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Small-Group Massed-Trial and Individually-Distributed-Trial Instruction with Preschoolers.
Peer reviewed Peer reviewed
Chiara, Lori; And Others – Journal of Early Intervention, 1995
This study compared the effectiveness and efficiency of using a small-group massed-trial instructional format to an individually administered distributed-trial format, both using the constant time delay procedure, in teaching eight preschool children (including three with developmental disabilities) to name pictures. Although all subjects acquired…
Descriptors: Developmental Disabilities, Efficiency, Individualized Instruction, Instructional Effectiveness
Facilitating Prelinguistic Communication Skills in Young Children with Developmental Delay II: Systematic Replication and Extension.
Peer reviewed Peer reviewed
Yoder, Paul J.; And Others – Journal of Speech and Hearing Research, 1994
Four toddlers with mental retardation were studied in the context of a multiple baseline across subjects design. Results supported the use of a modified version of milieu teaching to increase intentional requesting by these children. Increased intentional requesting was generalized to interactions with mothers. (Author/DB)
Descriptors: Communication Skills, Developmental Disabilities, Expressive Language, Generalization
Relative Effects of Whole-Word and Phonetic-Prompt Error Correction on the Acquisition and Maintenance of Sight Words by Students with Developmental Disabilities.
Peer reviewed Peer reviewed
Barbetta, Patricia M.; And Others – Journal of Applied Behavior Analysis, 1993
Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)
Descriptors: Beginning Reading, Developmental Disabilities, Error Correction, Instructional Effectiveness
An Analysis of a Group Teaching Procedure for Persons with Developmental Disabilities.
Peer reviewed Peer reviewed
Repp, Alan C.; Karsh, Kathryn G. – Journal of Applied Behavior Analysis, 1992
This study evaluated the Task Demonstration Model for teaching discrimination skills with three teachers and their students (adolescents and young adults with moderate to severe mental retardation). The intervention required students to respond simultaneously. Students increased their percentage and rate of correct responding as well as their…
Descriptors: Adolescents, Behavior Modification, Demonstrations (Educational), Developmental Disabilities
A Comparative Study of the Effects of a Developmentally Based Instructional Model on Young Children with Autism and Young Children with Other Disorders of Behavior and Development.
Peer reviewed Peer reviewed
Rogers, Sally J.; DiLalla, David L. – Topics in Early Childhood Special Education, 1991
This study, which applied an instructional model based on Piaget's theory of cognitive development, pragmatics theory of language development, and Mahler's theory of development of interpersonal relationships, found that 49 preschool children with autism did not make less progress than a comparison group of 27 children with other…
Descriptors: Autism, Behavior Disorders, Child Development, Cognitive Development
Academic and Environmental Effects of Small Group Arrangements in Classrooms for Students with Autism and Other Developmental Disabilities.
Peer reviewed Peer reviewed
Kamps, Debra; And Others – Journal of Autism and Developmental Disorders, 1992
Two studies compared the performance of students (total n=66 and ages 5-21) with autism or developmental disabilities in one-to-one instruction to performance of those transitioned to small groups. Results indicated successful transition to small group formats across curriculum areas including language, math, readiness, and shopping. (Author/DB)
Descriptors: Academic Achievement, Autism, Daily Living Skills, Developmental Disabilities
Issues and Research in Special Education. Volume 2.
Gaylord-Ross, Robert, Ed. – 1992
This compilation presents five papers on issues and research in special education. "Qualitative Research in Special Education: An Evaluative Review" (Charles A. Peck and Gail C. Furman) explicates some of the epistemological assumptions underlying qualitative research methods, reviews examples of qualitative research, evaluates the contributions…
Descriptors: Behavior Disorders, Coping, Developmental Disabilities, Disabilities