An Evaluation of the effectiveness of the verbal chaining elements of "Autopilot", a rote learning programme used by teachers of yr. 1-3 students.

Abstract

A rote-learning programme, "Autopilot", was used for a five-week period with two classes of Year 2 students, to teach the verbal chains: days of the week, months of the year, the alphabet, counting in ones, twos, fives and tens. A quasi-experimental multiple baseline was used with the two classes. After five weeks of instruction all seven chains were reassessed and the percentage of positive changes were compared. The class receiving Autopilot made an average positive change increase of 80.05%. The class receiving a regular class programme over the same five-week period, made a positive change increase of 39.5%. When the treatment was switched, the class who had received Autopilot continued to maintain or increase the length of the chain. This research shows that the use of a rote learning programme, such as Autopilot, is an appropriate tool for the teaching of verbal chains in junior school classes.