Evaluating the effects of group size on skill acquisition and reinforcement

Small group instruction (SGI) is an instructional arrangement that can promote academic skill acquisition, social skills, and learning behaviors while optimizing resources and promoting observational learning (Collins et al, 1991; Polloway et al., 1986). Many variables should be considered when designing small group instruction, one of which is group size. This study evaluated the effects of group size on skill acquisition on four elementary age individuals with moderate intellectual disability and autism spectrum disorder. Researchers also examined the relation between group size, rate of reinforcement, and skill acquisition. An adapted alternating treatment design was used to evaluated differences in variables across group size. Results suggest that variables may be influenced by student-specific factors, and researchers should continue to explore foundational variables of SGI to optimize efficiency.