results indicated either equivalent or faster acquisition in group training than in individual training only when the same symbols were taught to each group member. When different symbols were taught to each member of the group, acquisition was slower than during individual training. Each student also demonstrated observational learning of some symbols being taught to other members of the group. Results are discussed in terms of their implications for using group training as a practical and efficient alternative to individualized instruction in classroom situations.