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Comparison of the Effectiveness and Efficiency of Two Response Prompting Procedures Delivered by Sibling Tutors.
Peer reviewed Peer reviewed
Tekin, Elif; Kircaali-Iftar, Gonul – Education and Training in Mental Retardation and Developmental Disabilities, 2002
A study compared a 4 s constant time delay and a simultaneous prompting procedure on teaching receptively identifying animals to three children (ages 7-10) with mild/moderate mental retardation. Both procedures were effectively implemented by sibling tutors, simultaneous prompting was more efficient, and constant time delay resulted in more…
Descriptors: Efficiency, Elementary Education, Generalization, Instructional Effectiveness
The Effects of Teacher-Implemented Language Instruction within Free Time Activities.
Peer reviewed Peer reviewed
Hemmeter, Mary Louise; And Others – Education and Training in Mental Retardation and Developmental Disabilities, 1996
This study investigated the effectiveness of teacher-implemented naturalistic language intervention within play activities for four elementary students with moderate mental disabilities. While students showed significant increases in numbers of spontaneous language targets used during the intervention condition, they demonstrated minimal…
Descriptors: Elementary Education, Generalization, Incidental Learning, Instructional Effectiveness
Teaching Laundry Skills to High School Students with Disabilities: Generalization of Targeted Skills and Nontargeted Information.
Peer reviewed Peer reviewed
Taylor, Paula; Collins, Belva C.; Schuster, John W.; Kleinert, Harold – Education and Training in Mental Retardation and Developmental Disabilities, 2002
An instructional procedure to teach laundry skills to four high school students with moderate mental disabilities utilized least prompts with multiple exemplars of materials to facilitate generalization of skills across community settings and multiple exemplars of nontargeted information presented as instructive feedback. Students acquired and…
Descriptors: Clothing, Cues, Daily Living Skills, Generalization
The Acquisition, Transfer, and Generalization of Requests by Young Children with Severe Disabilities.
Peer reviewed Peer reviewed
McDonnell, Andrea P. – Education and Training in Mental Retardation and Developmental Disabilities, 1996
Effects of two instructional trial scheduling formats (massed practice only, versus combined massed practice and distributed practice) on acquisition, transfer, and generalization of explicitly prompted requests were studied with five children with severe mental disabilities, ages 4-8. General case/naturalistic teaching was effective for all…
Descriptors: Drills (Practice), Early Childhood Education, Generalization, Instructional Effectiveness
A Comparison of Antecedent Prompt and Test and Simultaneous Prompting Procedures in Teaching Grocery Words to Adolescents with Mental Retardation.
Peer reviewed Peer reviewed
Singleton, Dana K.; Schuster, John W.; Morse, Timothy E.; Collins, Belva C. – Education and Training in Mental Retardation and Developmental Disabilities, 1999
Both simultaneous prompting and antecedent prompt and test procedures were effective in teaching four adolescents with moderate mental retardation to read grocery sight words. However, the antecedent prompt and test procedure was more efficient on measures of acquisition and the simultaneous prompting procedure was more efficient on measures of…
Descriptors: Adolescents, Basic Skills, Daily Living Skills, Efficiency