Teaching gift wrapping skills in a quadruple instructional arrangement using constant time delay

This investigation evaluated the use of a quadruple instructional arrangeme nt in teaching gift-wrapping skills to four students with functional mental disabilities. The targeted gift wrapping skills included boxing the item, wrapping the box, and decorating the box. The trainer divided each skill in to four parts. For each of the three targeted skills each student received direct instruction on one part of the task analysis during each instruction al session, rotating through each of the four parts during subsequent instr uctional sessions. This allowed each student to have direct instruction on the entire chained task over the course of four instructional sessions. Stu dents received instruction using a constant time delay. A multiple probe de sign across skills and replicated across four students evaluated the effect iveness of the response prompting procedure within this teaching arrangemen t. The results indicated that three of the four students acquired the gift wrapping skills. In addition, the three students generalized the skills acr oss settings and materials with at least 94% accuracy.