A COMPARISON OF INDIVIDUAL AND SMALL-GROUP INSTRUCTION WITH SIMULTANEOUS PROMPTING FOR TEACHING THE CONCEPT OF COLOR TO CHILDREN WITH A MENTAL DISABILITY

In this study the aim was to examine the effectiveness of individual and small-group instruction with simultaneous prompting to teach the concept of color to 10 children aged between 4 and 12 years who had been assessed as being at a level of development between 37 and 48 months The single-subject research model of intersubject multiple probing was used. Data were gathered with a personal information form, the Gazi Early Childhood Development Assessment Tool (GECDAT, Temel, Ersoy, Avci, & Thrla, 2004), the Red/Yellow Color Concept Test (Alptekin, 2000), and the Blue/Green Color Concept Assessment Form designed for this research. It was found that simultaneous prompting was effective in teaching the concept of color via either individual and small-group instruction since all the children performed at a similar level and were successful in learning the colors.