Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?

Abstract

The purpose of the present study was to analyze effectiveness of direct instruction method for teaching,
maintaining and generalizing time concepts for students with disabilities. It was also tested how many subaims should be thought for promoting generalization in this study. Participants included three students (one
boy and two girls) whose functioning levels ranged from mild to moderate disabilities. Their age range is
between 10 and 16. Effectiveness of direct instruction method was evaluated through the use of a multiple
probe design across behaviors and replicated across students. Results indicated that the direct instruction
method was successful in teaching targeted behaviors to all three children with disabilities. Students
maintained target behaviors at 100% accuracy 17 and 30 days after training and generalized responses across
real time materials. Limitations of the study and future research implications are discussed.