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Prerequisite Skills That Support Learning through Video Modeling
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MacDonald, Rebecca P. F.; Dickson, Chata A.; Martineau, Meaghan; Ahearn, William H. – Education and Treatment of Children, 2015
The purpose of this study was to evaluate the relationship between tasks that require delayed discriminations such as delayed imitation and delayed matching to sample on acquisition of skills using video modeling. Twenty-nine participants with an ASD diagnosis were assessed on a battery of tasks including both immediate and delayed imitation and…
Descriptors: Autism, Pervasive Developmental Disorders, Task Analysis, Video Technology
Exhancing Instructional Efficiency: An Examination of Time Delay and the Opportunity to Observe Instruction.
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McCurdy, Barry L.; And Others – Education and Treatment of Children, 1990
A progressive time-delay and a trial-and-error strategy were compared in teaching sight word acquisition to two children with severe behavior disorders. Observational learning was also studied. Results found direct and observed instruction both effective, and progressive time delay somewhat more effective than trial and error. (Author/PB)
Descriptors: Behavior Disorders, Comparative Analysis, Elementary Education, Observational Learning
Teaching Pairs of Preschoolers with Disabilities to Seek Adult Assistance in Response to Simulated Injuries: Acquisition and Promotion of Observational Learning.
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Christensen, Ann Marie; And Others – Education and Treatment of Children, 1996
This study examined effects of direct training and observational learning on acquisition, generalization, and maintenance of a first-aid skill for three pairs of preschool children with disabilities (three target learners and three observational learners). All six children learned the skill, generalized the skill to playground and home settings,…
Descriptors: Disabilities, First Aid, Health Education, Instructional Effectiveness
Acquisition of Content Area Vocabulary for Students with Learning Disabilities.
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Keel, Marie C.; Slaton, Deborah Bott; Blackhurt, A. Edward – Education and Treatment of Children, 2001
This study compared effects of two variations of the constant-time-delay (CTD) procedure on the observational learning of content area vocabulary by seven primary grade students with learning disabilities in a small group instructional setting. Both conditions (every student writes all words or only target student writes) were equally effective…
Descriptors: Classroom Techniques, Content Area Reading, Content Area Writing, Instructional Effectiveness