Building Independence during In-Class Transitions: Teaching In-Class Transition Skills to Preschoolers with Developmental Delays through Choral-Response-Based Self-Assessment and Contingent Praise.

Connell, Mitchell C.; And Others

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Peer reviewed

ERIC Number: EJ474417

Record Type: CIJE

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0748-8491

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Building Independence during In-Class Transitions: Teaching In-Class Transition Skills to Preschoolers with Developmental Delays through Choral-Response-Based Self-Assessment and Contingent Praise.

Connell, Mitchell C.; And Others

Education and Treatment of Children, v16 n2 p160-74 May 1993

This study found that a procedure involving choral responding and self-assessment accompanied by contingent praise may be an effective tool for teaching in-class transition skills to preschoolers with developmental delays. Active engagement sharply increased, with collateral decreases in competing behavior and levels of teacher prompting of target students. Maintenance of behavioral gains was also exhibited. (Author/JDD)

Descriptors: Behavior Problems, Contingency Management, Maintenance, Mild Disabilities, Personal Autonomy, Positive Reinforcement, Preschool Education, Responses, Self Evaluation (Individuals), Skill Development, Student Reaction, Time Management, Time on Task

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A