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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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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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creator	Aykut, Cigil
description	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.
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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
title	Effectiveness and Efficiency of Constant-Time Delay and Most-to-least Prompt Procedures in Teaching Daily Living Skills to Children with Intellectual Disabilities
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