Effectiveness of Constant Time Delay Instruction with Error Correction in Teaching the Skill of Identifying the Numerals to Students with Intellectual Disability

Autor/inn/en	Sahbaz, Ümit; Katlav, Selda
Titel	Effectiveness of Constant Time Delay Instruction with Error Correction in Teaching the Skill of Identifying the Numerals to Students with Intellectual Disability
Quelle	3 (2018) 1, S.111-132 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2501-2428
Schlagwörter	Teaching Methods; Time Factors (Learning); Error Correction; Intellectual Disability; Mathematics Instruction; Mathematics Skills; Numeracy; Research Design; Special Education; Pilot Projects; Rehabilitation Centers; Young Children; Intervention + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Intellect; Disability; Disabilities; Verstand; Behinderung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Forschungsdesign; Special needs education; Sonderpädagogik; Sonderschulwesen; Pilot project; Modellversuch; Pilotprojekt; Rehabilitation center; Rehabilitation centre; Rehabilitation centres; Rehabilitationszentrum; Frühe Kindheit
Abstract	The purpose of this study was to investigate the effectiveness of constant time-delay instruction with error correction in teaching the skill of identifying the numerals (from 1 to 5) to students with light intellectual disability. The experimental design of this study was multiple-probe model with probe conditions across subjects which is one of the single-subject research models. While the dependent variable of the study was identifying the shown numerals on flash cards by subjects presented by researcher, the independent variable was constant time-delay method with error correction in the teaching of skill of telling the numerals. In this study, four students who have the diagnosis intellectual disability participated. One of the students took a place at the pilot implementation. The research process which was performed by the researcher was organized as instruction, probe, maintenance, generalization, and all sessions were proceed for all subjects as one-to-one instruction. It has been found that constant time-delay method with error correction was effective for the skill of identifying numerals by students with light intellectual disability. Additionally, it was seen that learned skill after the end of the instruction was maintained and generalized with different materials and conditions. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01