{"title":"恒延时小组教学对智障学生数字识别技能的影响","authors":"Suha Alqahtani, Norah Aldosiry","doi":"10.36771/ijre.47.3.23-pp84-111","DOIUrl":null,"url":null,"abstract":"This study aims to examine the effectiveness of constant time delay (CTD) in a small group teaching arrangement implemented in distance learning on teaching identifying the names of numbers with two digits. A multiple probe design across subjects was used to assess the effect of CTD. Participants of the study were four elementary school students with intellectual disabilities. Maintenance and acquisition of non-target skills through observational learning was assessed. Results showed that all students acquired and maintained the target skills. Data of observational learning showed that students acquired some of the non-target skills. Keywords: Intellectual Disability، Constant Time Delay، Number Identification، Small-Group instruction, Distance Learning, Multiple Probe Design.","PeriodicalId":37080,"journal":{"name":"International Journal for Research in Vocational Education and Training","volume":"2 1","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effects of Using Constant Time Delay in Small Group Instruction to Teach Number Identification Skills to Students with Intellectual Disability\",\"authors\":\"Suha Alqahtani, Norah Aldosiry\",\"doi\":\"10.36771/ijre.47.3.23-pp84-111\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study aims to examine the effectiveness of constant time delay (CTD) in a small group teaching arrangement implemented in distance learning on teaching identifying the names of numbers with two digits. A multiple probe design across subjects was used to assess the effect of CTD. Participants of the study were four elementary school students with intellectual disabilities. Maintenance and acquisition of non-target skills through observational learning was assessed. Results showed that all students acquired and maintained the target skills. Data of observational learning showed that students acquired some of the non-target skills. Keywords: Intellectual Disability، Constant Time Delay، Number Identification، Small-Group instruction, Distance Learning, Multiple Probe Design.\",\"PeriodicalId\":37080,\"journal\":{\"name\":\"International Journal for Research in Vocational Education and Training\",\"volume\":\"2 1\",\"pages\":\"\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-08-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal for Research in Vocational Education and Training\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.36771/ijre.47.3.23-pp84-111\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal for Research in Vocational Education and Training","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.36771/ijre.47.3.23-pp84-111","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Effects of Using Constant Time Delay in Small Group Instruction to Teach Number Identification Skills to Students with Intellectual Disability
This study aims to examine the effectiveness of constant time delay (CTD) in a small group teaching arrangement implemented in distance learning on teaching identifying the names of numbers with two digits. A multiple probe design across subjects was used to assess the effect of CTD. Participants of the study were four elementary school students with intellectual disabilities. Maintenance and acquisition of non-target skills through observational learning was assessed. Results showed that all students acquired and maintained the target skills. Data of observational learning showed that students acquired some of the non-target skills. Keywords: Intellectual Disability، Constant Time Delay، Number Identification، Small-Group instruction, Distance Learning, Multiple Probe Design.