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The Negative Effects of Positive Reinforcement in Teaching Children with Developmental Delay.
Peer reviewed Peer reviewed
Biederman, Gerald B.; And Others – Exceptional Children, 1994
This study compared the performance of 12 children (ages 4 to 10) with developmental delay, each trained in 2 tasks, one through interactive modeling (with or without verbal reinforcement) and the other through passive modeling. Results showed that passive modeling produced better rated performance than interactive modeling and that verbal…
Descriptors: Disabilities, Early Childhood Education, Elementary Education, Imitation
Verbal Prompting, Hand-over-Hand Instruction, and Passive Observation in Teaching Children with Developmental Disabilities.
Peer reviewed Peer reviewed
Biederman, G. B.; Fairhall, J. L.; Raven, K. A.; Davey, V. A. – Exceptional Children, 1998
A study involving six children (ages 5-13) with mental retardation found that overall passive modeling was significantly more effective than hand-over-hand modeling in teaching skills, and that passive modeling was significantly more effective than hand-over-hand modeling with response-contingent verbal prompting. (Author/CR)
Descriptors: Elementary Education, Junior High Schools, Mental Retardation, Modeling (Psychology)