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Establishing Conditional Discriminations: Concurrent versus Isolation-Intermix Instruction.
Peer reviewed Peer reviewed
Doyle, Patricia Munson; And Others – Research in Developmental Disabilities, 1989
The study compared the effectiveness and efficiency of concurrent and isolation-intermix instruction in teaching four preschool children to read common words in their environment. Concurrent instruction resulted in students learning conditional discriminations in fewer trials and minutes of instructional time suggesting the value of teaching…
Descriptors: Beginning Reading, Discrimination Learning, Instructional Effectiveness, Preschool Education
Using Stimulus Equivalence Procedures to Teach Relationships between English and Spanish Words.
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Joyce, Bonnie G.; And Others – Education and Treatment of Children, 1993
A stimulus equivalence procedure for the acquisition of English and Spanish words was evaluated with two adolescents having head injuries. Following training on one task, subjects attained and maintained high scores on all matching-to-sample tasks. Results suggest the procedure is effective for teaching foreign language skills to head-injured…
Descriptors: Discrimination Learning, Head Injuries, Instructional Effectiveness, Maintenance
A Comparison of Static and Dynamic Presentation Procedures on Discrimination Learning of Individuals with Severe or Moderate Mental Retardation.
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Karsh, Kathryn G.; And Others – Research in Developmental Disabilities, 1994
Sixteen individuals (ages 7-18) with moderate or severe mental retardation were taught to identify 2 comparative discriminations by a static or dynamic presentation procedure. No differences in percentage of unprompted correct responses were found between the two procedures in training, generalization, or maintenance. (Author/JDD)
Descriptors: Discrimination Learning, Elementary Secondary Education, Generalization, Instructional Effectiveness
Eliminating Selective Stimulus Control: A Comparison of Two Procedures for Teaching Mentally Retarded Children to Respond to Compound Stimuli.
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Allen, Keith D.; Fuqua, R. Wayne – Journal of Experimental Child Psychology, 1985
Evaluates the efficacy of two training procedures for eliminating selective stimulus control observed with three trainable mentally retarded children. In another experiment, improvements in stimulus control were not a function of varying degrees of difficulty between stimulus sets or of a prior history of discrimination training with the less…
Descriptors: Children, Dimensional Preference, Discrimination Learning, Educational Diagnosis
An Analysis of a Group Teaching Procedure for Persons with Developmental Disabilities.
Peer reviewed Peer reviewed
Repp, Alan C.; Karsh, Kathryn G. – Journal of Applied Behavior Analysis, 1992
This study evaluated the Task Demonstration Model for teaching discrimination skills with three teachers and their students (adolescents and young adults with moderate to severe mental retardation). The intervention required students to respond simultaneously. Students increased their percentage and rate of correct responding as well as their…
Descriptors: Adolescents, Behavior Modification, Demonstrations (Educational), Developmental Disabilities
Empirically Based Procedures for Designing a Response-Sensitive Sequence in Computer-Based Instruction: An Example from Concept Teaching Strategies.
Park, Ok-choon – Journal of Computer-Based Instruction, 1984
Describes the theoretical backgrounds and empirical findings of three experimental studies in which computer-based response-sensitive strategies were investigated using concept learning tasks. The strategy applied focused on discrimination learning, generalization learning, and classification skill development in concept learning. A general…
Descriptors: Computer Assisted Instruction, Concept Teaching, Discrimination Learning, Epistemology