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Shelton, Betty Sue; And Others – Language, Speech, and Hearing Services in Schools, 1991
Eight students (ages 9-12) with mild mental retardation were instructed in sight-word reading in 2 small groups. Results showed that the time delay procedure was effective, that students learned other students' words through observation, and that students learned some incidental information. (Author/JDD)
Descriptors: Incidental Learning, Instructional Effectiveness, Intermediate Grades, Mild Mental Retardation
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Wolery, Mark; And Others – Journal of Special Education, 1991
Two dyads of students (ages 10-12) with moderate mental retardation were taught domestic and vocational chained tasks, with each student of each dyad being taught just a part of the task. Results indicated that constant time delay was effective, and all students learned a substantial amount of their partners' tasks through observation. (Author/JDD)
Descriptors: Homemaking Skills, Instructional Effectiveness, Intermediate Grades, Job Skills
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Keel, Marie C.; Gast, David L. – Exceptional Children, 1992
Three fifth grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words using constant time delay in a small-group instructional arrangement and were assessed on ability to recognize, spell, and define both their own target words and observational words. The procedure was effective in establishing…
Descriptors: Definitions, Incidental Learning, Instructional Effectiveness, Intermediate Grades
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Ezell, Helen K.; Goldstein, Howard – Journal of Speech and Hearing Research, 1991
An observational learning paradigm was used to instruct five elementary students with mild or moderate mental retardation to monitor their comprehension of incomplete instructions. Although all subjects eventually demonstrated observational learning, performance varied depending on the type of instruction inadequacy. During posttesting all…
Descriptors: Communication Skills, Elementary Education, Generalization, Instructional Effectiveness
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Alig-Cybriwsky, Catherine; And Others – Journal of Early Intervention, 1990
Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…
Descriptors: Beginning Reading, Disabilities, Instructional Effectiveness, Observational Learning
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Doyle, Patricia Munson; And Others – Journal of Special Education, 1990
Constant time delay was found to be an effective strategy in teaching targeted facts to four secondary-age students with mild and moderate mental retardation. Students also learned other students' target facts through observation and learned incidental information embedded in the consequent event following correct responding. (Author/JDD)
Descriptors: Incidental Learning, Instructional Effectiveness, Mild Mental Retardation, Moderate Mental Retardation
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Wilen, William W.; Campbell, Jim – International Journal of Social Education, 1992
Summarizes the research related to effective training approaches to teacher education. Describes an inservice program that incorporates the recommendations to improve teachers' questioning techniques. Recommends peer discussion and feedback among teachers to develop practical understanding of questioning techniques through analyzing their work.…
Descriptors: Discussion (Teaching Technique), Educational Research, Higher Education, Instructional Effectiveness
Sanz, M. T.; Menendez, F. J. – 1992
This study examined whether infants with Down syndrome (N=32) undergoing early motor training would benefit from their parents observing a clinician implement an intervention program with their child. Parents of half the children remained in the room while the clinician implemented motor stimulation techniques, while parents of the other half were…
Descriptors: Downs Syndrome, Early Intervention, Infants, Instructional Effectiveness
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Yates, Gregory C. R.; Yates, Shirley M. – Educational Psychology: An International Journal of Experimental Educational Psychology, 1990
Examines teachers' roles as mediators of knowledge and cognitive learning in the classroom. Cites research findings concerning teacher effectiveness, expertise, and curriculum knowledge. Urges user-friendly, explicit methods of classroom teaching as opposed to child-centered learning without mediation by the teacher. Suggests that teacher…
Descriptors: Curriculum Development, Elementary Education, Higher Education, Instructional Effectiveness
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Wolery, Mark; And Others – Remedial and Special Education (RASE), 1990
This study found that constant time delay was effective in teaching word reading to four students (ages seven to eight) with mild handicaps. Individual attentional response was more effective and efficient in learning to spell words than in choral attentional response. Observational and incidental learning occurred for all students. (Author/JDD)
Descriptors: Attention, Beginning Reading, Incidental Learning, Individualized Programs