The purpose of the present study was to analyze effectiveness of direct instruction method for teaching, maintaining and generalizing time concepts for students with disabilities. It was also tested how many subaims should be thought for promoting generalization in this study. Participants included three students (one boy and two girls) whose functioning levels ranged from mild to moderate disabilities. Their age range is between 10 and 16. Effectiveness of direct instruction method was evaluated through the use of a multiple probe design across behaviors and replicated across students. Results indicated that the direct instruction method was successful in teaching targeted behaviors to all three children with disabilities. Students maintained target behaviors at 100% accuracy 17 and 30 days after training and generalized responses across real time materials. Limitations of the study and future research implications are discussed.
Key words: Direct instruction, time concepts, and students with disabilities
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