TEACHING ADDITION AND SUBTRUCTION VIACONSTANTTIME DELAYPROCEDURE TO ASTUDENTWITH INTELLECTUAL DISABILITIES

Gonul K›rcaali €¹ftar, Yasemin Ergenekon and Ayten Uysal ()
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Ayten Uysal: Anadolu University

Anadolu University Journal of Social Sciences, 2008, vol. 8, issue 1, 309-320

Abstract: Functional academic skills need to be taught to students with intellectual disabilities in order to prepare them for independent living. Functional academic skills arethose utilized for implementing daily living activities. Basic math (money, time, facts) and reading-writing are functional skills for every child. The literature suggests that constant time delay procedure can be used for teaching chained math skills just like it is used for teaching some discrete math skills. It was aimed to evaluate the effects of constant time delay procedure on teaching basic addition and subtraction skills to a student with mild intellectual disabilities in this study. In order to analyze the effects of constant time delay on teaching basic addition and subtraction skills, multiple baseline design across behaviors which is a type of single-subject designs was utilized. It was found that the subject was able to attain and maintain the addition and subtraction steps taught to him via constant time delay procedure. The research data were collected based on the steps of the task analyses completed correctly rather than based on the results of the calculations. The effects of constant time delay procedure on teaching other math skills can be examination in the future research. Moreover, the efficiency of the constant time delay procedure in addition to its effectiveness can be analyzed in comparison to other errorless teaching procedures.

Keywords: Constant time delay; errorless teaching; math skills; chained tasks; intellectual disabilities; multiple baseline design. (search for similar items in EconPapers)
JEL-codes: Z00 (search for similar items in EconPapers)
Date: 2008
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