A comparison of individual and small-group instruction with simultaneous prompting for teaching the concept of color to children with a mental disability

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Hale Dere Ciftci
Z. Fulya Temel
Cite this article:  Dere Ciftci, H., & Temel, Z. (2010). A comparison of individual and small-group instruction with simultaneous prompting for teaching the concept of color to children with a mental disability. Social Behavior and Personality: An international journal, 38(4), 479-494.


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In this study the aim was to examine the effectiveness of individual and small-group instruction with simultaneous prompting to teach the concept of color to 10 children aged between 4 and 12 years who had been assessed as being at a level of development between 37 and 48 months. The single-subject research model of intersubject multiple probing was used. Data were gathered with a personal information form, the Gazi Early Childhood Development Assessment Tool (GECDAT; Temel, Ersoy, Avci, & Turla, 2004), the Red/Yellow Color Concept Test (Alptekin, 2000), and the Blue/Green Color Concept Assessment Form designed for this research. It was found that simultaneous prompting was effective in teaching the concept of color via either individual and small-group instruction since all the children performed at a similar level and were successful in learning the colors.

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