The Effectiveness of the Combination of Visual Prompt-Fading and Direct Instruction Method in Teaching Pattern Building Skills to Students with Intellectual Disabilities

Abstract

The aim of this study was to examine the effectiveness of the combination of visual prompt-fading and direct instruction method in teaching pattern building skills to students with intellectual disabilities. Three students at the age of six and seven diagnosed with intellectual disabilities and enrolled in a full-time inclusion program participated in the study, and multiple-probe design across subjects used to conduct the research. The dependent variable of the study was the participants' level of ability to build a pattern, and the independent variable was the combination of visual prompt-fading and direct instruction method. The data has been collected using tool sets and worksheets consisting of objects and object images. Graphical analysis technique has been utilized for data analysis. The findings of the study showed that a combination of visual prompt-fading and direct instruction method was effective in teaching pattern building skills to students with intellectual disabilities, but it was limited in terms of the generalization of these skills.