Volume 30, Issue 1, 2021
DOI: 10.24205/03276716.2020.2095
Comparison of the Effectiveness of Teaching with Simultaneous Prompting Procedure of Spatial Concepts to Students with Intellectual Disabilities with and without Tablet
Abstract
The purpose of this study is to compare the effectiveness and efficiency of simultaneous prompting procedure offered with or without tablet in the teaching of spatial concepts to students with mild intellectual disability. Parallel to this objective, a mobile learning
software was prepared in mobile devices using simultaneous prompting procedure method in the teaching of spatial concepts. In the study, adapted transform applications model, one of the single-subject research methods, was used. The dependent variables
of the research were the concepts of on-out, in-behind, in front of under, and the independent variables were the simultaneous prompting procedure offered using a tablet and a simultaneous prompting procedure offered without tablet. All sessions were held
in a special education center with one-to-one teaching arrangement. According to the results of the research, it was determined that the simultaneous prompting procedure offered via tablet was more effective in two of the three participants, and both teaching practices were equally effective in one of the participants. It has been found that teaching using tablet is more efficient in terms of number than the simultaneous prompting procedure. It was determined that two of the participants maintained the concepts in the first, third and fifth weeks following the application. Social validity data were found to
support the results of the study
Keywords
Concept teaching, tablet, simultaneous prompting procedure, adapted alternating treatments model