Abstract
The two experiments in this study compared the effectiveness of individual teaching and room management conditions in increasing the amount of time spent providing individual tuition to two groups of adult students with mental handicaps. Although such tuition was increased in the individual teaching condition, this was at the expense of other important aspects of staff and student performance. Suggestions are made for overcoming some of these difficulties, and a call for further examination of current reliance on small group situations as the primary vehicle for student teaching is made.
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