Small group instruction in classrooms provides children opportunities to collaborate on academic tasks, as well as opportunities for social interactions. Although such arrangements are common for children with typical development, children with moderate to severe disabilities (MSD) may receive few or no opportunities to participate meaningfully in small group instruction with same-age peers with typical development. The purpose of this study was to evaluate the use of a progressive time delay procedure for teaching children with MSD (autism spectrum disorder and/or intellectual disability) and those with typical social development, but at-risk for academic failure, to name sight words during small group instruction. In addition, children had multiple opportunities per session to provide tokens to peers, praise peers for correct responses, and initiate conversations and respond to a peer’s conversation initiations. Results indicated that children with and without disabilities can learn to name sight words, as well as learn to initiate conversation when tokens include pictures or photographs of each child’s preferred items or activities. Implications for teachers and future studies are provided.

中文翻译：

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为残疾儿童和同龄儿童提供小组教学

课堂上的小组教学为孩子们提供了在学术任务上进行协作的机会，以及社交互动的机会。虽然这种安排对于发育正常的儿童来说很常见，但中度至重度残疾 (MSD) 的儿童可能很少或没有机会与发育典型的同龄同龄人一起有意义地参与小组教学。本研究的目的是评估使用渐进式延时程序来教 MSD（自闭症谱系障碍和/或智力障碍）儿童和具有典型社会发展但有学业失败风险的儿童命名视觉词在小组教学中。此外，孩子们每节课都有多次机会向同伴提供代币、表扬同伴的正确回答、并发起对话并响应对等方的对话发起。结果表明，有残疾和没有残疾的儿童都可以学习命名视觉词，并在标记包括每个孩子喜欢的物品或活动的图片或照片时学习发起对话。提供了对教师和未来研究的影响。