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ERIC Number: EJ1016622
Record Type: Journal
Publication Date: 2014-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-2154-1647
Comparison of Direct Instruction and Simultaneous Prompting Procedure on Teaching Concepts to Individuals with Intellectual Disability
Celik, Semiha; Vuran, Sezgin
Education and Training in Autism and Developmental Disabilities, v49 n1 p127-144 Mar 2014
The purpose of this study was to compare the efficiency, effectiveness, maintenance effects and social validity of two instructional methods, Direct Instruction and Simultaneous Prompting Procedure, on teaching concepts (long, old, few and thick) using a parallel treatments design. All sessions were conducted at a private special education center in a one to one teaching arrangement. Results showed that (a) both direct instruction and simultaneous prompting procedures were effective on three of four participants, while direct instruction was effective on one of participants, (b) simultaneous prompting procedure was found more efficient than direct instruction procedure in terms of the number of trials and incorrect responses, (c) participants maintained concepts at the first, third and the fifth weeks following the intervention, and (d) social validity data supported results of the study. Limitations and future implications for research and practice were also discussed.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A