The Effects of a Programmed Teaching Sequence and Response Card Use with Systematic Feedback on the Acquisition of Time Telling Behavior of 3 Students with Intellectual Disability
Few studies have proposed or evaluated methods to teach telling time. The purpose of this study was to evaluate the effects of differential reinforcement of student responding in the form of response cards to teach three middle school students with intellectual disability to tell time. Participants...
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| Format: | Others |
| Language: | English |
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University of North Texas
2011
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| Online Access: | https://digital.library.unt.edu/ark:/67531/metadc68062/ |