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Direct linkWolery, Mark – Young Exceptional Children, 2012
This article focuses on early childhood classrooms in which young children with disabilities are enrolled, ideally inclusive classrooms. A foundational assumption about which most early intervention professionals would agree is that young children with disabilities learn from: (1) their experiences (interactions) with their physical environments…
Descriptors: Disabilities, Teaching Methods, Early Intervention, Educational Needs
Ledford, Jennifer R.; Wolery, Mark – Topics in Early Childhood Special Education, 2011
Imitation is a primary means through which children learn new skills. Most children learn to imitate without being taught but some children with disabilities fail to develop or use imitation in the absence of direct instruction. The importance of teaching imitation to children with disabilities has been acknowledged, with studies appearing as…
Descriptors: Intervention, Imitation, Disabilities, Young Children
Barton, Erin E.; Wolery, Mark – Exceptional Children, 2010
A multiple probe design was used to examine the relation between teachers' use of the system of least prompts, contingent imitation, and praise, and the acquisition, maintenance, and generalization of pretend play by 4 children with disabilities. The teachers' use of the intervention package was functionally related to increases in the children's…
Descriptors: Play, Maintenance, Disabilities, Generalization
Peer reviewedWolery, Mark; And Others – Exceptionality: A Research Journal, 1992
Research that served as background to the study reported in EC 604 974 is described, specifically research on use of the system of least prompts and on the rapidity with which various strategies produce skill acquisition. Unresolved issues concerning use of the system of least prompts with small groups are also discussed. (JDD)
Descriptors: Efficiency, Instructional Effectiveness, Moderate Mental Retardation, Primary Education
Peer reviewedWolery, Mark; Anthony, Leslie; Heckathorn, Julie – Journal of Early Intervention, 1998
A study involving four teachers and preschool children with mild disabilities found transition-based teaching did not substantially alter the duration of transitions for teachers or children, did not appear to interfere with other teacher responsibilities during transitions, and produced increases in children's target behaviors. (Author/CR)
Descriptors: Disabilities, Inclusive Schools, Preschool Children, Preschool Education
Peer reviewedWolery, Mark; And Others – Journal of Special Education, 1991
Two dyads of students (ages 10-12) with moderate mental retardation were taught domestic and vocational chained tasks, with each student of each dyad being taught just a part of the task. Results indicated that constant time delay was effective, and all students learned a substantial amount of their partners' tasks through observation. (Author/JDD)
Descriptors: Homemaking Skills, Instructional Effectiveness, Intermediate Grades, Job Skills
