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Research Article 
EEO. 2012; 11(3): 829-844


Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?

Binyamin Birkan.

Abstract
The purpose of the present study was to analyze effectiveness of direct instruction method for teaching, maintaining and generalizing time concepts for students with disabilities. It was also tested how many subaims should be thought for promoting generalization in this study. Participants included three students (one boy and two girls) whose functioning levels ranged from mild to moderate disabilities. Their age range is between 10 and 16. Effectiveness of direct instruction method was evaluated through the use of a multiple probe design across behaviors and replicated across students. Results indicated that the direct instruction method was successful in teaching targeted behaviors to all three children with disabilities. Students maintained target behaviors at 100% accuracy 17 and 30 days after training and generalized responses across real time materials. Limitations of the study and future research implications are discussed.

Key words: Direct instruction, time concepts, and students with disabilities


 
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How to Cite this Article
Pubmed Style

Binyamin Birkan. Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?. EEO. 2012; 11(3): 829-844.


Web Style

Binyamin Birkan. Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?. https://ilkogretim-online.org/?mno=123275 [Access: April 04, 2022].


AMA (American Medical Association) Style

Binyamin Birkan. Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?. EEO. 2012; 11(3): 829-844.



Vancouver/ICMJE Style

Binyamin Birkan. Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?. EEO. (2012), [cited April 04, 2022]; 11(3): 829-844.



Harvard Style

Binyamin Birkan (2012) Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?. EEO, 11 (3), 829-844.



Turabian Style

Binyamin Birkan. 2012. Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?. Elementary Education Online, 11 (3), 829-844.



Chicago Style

Binyamin Birkan. "Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?." Elementary Education Online 11 (2012), 829-844.



MLA (The Modern Language Association) Style

Binyamin Birkan. "Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?." Elementary Education Online 11.3 (2012), 829-844. Print.



APA (American Psychological Association) Style

Binyamin Birkan (2012) Teaching, Maintaining and Generalizing Time Concepts for Students with Disabilities: How Many Sub-Aims Should be Thought?. Elementary Education Online, 11 (3), 829-844.








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