The effectiveness of a group discrete trial instructional approach for preschoolers with developmental disabilities

Group behavioral classroom instruction for children with developmental disa bilities has been shown to allow for increased efficiency, approximation to naturalistic arrangements, and enhanced opportunity for interaction, socia l teaching and observational learning. This study examines the effectivenes s of a group instructional extension of one to one discrete trial teaching, which involves the overlapping of trials between students along with the u se of sequential and choral group teaching. A multiple baseline design acro ss tasks was employed to examine the effectiveness of the group instruction al approach in promoting acquisition of educational skills among preschoole rs with autism and other developmental disabilities. A time sample interval assessment of components of the group instruction was also conducted. The approach was demonstrated to consistently increase correct responding acros s the task areas. Results are discussed in terms of the advantages of the g roup instructional approach as an adjunct to one to one discrete trial inst ruction. (C) 2001 Elsevier Science Ltd. All rights reserved.