EFFECTS OF PROXIMITY FADING AND TASK BREAKS ON GROUP RESPONDING DURING DIRECT INSTRUCTION FOR STUDENTS WITH AUTISM
1 online resource (159 pages) : PDF
University of North Carolina at Charlotte
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.
Autism Spectrum DisorderDirect InstructionGroup InstructionGroup RespondingMathematics
Test, DavidSpooner, FredFurr, Susan
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.
Copyright is held by the author unless otherwise indicated.