NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
A Comparison of Instructional Response Requirements on the Multiplication Performance of Behaviorally Disordered Students.
Peer reviewed Peer reviewed
Skinner, Christopher H.; And Others – Behavioral Disorders, 1991
This study compared the effects of two cover, copy, and compare interventions on the written multiplication performance of two elementary school students with behavioral disorders. The verbal response condition resulted in greater increases in written multiplication performance and occasioned more than twice the number of opportunities to respond…
Descriptors: Behavior Disorders, Elementary Schools, Instructional Effectiveness, Intervention
Effects of Embedded Instruction Versus Discrete-Trial Training on Self-Injury, Correct Responding, and Mood in a Child with Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Sigafoos, Jeff; O'Reilly, Mark; Ma, Chia Hui; Edrisinha, Chaturi; Cannella, Helen; Lancioni, Giulio E. – Journal of Intellectual and Developmental Disability, 2006
Background: Embedded instruction and discrete-trial training are both recommended for teaching children with autism, but there is little research available comparing the two. The present study compared embedded instruction with discrete-trial training for a 12-year-old boy with autism. Method: An initial functional analysis indicated that the…
Descriptors: Psychological Patterns, Autism, Self Destructive Behavior, Teaching Methods
The Effectiveness of Various Types of Teacher Directions with Students Labeled Behavior Disordered.
McIntyre, Thomas C.; Brulle, Andrew R. – Academic Therapy, 1989
Study found differential effects for five types of teacher directions (verbal instruction, nonverbal instruction, verbal instruction with physical assistance, nonverbal instruction with physical assistance, and physical assistance) with 24 severely behaviorally disordered students, aged 9-16. Nonverbal commands resulted in the most appropriate…
Descriptors: Behavior Disorders, Classroom Communication, Elementary Secondary Education, Nonverbal Communication
Cognitive Cover, Copy, and Compare: Subvocal Responding to Increase Rates of Accurate Division Responding.
Peer reviewed Peer reviewed
Skinner, Christopher H.; And Others – Remedial and Special Education (RASE), 1993
Three elementary students with behavioral disorders were trained to use a cognitive "cover, copy, and compare" strategy to learn division facts. Two students increased their rate of correct responding to mastery level, the third student required additional feedback and goal setting, and all three students maintained increased rates of…
Descriptors: Arithmetic, Behavior Disorders, Division, Drills (Practice)
MFL for Pupils with Emotional and Behavioural Difficulties: Exploring the Possible.
Peer reviewed Peer reviewed
Asher, Colin; And Others – Language Learning Journal, 1995
Describes an effort to teach French to boys with emotional and behavioral difficulties. The teaching used was based on lexical chunks of language rather than grammatical structures in order to create motivation and maintain interest in the short time available each week. The students greeted the lessons with enthusiasm and grew in self-esteem and…
Descriptors: Attitude Change, Behavior Disorders, Course Content, Course Objectives
Classroom and Home Learning Differences between Students Labeled as Educable Mentally Retarded and Their Peers.
Ysseldyke, James E.; And Others – Education and Training in Mental Retardation, 1991
Instruction types and amounts were observed for 30 educably mentally retarded, 30 learning-disabled, 32 emotionally/behaviorally disabled, and 30 nonhandicapped students in grades 2-4. The groups were compared on time allocation, grouping arrangements, student responding, qualitative nature of classroom instruction, and the home learning…
Descriptors: Behavior Disorders, Classroom Techniques, Comparative Analysis, Educational Quality