Özet:

The aim of this research is to investigate the effectiveness of interaction unit with individualized instruction material, which is prepared in a way that teacher’s successive presentation is different in every steps and student gives the same effect to the successive steps using the same skills, on teaching single-digit addition process to mentally retarded students. In this research the method of the changing the places of the sixteen steps at interaction unit has been used. It is thought that instead of using an experiment in which teacher’s successive submission is the same in four steps and student’s response is different in every step, using an adaptation in which teacher’s successive submission is different but student’s response is the same in every step makes the learning easier. The experiment group the study consists of 3 mentally retarded students attending to 6th grade of Hacı Mehmet Zorlu Special Education School. The study was conducted as a multiple probe design with probe session across subject models, which is one of the single subject designs. The findings showed that adapting sixteen steps to interaction unit is an effective way when teaching single digit addition skill to mentally retarded students

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