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A Comparison of Instructional Response Requirements on the Multiplication Performance of Behaviorally Disordered Students.
Peer reviewed Peer reviewed
Skinner, Christopher H.; And Others – Behavioral Disorders, 1991
This study compared the effects of two cover, copy, and compare interventions on the written multiplication performance of two elementary school students with behavioral disorders. The verbal response condition resulted in greater increases in written multiplication performance and occasioned more than twice the number of opportunities to respond…
Descriptors: Behavior Disorders, Elementary Schools, Instructional Effectiveness, Intervention
Effects of Using a Ratio of New Items to Review Items during Drill and Practice: Three Experiments.
Peer reviewed Peer reviewed
Cooke, Nancy L.; And Others – Education and Treatment of Children, 1993
Three experiments compared the effects of interspersal drill and practice using 30% new items/70% review items with 100% new items, with a total of 17 students (ages 9 to 17) having behavior disorders, emotional handicaps, learning disabilities, or mild mental retardation. The ratios were compared for instruction in spelling, multiplication facts,…
Descriptors: Arithmetic, Behavior Disorders, Drills (Practice), Emotional Disturbances
Research in Secondary Schools. Advances in Learning and Behavioral Disabilities. Volume 17
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Scruggs, Thomas E., Ed.; Mastropieri, Margo A., Ed. – JAI Press, 2004
Secondary education of students with learning and behavioral disabilities is an issue of great importance. Unlike elementary schools, secondary schools require substantially more independent functioning, assume the effective use of student planning and study skills, and often lack the classes in basic skills needed by some learners. Further, new…
Descriptors: Secondary Education, Secondary School Students, Learning Disabilities, Behavior Disorders