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Direct linkShepley, Collin; Lane, Justin D.; Gast, David L. – Education and Training in Autism and Developmental Disabilities, 2016
A multiple probe design across behaviors was used to evaluate the effectiveness of a SMART Board used in conjunction with teacher delivered constant time delay (CTD) to teach environmental text to three young students with disabilities and minimal group learning experience during small group direct instruction. Observational learning, instructive…
Descriptors: Disabilities, Assistive Technology, Environmental Education, Learning Experience
Mechling, Linda C.; Gast, David L.; Krupa, Kristin – Journal of Autism and Developmental Disorders, 2007
The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) procedure was evaluated for teaching sight word reading to students with moderate intellectual disabilties within a small group arrangment. A multiple probe design across three word sets and replicated with three students was used to…
Descriptors: Sight Vocabulary, Observational Learning, Instructional Effectiveness
Mechling, Linda C.; Gast, David L.; Thompson, Kimberly L. – Journal of Special Education Technology, 2009
This study compared the effectiveness of SMART Board, interactive whiteboard technology and traditional flash cards in teaching reading in a small-group instructional arrangement. Three students with moderate intellectual disabilities were taught to read grocery store aisle marker words under each condition. Observational learning (students…
Descriptors: Reading, Moderate Mental Retardation, Sight Vocabulary, Observational Learning
Peer reviewedGast, David L.; And Others – Exceptionality, 1990
Primary-aged students (N=5) with moderate mental retardation were taught to read environmental sight words and assessed for observational cross-learning of other students' words. Results indicate that the constant time delay method was effective in teaching sight words to four students and all students acquired some information targeted for other…
Descriptors: Elementary Education, Incidental Learning, Mental Retardation, Observational Learning
Peer reviewedKeel, 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
Peer reviewedWall, Maureen E.; Gast, David L. – Research in Developmental Disabilities, 1999
A study examined the acquisition of incidental information and observational learning of incidental information by 12 adolescents with moderate intellectual disabilities during school-directed systematic instruction. Results found participants learned 51.6% of the incidental information they observed during community-based or simulated dyadic…
Descriptors: Adolescents, Behavior Chaining, Educational Strategies, Incidental Learning
