A Comparison of Individual Versus Dyadic Instructional Arrangements with Young Children Identified as Autistically Impaired
Date of Award
Specialist in Education
Dr. Kristal E Ehrhardt
Masters Thesis-Campus Only
The purpose of this study was to compare the effects of individual and dyadic instruction with young children identified as Autistically Impaired. Following dyadic instruction, learning probes were administered to assess the amount of observational learning. Additionally, learning probes measuring maintenance and generalization of responses learned through individual instruction, dyadic instruction, and observational learning were administered. Results indicate that similar amounts of learning occurred for three out of four participants when comparing the effects of individual instruction and dyadic instruction. The same three participants responded correctly to at least half of the presentations of their peers' stimuli, demonstrating observational learning. Maintenance and generalization probes revealed mixed results for those whom attrition from the study did not effect. These results are discussed, in addition to implications for training and practice and suggestions for future research.
Liebek, Dawn Michelle, "A Comparison of Individual Versus Dyadic Instructional Arrangements with Young Children Identified as Autistically Impaired" (2000). Masters Theses. 3458.