Effectiveness of Teaching Place Names in English to Students with Intellectual Disabilities through Antecedent Prompt and Test Procedure

Abstract

This study explored the effectiveness of teaching place names in English to students with intellectual disabilities by utilizing antecedent prompt and test procedure. Three subjects with mild intellectual disability participated in the study. Multiple probe design, which is a single subject research model, was used in the study to determine the effectiveness of antecedent prompt and test procedure in teaching place names in English to the subjects. Research findings demonstrated that antecedent prompt and test procedure was effective in teaching the target behaviors to the three subjects. Students were found to maintain the target behaviors with high accuracy in the 19^th and 29^th days after teaching. Two subjects generalized the target behaviors to individuals, settings and instruments at a rate of 96% while this rate was found to be 87% for the other subject. The study concludes with the limitations of the study and suggestions for future studies.