Individuals with autism spectrum disorder often have challenges attending and learning during group instruction. Previous research has shown that pacing can influence engagement and learning during one-to-one instruction, though less is known about how pacing impacts children with ASD during group instruction. This study evaluated the effects of intertrial interval length on the occurrence of problem behavior and accurate responding during Direct Instruction delivered in a small-group format. An alternating treatments design with a baseline was used. The results demonstrated variability between the participants for each phase and dependent variable suggesting that ITI length may not be an important factor for all individuals.
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