The effects of individual supportive education applying by simultaneous prompting in teaching foreign language for the primary school inclusive education students with intellectual disabilities

This study was designed to examine the effectiveness of individual supportive education applying by simultaneous prompting in teaching foreign language for the primary school inclusive education students with intellectual disabilities. Moreover, generalization and maintenance effects of individual supportive education applying by simultaneous prompting were investigated in the study.The experimental design of the study was with multiple probe design across behaviors. English names of the clothes, colours and body parts were taught to each subject. Picture cards of the words to be taught were used during probe, training, and maintenance sessions of the study.Real clothes for the names of clothes, crayons for the names of colours and real parts of the body for the body parts were used during generalization sessions. Generalization sessions were conducted one week later after training sessions. Maintenance sessions were conducted 5, 10, 15 and 35 days after the instruction had stopped. Generalization and maintenance sessions of the study were designed as probe session.Correct responses during all sessions were reinforced. Incorrect responses were resulted in error correction during trainig sessions and ignorance during probe, maintenance and generalization sessions.The findings of this study showed that individual supportive education with simultaneous prompting was effective on teaching a foreign language to the students in inclusive education. The subjects of the study could generalize the learnt English names to the other sets of materials. This study was an evident that individual supportive education with simultaneous prompting procedure was effective on generalization across materiels and maintanance. In the study some datas were collected for both interrater reliability and procedural reliability.