The Effectiveness of the Combination of Visual Prompt-Fading and Direct Instruction Method in Teaching Pattern Building Skills to Students with Intellectual Disabilities

Meryem Uçar Rasmussen,Müzeyyen Eldeniz Çetin

doi:10.11114/jets.v7i11.4472

Meryem Uçar Rasmussen, Müzeyyen Eldeniz Çetin

Open Access

https://doi.org/10.11114/jets.v7i11.4472

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Abstract

The aim of this study was to examine the effectiveness of the combination of visual prompt-fading and direct instruction method in teaching pattern building skills to students with intellectual disabilities. Three students at the age of six and seven diagnosed with intellectual disabilities and enrolled in a full-time inclusion program participated in the study, and multiple-probe design across subjects used to conduct the research. The dependent variable of the study was the participants' level of ability to build a pattern, and the independent variable was the combination of visual prompt-fading and direct instruction method. The data has been collected using tool sets and worksheets consisting of objects and object images. Graphical analysis technique has been utilized for data analysis. The findings of the study showed that a combination of visual prompt-fading and direct instruction method was effective in teaching pattern building skills to students with intellectual disabilities, but it was limited in terms of the generalization of these skills.

Highlights

Mathematics is one of the most important disciplines in our lives and it is an essential part of education in school years
When the data collected during the baseline phase and the intervention phase were compared, it was seen that his percentage of correct responses increased sharply and met the criteria (75% and above); the participant was able to realize the target skills without any prompts
The purpose in this study was to evaluate the effectiveness of the combination of visual prompt-fading and direct instruction method in teaching pattern building skills to individuals with intellectual disabilities

Summary

Introduction

Mathematics is one of the most important disciplines in our lives and it is an essential part of education in school years. Many researchers point out that pattern is the cornerstone of mathematics and the basis on which all other subjects are built (Liljedahl, 2004; Papic, 2007); it is the first step in algebraic thinking, as well (McGarvey, 2012). There are plenty of living patterns waiting for young children to discover. Patterning is an essential skill in early mathematics learning, especially in the development of spatial awareness, sequencing and ordering, comparison and classification. This skill is incorporate the ability to identify and describe characteristics of objects and their similarities and differences (Papic, 2007)

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