Embedding instructive feedback into teacher-student interactions during independent seat work |
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Authors: | Nicola K Caldwell BS Mark Wolery PhD Margaret G Werts EdS Yvonne Caldwell MS |
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Institution: | (1) Child and Family Studies Program, Allegheny-Singer Research Institute, One Allegheny Center, Suite 510, 15212 Pittsburgh, PA;(2) Department of Psychiatry, Allegheny University of the Health Sciences, Pittsburgh, Pennsylvania;(3) Fulton Academy, Pittsburgh City Public Schools, Pittsburgh, Pennsylvania |
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Abstract: | The effects of embedding a constant time delay procedure into an independent seat work activity and using instructive feedback were evaluated in this study. Seven students with mild disabilities participated in the study that occurred in their special education classroom. A multiple probe design across sets of target behaviors was used, and students' responses to instructive feedback stimuli were evaluated during each probe condition. The procedures were implemented with a high degree of fidelity, and the results indicate that (a) the students acquired the target behaviors taught with the constant time delay procedure that was embedded into independent seat work, and (b) the students acquired some but not all of the responses to the instructive feedback stimuli. These findings are discussed in terms of using instructive feedback in classrooms and future research on instructive feedback. |
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Keywords: | instructive feedback constant time delay independent seat work |
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