1:1 Versus 1:3 Instruction of Severely Multihandicapped Students
- 1 September 1984
- journal article
- research article
- Published by SAGE Publications in Remedial and Special Education
- Vol. 5 (5), 23-28
- https://doi.org/10.1177/074193258400500506
Abstract
This study investigated how the responses of three multihandicapped students differed in 1:1 and 1:3 arrangements. Data were collected on the motoric responses made by each student during a 45-minute snack session. In the 1:3 arrangements, the teacher instructed the students concurrently. In the 1:1 arrangements, each student was provided with 1:1 instruction for a portion of the 45-minute session and was wheeled to a free time area for the remaining portion. Results indicated that the students made more task-relevant responses and fewer counterproductive responses during the 1:3 than during the 1:1 arrangements when the data from the free time portions were included in the analysis.Keywords
This publication has 2 references indexed in Scilit:
- DEVELOPMENT OF SPONTANEOUS MANDING IN LANGUAGE DEFICIENT CHILDRENJournal of Applied Behavior Analysis, 1980
- TWO‐TO‐ONE versus ONE‐TO‐ONE STUDENT‐TEACHER RATIOS IN THE OPERANT VERBAL TRAINING OF RETARDED CHILDREN1Journal of Applied Behavior Analysis, 1977