Electronic Thesis and Dissertation Repository


Master of Arts




Neil, Nicole


Considerable research has shown significant impairments in how children with developmental disabilities learn. A particular focus for these children has been on improving instruction, so that it maximizes acquisition. Modifying pace is one approach to tailoring intervention to meet the needs of these children. This study examined the effects of varying the pace of instruction during behaviour- analytic intervention while measuring acquisition and off task behaviour in young children with developmental disabilities. Five intervention target skills were randomly assigned to one of five paces of instruction and a single-subject adapted alternating treatments design was used to evaluate skill acquisition. In all three children, slower paces of instruction led to children mastering the target in fewer trials. Whereas, children showed idiosyncratic differences in off-task behaviour. This research may highlight directions for future approaches when determining the most effective pace of instruction during intervention for young learners with developmental disabilities.