A Comparison of One-to-One versus Couplet Instruction with Autistic Children

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Abstract
Alternatives to one-to-one teaching for severely developmentally disabled children are being investigated. The present study compared individual and couplet instruction with 4 autistic children. Each child was taught four sets of nonverbal imitation items, two sets in each condition, and probed for generalization of their partner's responses. Results indicated that couplet training had a disruptive effect for 2 of the children as compared to one-to-one instruction. One child learned responses faster when provided with couplet training than when instructed individually. The 4th child displayed little differences between the two training conditions. In all cases, the percentage of partner's material learned during couplet instruction was consistently low. While one-to-one instruction may be effective for teaching basic skills, for some children these skills can be taught as well when they are paired with other students. Couplet training can also facilitate the transition of children to less restrictive environments.

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