Detail Sequencing Instructional Tasks: A Comparison of Contingent and Noncontingent Interspersal of Preferred Academic Tasks Bibliografi Author: Noell, George H. ; Gatti, Susan L. (Co-Author); Slider, Natalie J. (Co-Author); Whitmarsh, Ernest L. (Co-Author); Vanderheyden, Amanda M. (Co-Author) Topik: academic intervention; preference assessment; preschool children Bahasa: (EN )     Penerbit: SAGE Publications     Tempat Terbit: London    Tahun Terbit: 2003     Jenis: Article - untuk jurnal ilmiah Fulltext: 191BM272.pdf (126.0KB; 5 download) Abstract This study compared two strategies for increasing accurate responding on a low-preference academic task by interspersing presentations of a preferred academic task. Five children attending a preschool program for children with delayed language development participated in this study. Preferred and nonpreferred tasks were identified through a multiple-stimulus, free-operant preference assessment. Contingent access to a preferred academic task was associated with improved response accuracy when compared to noncontingent access to that activity for 3 students. For 1 student, noncontingent access to the preferred activity led to improved response accuracy, and 1 student?s analysis suggested the importance of procedural variety. The implications of these findings for use of preference assessments to devise instructional sequences that improve student responding are discussed. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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