Literaturnachweis - Detailanzeige
| Autor/inn/en | Gast, David L.; Wolery, Mark |
|---|---|
| Institution | Kentucky Univ., Lexington. Dept. of Special Education. |
| Titel | Group Errorless Teaching Strategies (GETS). Final Report. |
| Quelle | (1990), (570 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Attention Control; Classroom Techniques; Disabilities; Elementary Secondary Education; Group Instruction; Grouping (Instructional Purposes); Instructional Effectiveness; Learning Processes; Mental Retardation; Prompting; Sight Vocabulary; Small Group Instruction; Teaching Methods; Time Factors (Learning) |
| Abstract | This final report of the Group Errorless Teaching Strategies Research Project is organized by the project objectives and covers planned and actual activities and outcomes. Objective 1 involved a review of the literature related to teaching students with mild and moderate mental handicaps in group settings and resulted in three articles which presented guidelines for implementing group instruction and the use of constant time delay in group instruction. Objectives 2 and 3 involved conducting four investigations per year to evaluate the effectiveness and efficiency of the system of least prompts and time delay in small group instructional arrangements. Emphasis was on how to conduct small group instruction and effects of various attentional cue manipulations in small groups. Objective 4 involved developing instructional modules and manuals, which were sent to selected training programs and agencies. The primary part of the document consists of 15 appendixes, including the texts of journal articles disseminated by the project, unpublished manuscripts, and four instructional manuals and modules. The journal articles and manuscripts discuss such topics as: small group instruction; constant time delay to teach chained tasks and to teach sight word reading; predictable and unpredictable trial sequences; use of choral and individual spelling attentional responses in teaching sight word reading; use of the system of least prompts; and acquisition of incidental information. The instructional manuals and modules cover small group instruction for students with moderate to severe disabilities, and the use of constant time delay in small group instruction. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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