Most Suitable Intertrial Interval for Teaching Children with Intellectual Disabilities One-on-One : Intertrial Interval and On-Task and Off-Task Responses

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  • 知的障害児の個別指導における最適な試行間間隔の設定 : 課題遂行反応と逸脱反応に及ぼす効果から
  • チテキ ショウガイジ ノ コベツ シドウ ニ オケル サイテキナ シコウカン カンカク ノ セッテイ カダイ スイコウ ハンノウ ト イツダツ ハンノウ ニ オヨボス コウカ カラ

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Abstract

Study objective: The present study aimed to identify the most suitable intertrial interval (ITI) for one-on-one teaching of children with intellectual disabilities. Design: A reversal (B-A1-B-A2-B) design was used. Setting: The sessions were conducted in a room at a university. Participants: The 2 participants were an 8- and a 10-year-old male with intellectual disabilities. Independent Variable: Participants were exposed to 3 different intertrial interval conditions in 2 conditions, either high or low relative difficulty of matching task. During no-delay (ND) sessions, there was no delay between the participant's on-task response and the instructor's presentation of the teaching materials for the next trial. During count-3-delay (3D) and count-5-delay (5D) sessions, the instructor counted to 3 or 5 and then presented the teaching materials for the next trial. Measures: Per cent of on-task responses latencies less than 2 sec and per cent of off-task responses were measured. Results: For both boys, the per cent of on-task responses latencies less than 2 sec was almost higher in the no-delay condition than in the count-3-delay and count-5-delay conditions. Per cent of off-task responses was higher in the count-3-delay and count-5-delay conditions than in the no-delay condition. Conclusion: Effects of intertrial interval on on-task and off-task responses were confirmed experimentally with the 2 elementary-school-age boys with intellectual disabilities. We concluded that a no-delay (intertrial interval=0 seconds) condition is the most suitable for enhancing on-task responses and preventing off-task responses in children with intellectual disabilities.

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