Effects of Transition-Based Teaching With Instructive Feedback on Skill Acquisition by Children With and Without Disabilities  

Oleh:

Wolery, Mark ; Doren, Henrietta ; Werts, Margaret Gessler ; Demblowski, Diane ; Venn, Martha L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 90 no. 02 (Nov. 1996), page 75-86.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

ABSTRACT The effects of using transition-base~ teaching (i.e., trials distributed throughout the day during transitions between activities) and using instructive feedback (presentation of extra information in consequent events) were evaluated to determine whether kindergarten students with and without disabilities would acquire academic skills. A minimal number of trials presented during in-class transitions were used to teach naming the values of coin combinations. The teachers introduced instructive feedback stimuli (number words corresponding to the values) in feedback statements following correct responses. A multiple-problem design across sets of coin values and replicated across participants was used. The results indicate that constant-time-delay procedures delivered' during transition times were effective in establishing acquisition of all target behaviors for several students and some target behaviors for other students. Modifications of the procedures were implemented for the students with disabilities. The modifications were designed to require minimal effort and time from the general education teachers and to require no deletions from the planned curricular activities. In addition, all students who acquired some or all of the coin values (i.e., target behaviors) also acquired some or all of the corresponding number words presented through instructive feedback. Implications for application in the classroom and for further research arc discussed.

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