The effect of the simultaneous Prompting-Constant time delay instructional sequence on the teaching of early academic skills to students with intellectual disabilities

被引:0
作者
Aldosiry, Norah [1 ,2 ]
机构
[1] King Saud Univ, Coll Educ, Special Educ Dept, Riyadh, Saudi Arabia
[2] King Saud Univ, Special Educ Dept, Riyadh 123727941, Saudi Arabia
关键词
Constant time delay; Simultaneous prompting; Intellectual disability; Early academic skills; Delayed trials; Probe trials; Multiple-probe design; MODERATE; CHILDREN; LITERACY; MATHEMATICS;
D O I
10.1016/j.learninstruc.2022.101728
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study investigated the effectiveness of combining simultaneous prompting (SP) and constant time delay (CTD) (hereafter SP-CTD instructional sequence) in teaching early academic skills to five students with intel-lectual disabilities (ID). A multiple-probe design was used to examine the functional relationship between the SP and CTD instructional sequence and the acquisition of letter-sound correspondences and number recognition. The results showed the effectiveness of the procedure, as all students acquired their target skills in 7-12 sessions, with an average error rate of 8%. Maintenance effects were assessed at 2, 6, and 10 weeks after the intervention to measure participants' retention of these acquired skills. Three students preserved their skills with 100% ac-curacy, while two students did so with more than 90% accuracy. The data indicate that instruction consisting of probe trials, 0-s trials, and 5-s trials leads to improvements in early academic skills among students with ID.
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页数:8
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