Effects of Transition-Based Teaching With Instructive Feedback on Skill Acquisition by Children With and Without Disabilities

Abstract

The effects of using transition-based teaching (i.e., trials distributed throughout the day during transitions between activities) and using instructive feedback (presentation of extra information in consequent events) were evaluated to determine whether kindergarten students with and without disabilities would acquire academic skills. A minimal number of trials presented during in-class transitions were used to teach naming the values of coin combinations. The teachers introduced instructive feedback stimuli (number words corresponding to the values) in feedback statements following correct responses. A multiple-probe design across sets of coin values and replicated across participants was used. The results indicate

A Comparative Analysis of Third-Grade Mathematics Textbooks Before and After the 2000 NCTM Standards

“…Classroom practices that involve a careful decided that four review problems per lesson assessment of entry-level skills and focused, was the minimum for meeting this criterion. ongoing practice of mathematical facts pro-This criterion is based on the results of anothmote automaticity (Stein et al, 1997;er Doren, 1996). supplemental practice activities are optional, Baine (1982) noted that, &dquo;if errors are not they were not counted.…”

Examination of variables that affect the efficacy of instructive feedback

“…Instructive feedback has demonstrated efficacy with diverse populations (e.g., Caldwell, Wolery, Werts, & Caldwell, ; Werts, Caldwell, & Wolery, ; Werts, Venn, Demblowski, Wolery, & Doren, ) during one‐to‐one instruction. However, studies that examined the use of instructive feedback for children with autism spectrum disorder (ASD) have produced inconsistent outcomes.…”

Using Instructive Feedback to Increase Response Variability During Intraverbal Training for Children with Autism Spectrum Disorder

“…Previous studies show that most participants acquire some or all of the secondary targets in the absence of direct reinforcement; thus, incorporating secondary targets into learning trials provides learners with the opportunity to acquire substantially more skills. This effect has been demonstrated with typically developing children (e.g., Werts et al 1996), children with intellectual disabilities (e.g., Wolery et al 1991), students labeled as needing emotional support (e.g., Werts et al 1993), and, more recently, children with ASD (Loughrey et al 2014;Reichow and Wolery 2011;Vladescu and Kodak 2013). Reichow and Wolery (2011) compared the acquisition of target responses for children with ASD who were taught with a progressive prompt-delay (PPD) procedure with and without instructive feedback.…”