The effectiveness of teaching with progressive time delay on emergency phone number to individuals with intellectual students

The aim of this study was to investigate the effectiveness of teaching with progressive time delay on emergency phone number to students with intellectual disabilities. Three students with mild intellectual disabilities ages ranging from years 11 to 13 participated in the study. Multiple probe design across participants was used in this study. The dependent variable of this study was ability to say and point emergency phone number which are presented. The independent variable of this study was teaching with progressive time delay. The social validity of study was parents opinion about teaching with progressive time delay and emergency phone number. The findings of this study showed that the progressive time delay is effective on teaching on emergency phone number and all students maintained the emergency phone number 1, 3, and 4 weeks after the study. Additionally all participants of this study was able to generalize emergency phone number to different settings and situations. The social validity of the study showed that the teacher of students with mild intellectual disabilities have positive opinions about teaching with progressive time delay and emergency phone number. Key Words: intellectual disabilities, progressive time delay procedure, hazard warning symbol