1:1 Versus 1:3 Instruction of Severely Multihandicapped Students

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.