| There has been limited research when comparing one to one and small group teaching formats within inclusive preschool classrooms. This research study utilized an adapted alternating treatment design within a multiple probe design to compare one to one and small group instruction while embedding the constant time delay teaching strategy to teach object identification. Three 3-year old children who have significant disabilities participated. Results indicated that acquisition of target stimuli were acquired more rapidly in the one to one format for two children and small group for the other child. All target stimuli were acquired with 100% accuracy across both teaching formats. All children maintained and generalized all target stimuli at high levels of accuracy.Keywords: adapted alternating treatment design, significant disabilities, preschool, activity based instruction, and constant time delay... |
