Effectiveness of Teaching Place Names in English to Students with Intellectual Disabilities through Antecedent Prompt and Test Procedure
Authors
Özge Ünlü
Ministry of National Education, Eskişehir Şehit Mutlu Yıldırım Secondary School
Author
Nevin Güner Yıldız
Eskişehir Osmangazi University, Faculty of Education, Department od Special Education
Author
Keywords:
Teaching through antecedent prompt and test procedure, Intellectual disabilities, Teaching English vocabulary, Place names, Foreign language
Abstract
This study explored the effectiveness of teaching place names in English to students with intellectual disabilities by utilizing antecedent prompt and test procedure. Three subjects with mild intellectual disability participated in the study. Multiple probe design, which is a single subject research model, was used in the study to determine the effectiveness of antecedent prompt and test procedure in teaching place names in English to the subjects. Research findings demonstrated that antecedent prompt and test procedure was effective in teaching the target behaviors to the three subjects. Students were found to maintain the target behaviors with high accuracy in the 19th and 29th days after teaching. Two subjects generalized the target behaviors to individuals, settings and instruments at a rate of 96% while this rate was found to be 87% for the other subject. The study concludes with the limitations of the study and suggestions for future studies.
