An analysis of a group teaching procedure for persons with developmental disabilities.

The authors tested a group teaching method called the Task Demonstration Model. Students with intellectual disability watched the teacher demonstrate a task. Then they all practiced together while the teacher slowly removed help.

The study took place in a special-education classroom. Researchers tracked correct answers, time on task, teacher prompts, and problem behavior.

More than half the students gave more correct answers and stayed on task longer. Teacher prompts dropped and problem behavior also fell. The gains held without giving extra treats or breaks.

Hawkes et al. (1974) did the first classroom fading study. They moved autistic children from one-to-one teaching to group teaching by slowly adding classmates. Repp et al. (1992) skipped the one-to-one step and taught the whole group at once. Both teams saw gains, showing two workable paths.

Rasing et al. (1992) worked in the same year with the same population. They used written step lists plus feedback instead of live demos. Both studies got students with ID to master tasks and then work without help, proving the prompting logic works in different formats.

Feldman et al. (1999) built on the idea by letting students press their own audio cues. Teacher prompts dropped in C et al.; student self-prompts dropped problem behavior in A et al. Together they show control can move from teacher to student.

You can run a quick demo for the whole class and fade help within the lesson. No need to prep individual materials or run one-to-one trials first. Try it for daily living skills or simple academics. Track correct responses and problem behavior for each learner; if half the class improves like in this study, you have an easy, low-prep win.