Learning Efficiently: Acquisition of Related, Non-Target Behaviors (Project LEARN). Final Report.

Autor/in	Wolery, Mark
Institution	Allegheny-Singer Research Inst., Pittsburgh, PA.
Titel	Learning Efficiently: Acquisition of Related, Non-Target Behaviors (Project LEARN). Final Report.
Quelle	(1992), (406 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Attention Control; Attention Span; Cues; Educational Strategies; Efficiency; Elementary Education; Feedback; Inservice Teacher Education; Instructional Effectiveness; Learning Processes; Mild Disabilities; Preschool Education; Prompting; Reinforcement; Student Behavior; Teaching Methods; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Aufmerksamkeitstest; Stichwort; Lehrstrategie; Effectiveness; Effektivität; Wirkungsgrad; Elementarunterricht; Lehrerfortbildung; Unterrichtserfolg; Learning process; Lernprozess; Pre-school education; Vorschulerziehung; Benutzerführung; Positive Verstärkung; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Thirteen studies were conducted that focused on whether preschool and elementary school students with mild and moderate disabilities learned target and non-target behaviors when two types of instructional manipulations were made to direct instructional trial sequences. In one type, the related, non-target behaviors were presented during attentional cues in the antecedent portion of trial sequences. In the second type, the related, non-target behaviors were presented during the consequent events for students' responses (instructive feedback). The accomplishments of the project and a summary of the 13 studies are included. Findings include: (1) during direct instruction, use of an attentional cue and response that provided additional information and focuses attention on the distinctive features of the target stimulus may result in acquiring the target behaviors; (2) active attentional responses as compared to inactive responses may result in more acquisition of the additional stimuli; and (3) the addition of extra, related, non-target stimuli in the antecedent portion of trials may interfere with acquisition of the target response when children do not have a history of direct instruction. Several appendices include antecedent and consequent event manipulation manuals, an instructional module for faculty and inservice training instructors, and relevant articles and reports. (Author/CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC