Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability
Shepley, Sally Bereznak
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This study evaluated the effects video prompting when presented as teacher-delivered instruction (TDI) and when presented as student-delivered instruction (SDI) on skill acquisition for four females, ages 16-20, with an intellectual disability. An adapted alternating treatments design with baseline, comparison, replication, best (if applicable), and maintenance conditions was used to compare the two procedures. Results indicated that three participants were able to acquire a novel skill within a similar number of sessions and time with both TDI and SDI, while one participant only reached criterion levels of responding when a teacher provided instruction. Outcomes are discussed in terms of how teachers can adopt SDI as a pivotal skill, thereby increasing independence from instructors without eliminating dependence of a prompt.