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Effects of Peer Mediation on Preschoolers' Compliance and Compliance Precursors
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Beaulieu, Lauren; Hanley, Gregory P.; Roberson, Aleasha A. – Journal of Applied Behavior Analysis, 2013
We used a multiple baseline design across participants to evaluate the effects of teaching 4 typically developing preschoolers to attend to their names and to a group call (referred to as "precursors") on their compliance with typical classroom instructions. We then measured the extent to which the effects on both precursors and…
Descriptors: Peer Mediation, Preschool Children, Classroom Techniques, Classroom Environment
Computer-Programmed Instruction: The Relation of Required Interaction to Practical Application.
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Tudor, Roger M.; Bostow, Darrel E. – Journal of Applied Behavior Analysis, 1991
This study evaluated the importance of active student responding while using the microcomputer to deliver the contingencies of programed instruction. Results from 75 undergraduates found that students who covertly responded to frame blanks or were required to type frame answers performed better on a posttest than students who passively read…
Descriptors: College Students, Computer Assisted Instruction, Higher Education, Instructional Effectiveness
Effects of Active Student Response during Error Correction on the Acquisition, Maintenance, and Generalization of Science Vocabulary by Elementary Students: A Systematic Replication.
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Drevno, Gregg E.; And Others – Journal of Applied Behavior Analysis, 1994
This study compared active student response (ASR) error correction and no-response (NR) error correction while teaching science terms to five elementary students. When a student erred, the teacher modeled the definition and the student either repeated it (ASR) or not (NR). ASR error correction was superior on each of seven dependent variables.…
Descriptors: Definitions, Elementary Education, Error Correction, Feedback
An Analysis of a Group Teaching Procedure for Persons with Developmental Disabilities.
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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