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. 1992 Fall;25(3):701–712. doi: 10.1901/jaba.1992.25-701

An analysis of a group teaching procedure for persons with developmental disabilities.

A C Repp 1, K G Karsh 1
PMCID: PMC1279752  PMID: 1429321

Abstract

This study evaluated whether a concurrent group teaching procedure, in which all students respond simultaneously, could be used for persons with moderate or severe mental retardation. The teaching procedure used was the Task Demonstration Model, a program based on stimulus-control research and the fading techniques of behavioral psychology. Three teachers and three groups of students participated. Results showed that the teachers increased their rates of questions and instructions, positive feedback, and use of functional materials, but they reduced their rate of prompts to almost zero. Students increased their percentage and rate of correct responding as well as their engaged time. In addition, maladaptive responding, for which there were never any direct consequences, decreased from 45% to 10% for 8 of the 14 students. Results are discussed primarily in two areas: (a) changing stimulus control from teacher prompts to critical elements of the items being taught, and (b) reasons for the reduction of maladaptive behavior for 8 of the subjects.

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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