EFFECTS OF PROXIMITY FADING AND TASK BREAKS ON GROUP RESPONDING DURING DIRECT INSTRUCTION FOR STUDENTS WITH AUTISM

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Thompson, J. (2014). EFFECTS OF PROXIMITY FADING AND TASK BREAKS ON GROUP RESPONDING DURING DIRECT INSTRUCTION FOR STUDENTS WITH AUTISM. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The purpose of this study was to investigate the effects of proximity fading and task breaks on responding during small group Direct Instruction in mathematics with students with ASD and the extent to which students demonstrate academic accuracy and generalization of responding. Using a multiple probe across participants design no functional relation was identified between group responding and proximity fading and task breaks. All students demonstrated improvement in mathematics performance from pre-test to posttest. Social validity indicated "strongly agree" for group responding instruction and "strongly disagree" for mathematics curriculum with regards to pacing of instruction and amount of language demands placed on participants. Future research on optimal group size, prerequisite skills required for effective group participation, and longer duration of DI mathematics instruction on skill acquisition is suggested.

Details
Author

Thompson, Julie

Title

EFFECTS OF PROXIMITY FADING AND TASK BREAKS ON GROUP RESPONDING DURING DIRECT INSTRUCTION FOR STUDENTS WITH AUTISM

Physical Description

1 online resource (159 pages) : PDF

Date

2014

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The purpose of this study was to investigate the effects of proximity fading and task breaks on responding during small group Direct Instruction in mathematics with students with ASD and the extent to which students demonstrate academic accuracy and generalization of responding. Using a multiple probe across participants design no functional relation was identified between group responding and proximity fading and task breaks. All students demonstrated improvement in mathematics performance from pre-test to posttest. Social validity indicated "strongly agree" for group responding instruction and "strongly disagree" for mathematics curriculum with regards to pacing of instruction and amount of language demands placed on participants. Future research on optimal group size, prerequisite skills required for effective group participation, and longer duration of DI mathematics instruction on skill acquisition is suggested.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

Autism Spectrum Disorder
Direct Instruction
Group Instruction
Group Responding
Mathematics

Subject Area

Special Education

Advisor(s)

Wood, Charles

Committee Members

Test, David
Spooner, Fred
Furr, Susan

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Thompson_uncc_0694D_10614

Permalink

http://hdl.handle.net/20.500.13093/etd:1692