The effectiveness of constant time delay education in teaching pattern-creation skills to students di̇agnosed with mild intellectual disability

Some individuals fall seriously behind their peers in one or more of their developmental areas. Students with mild intellectual disability also have developmental delays in some areas. This developmental delay is noticed when children start school and it is a situation that the people around the child are not aware of. The majority of children with intellectual disabilities cannot benefit from the special education services and programs they need because they show mild retardation from their peers. The pattern-making skill that will be taught in this study is an important subject in the special education preschool curriculum and is important in teaching basic mathematics skills. There are hardly any studies on teaching pattern making skills. Most of the studies have been conducted with children with normal development at secondary school level. In this study, the pattern-making skills were conducted with preschool children with mild intellectual disability. The aim of this study is to examine the effectiveness of fixed time delay teaching in teaching pattern-making skills to students with mild intellectual disability. This study was carried out with three students aged 6-7 years, one boy and two girls. As the research model, a multiple probe model with inter-participant probe phase, one of the single-subject research models, was used. The independent variable of the study is the presentation of the "pattern building skill" with the constant time delay teaching method, and the dependent variable is the completion of the correct response percentage in the target patterns at 100% accuracy. The patterns were created with pompoms of 5 different primary colors (yellow, blue, red, white, black). Social validity, reliability and effectiveness data were collected in the study. Linear graphics, one of the graphical analysis techniques, were used in the analysis of the effectiveness and reliability data, and the analysis of the social validity data was carried out qualitatively. As a result of the research, it was seen that The Constant Time Delay Teaching Method was effective in teaching the concept of pattern to preschool children with mild intellectual disability, and the students were 100% successful in the follow-up data obtained in the 1st, 2nd and 4th weeks. In the generalization sessions, it was observed that the students were able to generalize their pattern-making skills in different environments with colored caps. Social validity data of the research were obtained from teachers, parents and participants. Parents and teachers stated that they observed that the participants were successful in the studies on the concept of pattern. Keywords: Patterning Ability, Intellectual disability, Constant Time Delay Education.