Distributed and Massed Practices in Teaching Concepts to Children with Autism

Authors : Hüsne Öz Alkoyak, Sezgin Vuran

Pages : 331-345

Doi:10.21565/ozelegitimdergisi.1464202

View : 283 | Download : 459

Publication Date : 2025-09-01

Article Type : Research Paper

Abstract :Introduction: This study aimed to compare the effectiveness, efficiency, maintenance, generalization, and social validity of distributed and massed practices in concept teaching to children with autism spectrum disorder. Method: The participants were four children with autism spectrum disorder aged between 4.5 and 5.5 years. The present study used an adapted alternating treatments design. Findings: The results showed that (a) all participants reached the mastery criterion more quickly in the distributed practice condition, (b) two participants maintained concepts 8, 9, and 10 weeks after the intervention in the distributed practice condition, (c) none of the participants reached the generalization criterion, and (d) social validity data showed that teachers had positive opinions about the distributed practice. Discussion: Results of this study were parallel to previous studies and showed that massed practice considerably reduces the effectiveness of teaching.
Keywords : otizm, ayrık denemelerle öğretim, dağıtılmış denemelerle öğretim, sıklaştırılmış denemelerle öğretim, kavram öğretimi

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