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Discrimination Training: A Comparison of Two Procedures for Presenting Multiple Examples within a Fading and Non-Fading Paradigm.
Peer reviewed Peer reviewed
Van Laarhoven, Toni; Johnson, Jesse W.; Repp, Alan C.; Karsh, Kathryn G.; Lenz, Mark – Research in Developmental Disabilities, 2003
Two studies compared the effectiveness of two procedures (multiple examples across trials and within trials) in teaching 10 students (ages 10-20) with moderate disabilities functional word discriminations. The first procedure was superior in acquisition; the latter procedure, however, was better under generalization for most participants.…
Descriptors: Developmental Disabilities, Discrimination Learning, Elementary Secondary Education, Generalization
Establishing Conditional Discriminations: Concurrent versus Isolation-Intermix Instruction.
Peer reviewed Peer reviewed
Doyle, Patricia Munson; And Others – Research in Developmental Disabilities, 1989
The study compared the effectiveness and efficiency of concurrent and isolation-intermix instruction in teaching four preschool children to read common words in their environment. Concurrent instruction resulted in students learning conditional discriminations in fewer trials and minutes of instructional time suggesting the value of teaching…
Descriptors: Beginning Reading, Discrimination Learning, Instructional Effectiveness, Preschool Education
Stimulus Equalization: Temporary Reduction of Stimulus Complexity to Facilitate Discrimination Learning.
Peer reviewed Peer reviewed
Hoko, J. Aaron; LeBlanc, Judith M. – Research in Developmental Disabilities, 1988
Because disabled learners may profit from procedures using gradual stimulus change, this study utilized a microcomputer to investigate the effectiveness of stimulus equalization, an error reduction procedure involving an abrupt but temporary reduction of dimensional complexity. The procedure was found to be generally effective and implications for…
Descriptors: Computer Assisted Instruction, Difficulty Level, Discrimination Learning, Error Patterns
Studies of Exclusion in Individuals with Severe Mental Retardation.
Peer reviewed Peer reviewed
McIlvane, W. J.; And Others – Research in Developmental Disabilities, 1992
Two experiments with a total of 17 adolescents or adults with severe mental retardation evaluated the potential of exclusion procedures (selection of an undefined object in comparison with a defined object) as a means of training basic naming skills. Reliable exclusion and naming performance were demonstrated in nearly all subjects. (DB)
Descriptors: Adolescents, Adults, Concept Formation, Discrimination Learning
A Comparison of Static and Dynamic Presentation Procedures on Discrimination Learning of Individuals with Severe or Moderate Mental Retardation.
Peer reviewed Peer reviewed
Karsh, Kathryn G.; And Others – Research in Developmental Disabilities, 1994
Sixteen individuals (ages 7-18) with moderate or severe mental retardation were taught to identify 2 comparative discriminations by a static or dynamic presentation procedure. No differences in percentage of unprompted correct responses were found between the two procedures in training, generalization, or maintenance. (Author/JDD)
Descriptors: Discrimination Learning, Elementary Secondary Education, Generalization, Instructional Effectiveness
Review of Research on Sight Word Instruction.
Peer reviewed Peer reviewed
Browder, Diane M.; Lalli, Joseph S. – Research in Developmental Disabilities, 1991
This review of 20 years of literature on sight word instruction for individuals with handicaps examines effectiveness data for procedures teaching word recognition and comprehension. Covered are "errorless procedures," prompt elimination, stimulus fading, time delay, easy to hard discrimination, and trial and error with feedback. Two tables…
Descriptors: Developmental Disabilities, Difficulty Level, Discrimination Learning, Feedback