Children with developmental disabilities are trained using different teaching arrangements. One of these arrangements is called small-group teaching. It has been ascertained that a small-group teaching arrangement is more effective than a one-to-one teaching arrangement. In that sense, teaching academic skills to pre-school children in small-group…

Many studies have shown that small-group direct instruction is effective and efficient for teaching students with and without disabilities, although relatively few studies have been conducted with heterogeneous groups of preschool participants. In addition, previous studies have primarily assessed whether observational learning occurred for…

The study employed a multiple probe design to investigate the effects of computer-based instruction (CBI) and a forward chaining procedure to teach manual spelling of words to three young adults with moderate intellectual disability in a small group arrangement. The computer-based program included a tablet PC whereby students wrote words directly…

The purpose of the present study was to examine if video modeling was an effective way of teaching sociodramatic play skills to individuals with autism in a small group arrangement. Besides maintenance, observational learning and social validation data were collected. Three 9 year old boys with autism participated in the study. Multiple probe…

A multiple-probe design across response chains and students was used to evaluate the combined instructional effects of progressive time delay, general case training, and observational learning on the food and drink preparation skills of three children with autism. All instruction was delivered in a group learning arrangement. The data suggested…

This investigation examined the effectiveness of teaching letter sounds in a small group arrangement using computer-assisted instruction with SMART Board technology and a 3s constant time delay procedure to three students with learning disabilities. A multiple probe design across letter sound sets and replicated across students evaluate the…

Eight students (ages 9-12) with mild mental retardation were instructed in sight-word reading in 2 small groups. Results showed that the time delay procedure was effective, that students learned other students' words through observation, and that students learned some incidental information. (Author/JDD)

Three children (ages 10-13) with moderate mental retardation were taught, in a triad, to perform chained snack preparation tasks, with each student being directly taught one task and the other two observing. Results indicated that each student learned the skill taught directly and nearly all of the steps of the chains observed. (Author/JDD)

Two dyads of students (ages 10-12) with moderate mental retardation were taught domestic and vocational chained tasks, with each student of each dyad being taught just a part of the task. Results indicated that constant time delay was effective, and all students learned a substantial amount of their partners' tasks through observation. (Author/JDD)

Three elementary students with mental retardation were taught math facts during small group instruction in a regular classroom, using unrelated instructional feedback (sight word vocabulary cards). Results found that all students learned their targeted stimuli, some of their unrelated stimuli, and some of their peers' target stimuli through…

Three fifth grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words using constant time delay in a small-group instructional arrangement and were assessed on ability to recognize, spell, and define both their own target words and observational words. The procedure was effective in establishing…

Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…

Constant time delay was found to be an effective strategy in teaching targeted facts to four secondary-age students with mild and moderate mental retardation. Students also learned other students' target facts through observation and learned incidental information embedded in the consequent event following correct responding. (Author/JDD)

Effects of constant time delay, observational learning opportunities, and differential attentional cuing were examined during small-group instruction of three elementary students with mental retardation or at risk for learning problems. Findings support the salience of time delay in facilitating word acquisition in heterogeneous groups, and a…

This study compared effects of two variations of the constant-time-delay (CTD) procedure on the observational learning of content area vocabulary by seven primary grade students with learning disabilities in a small group instructional setting. Both conditions (every student writes all words or only target student writes) were equally effective…