An Evaluation of the Relative Efficacy of and Children's Preferences for Teaching Strategies That Differ in Amount of Teacher Directedness

Abstract

The manner in which teachers mediate children's learning varies across early childhood classrooms. In this study, we used a multielement design to evaluate the efficacy of three commonly implemented strategies that varied in teacher directedness for teaching color- and object-name relations. Strategy 1 consisted of brief exposure to the target relations followed by an exclusively child-led play period in which correct responses were praised. Strategy 2 was similar except that teachers prompted the children to vocalize relations and corrected errors via model prompts. Strategy 3 incorporated the same procedures as Strategy 2 except that a brief period of teacher-initiated trials was arranged; these trials involved the use of prompt delay between questions and prompts, and correct responses resulted in tokens and back-up activity reinforcers. Children's preferences for the different teaching strategies were also directly assessed. Strategy 3 was most effective in promoting the acquisition and generalization of the color- and object-name relations and was also most preferred by the majority of children, Strategy 1 was the least effective, and Strategy 2 was typically the least preferred. Implications for the design of early educational environments based on evidence-based values are discussed.

How should periods without social interaction be scheduled? Children's preference for practical schedules of positive reinforcement

“…As Heal et al (2009) noted, preference outcomes may not be influenced primarily by the reinforcing features of the preferred context (e.g., relative immediacy, quality, and magnitude of reinforcement; less exposure to extinction), but may instead be the result of a dynamic interaction between the reinforcing features of the preferred context and the aversive features of the nonpreferred contexts (e.g., delay to reinforcement). Cumulative initial-link selections (second row) during the preference assessments for Ed and Dee across sessions.…”

“…The procedure for paired-card presentations was similar to that described by Fisher et al (1992) with the exception that every color-card selection resulted in brief social praise (i.e., nondifferential consequences were arranged in this assessment; Heal, Hanley, & Layer, 2009). The procedure for paired-card presentations was similar to that described by Fisher et al (1992) with the exception that every color-card selection resulted in brief social praise (i.e., nondifferential consequences were arranged in this assessment; Heal, Hanley, & Layer, 2009).…”

Toward Effective and Preferred Programming: A Case for the Objective Measurement of Social Validity with Recipients of Behavior-Change Programs

“…Children's values with respect to teaching procedures have also been assessed in a similar manner (Heal, & Hanley, 2007;Heal, Hanley, & Layer, 2009). In Heal et al, the preferences of 4 children of typical development for teaching strategies that varied in the amount of teacher directedness were evaluated.…”

Handbook of Early Childhood Special Education

“…Although there are multiple comparative studies examining different instructional components, few of these studies focused on teaching play targets. Recent research has examined child preferences for instruction and found that (a) preference is not always related to efficacy and (b) preferences can be modifi ed using observation or changes to reinforcement contingencies (Hanley, Tiger, & Ingvarsson, 2009 ;Heal, Hanley, & Layer, 2009 ;Leaf et al, 2012 ). Future research should examine child preferences as it impacts play instruction.…”