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| Ault, Melinda Jones | 1 |
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Peer reviewedSnell, Martha E.; Loyd, Brenda H. – Research in Developmental Disabilities, 1991
Fifty-six teachers of students with moderate/profound disabilities viewed task analytic data in one of three forms: graphed, ungraphed, or both. The data's form did not produce different teacher judgments of student progress or different program recommendations. Three factors (trend, variability, and frequency of data collection) had significant…
Descriptors: Academic Achievement, Data Analysis, Disabilities, Evaluation Methods
Peer reviewedHofmeister, Alan M.; Thorkildsen, Ron – Journal of Special Education Technology, 1986
The development of computer-assisted and computer-managed instruction for handicapped students involves a number of instructional design issues requiring research. Discussed are algorithmic and heuristic procedures, individual rate of learning, feedback, and instructional task hierarchies.(Author/DB)
Descriptors: Algorithms, Computer Assisted Instruction, Computer Managed Instruction, Disabilities
Peer reviewedSchuster, John W.; Morse, Timothy E.; Ault, Melinda Jones; Doyle, Patricia Munson; Crawford, Mindy R.; Wolery, Mark – Education and Treatment of Children, 1998
A review of 20 research studies on the use of constant time delay in teaching chained tasks is analyzed in regard to demographic variables (participants, settings), procedural variables (probe format, delay sessions), outcome measures (effectiveness, generalization), and methodological adequacy (dependent and independent variable reliability). (DB)
Descriptors: Behavior Chaining, Demography, Disabilities, Instructional Effectiveness
