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

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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Bibliographic Details
Main Author: Weatherford, Matthew
Other Authors: Ellis, Janet
Format: Others
Language:English
Published: University of North Texas 2011
Subjects:
Time telling
behavior analysis
response cards
special education
Online Access:https://digital.library.unt.edu/ark:/67531/metadc68062/
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spelling ndltd-unt.edu-info-ark-67531-metadc680622017-03-17T08:39:26Z 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 Weatherford, Matthew Time telling behavior analysis response cards special education 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 worked through six training phases. Results showed that correct responding increased from pre-assessment (range of 5.71-14.29% correct) to post-assessment (range of 85-100% correct). Preliminary evidence shows promise in the application of these procedures to teach telling time to middle school students with intellectual disability. University of North Texas Ellis, Janet Ingvarsson, Einar Mehta, Smita 2011-05 Thesis or Dissertation Text https://digital.library.unt.edu/ark:/67531/metadc68062/ ark: ark:/67531/metadc68062 English Public Copyright Weatherford, Matthew Copyright is held by the author, unless otherwise noted. All rights reserved.
collection NDLTD
language English
format Others
sources NDLTD
topic Time telling
behavior analysis
response cards
special education
spellingShingle Time telling
behavior analysis
response cards
special education
Weatherford, Matthew
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
description 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 worked through six training phases. Results showed that correct responding increased from pre-assessment (range of 5.71-14.29% correct) to post-assessment (range of 85-100% correct). Preliminary evidence shows promise in the application of these procedures to teach telling time to middle school students with intellectual disability.
author2 Ellis, Janet
author_facet Ellis, Janet
Weatherford, Matthew
author Weatherford, Matthew
author_sort Weatherford, Matthew
title 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
title_short 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
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_sort 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
publisher University of North Texas
publishDate 2011
url https://digital.library.unt.edu/ark:/67531/metadc68062/
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