Effectiveness and Efficiency of Constant-Time Delay and Most-to-least Prompt Procedures in Teaching Daily Living Skills to Children with Intellectual Disabilities

This study is aimed at comparing the effectiveness and efficiency of constant-time delay and most-to-least prompt procedures in teaching daily living skills to children with mental retardation. Adapted alternating treatment design was used. The outcome shows that both procedures were equally effecti...

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Bibliographic Details
Published in:Educational sciences : theory & practice 2012-01, Vol.12 (1), p.366
Main Author: Aykut, Cigil
Format: Article
Language:English
Subjects:
Children
Cooking Instruction
Daily Living Skills
Delay of Gratification
Elementary Schools
Foreign Countries
Generalization
Intellectual Disability
Maintenance
Mental Retardation
Program Effectiveness
Prompting
Rehabilitation Centers
Sewing Instruction
Skill Development
Special Education
Special Schools
Teaching Methods
Time on Task
Turkey
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Summary:This study is aimed at comparing the effectiveness and efficiency of constant-time delay and most-to-least prompt procedures in teaching daily living skills to children with mental retardation. Adapted alternating treatment design was used. The outcome shows that both procedures were equally effective in teaching the daily living skills. However, the most-to-least prompt procedure is more efficient than a constant-time delay procedure in terms of total training time, number of trials and training errors. Both strategies are found to have similar effectiveness in maintenance and generalization for daily living skills.
ISSN:1303-0485