A comparison of one-to-one and group teaching instructional methods across classrooms serving students with autism and other developmental disabilities

Abstract

Research on the effectiveness of small group instructional formats with children who have autism and developmental disabilities has received mixed results in the research literature (e.g., Reid & Favell, 1984). The purpose of this study was to address the inconsistencies in this literature by comparing small group instruction with one-to-one instruction for a variety of teachers, students, and settings. Forty-one students in six classrooms ranging in age from 5-20 years old participated in the study, with 27 serving as experimental group participants and 14 as control group participants. Specifically, the study investigated academic gains using pre and posttest measures of task acquisition, on-task and self-stimulatory behavior levels, correct responding, and frequencies of teacher behaviors during one-to-one and small group formats. Results from the non-equivalent control group design with repeated measures indicated that students taught in small groups learned more material than those receiving only one-to-one instruction. No significant differences were found for levels of on-task or self-stimulatory behaviors between the two formats. Teacher behavior did not differ significantly across the teaching formats. These results indicate that small group formats are a viable, effective teaching format across curriculum areas. The successful application for this number of students and teachers in natural learning environments provides important documentation for the utility and practicality of small group instruction