International Journal of Applied Research
Vol. 1, Issue 11, Part N (2015)
Using DI Flashcards with and Without a Prompt to Increase Social Questions for a Preschool Student with Autism with Measures of Generalization across School Personnel
Meghan Harris, TF McLaughlin, K Mark Derby, Alison Clark
The main purpose of this study was to evaluate the effectiveness of the use of Direct Instruction (DI) flashcards to teach a student to answer age appropriate social questions in a preschool setting with a single child who had developmental delays and a suspected diagnosis of Autism. Data were collected during individual instruction time at the end of the preschool day. The behavior measured was the student’s ability to independently and accurately answer the social question, with no other response for three seconds after answering the question, when given a prompted question by the researcher. After baseline, the intervention employed the DI flashcard system to first teach the accurate response to the social questions. DI flashcards were removed, reapplied, and removed again. Finally generalization training was employed. The overall outcome of the DI flashcards to teach accurate, age appropriate responses to social questions was successful in teaching the student with developmental delays and suspected autism.
How to cite this article:
Meghan Harris, TF McLaughlin, K Mark Derby, Alison Clark. Using DI Flashcards with and Without a Prompt to Increase Social Questions for a Preschool Student with Autism with Measures of Generalization across School Personnel. International Journal of Applied Research. 2015; 1(11): 951-955.