A comparison of effects of simultaneous prompting on indivudual and group education to teach the concept of colour to the children with mental disability

In the study, the effeciency of simultaneous prompting on individual and group education to teach the concept of colour to the mentally disabled children. Singlesubject, multi probe model was employed in the study. The study was carried out including mentally disabled children attending to preschool education program in Saygı Special Education School attached to the MEB. In the study four data collection tools were used: demographical information form, GAZI Early Childhood Development Sreaning Instrument (GEÇDA), Test for the Concepts of Red/Yellow/Blue/Green and Assessment Forms for the Concept of Colour. The program was implemented for 36 training sessions including a total of 360 trials. It was completed in twelve weeks. The findings obtained were evaluated using the graphical analysis. The subject demographical information is displayed in column graphics. The other findings on the contrast between group and individual education together with on group education and on individual education are given by means of linear graphics. The findings suggest that simultaneous prompting is effective in both individual and group education to teach the concepts of red, yellow, blue and gren. Both groups had the same levels of achievement. It is also found that the level of achievement in both groups remains the same on the first, second and third weeks after the training. In conclusion, group education is equally effective as induvidual education.