1994
DOI: 10.1177/001440299406000508
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The Negative Effects of Positive Reinforcement in Teaching Children with Developmental Delay

Abstract: Interactive modeling is frequently used in teaching skills to children with developmental delay. This study compared the performance of 12 children (7 males, 5 females; 4–10 years of age) each trained in two tasks, one through interactive modeling (with or without verbal reinforcement) and the other through passive observation. Results showed that passive modeling produced better rated performance than interactive modeling and that verbal reinforcement was counterproductive. These findings suggest that current… Show more

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Cited by 15 publications
(24 citation statements)
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“…In a within-subjects design, dressing skills that were presented at a relatively slow presentation speed through videotaped modelling were eventually performed better than those presented at a relatively fast speed. These data in combination with evidence from this laboratory that passive modelling of basic skills is more effective than interactive modelling (e.g., Biederman, Fairhall, Raven, & Davey, 1998;Biederman, Davey, Ryder, & Franchi, 1994;Biederman, Ryder, Davey, & Gibson, l991) suggest that standard instructional techniques warrant reexamination both from the basis of instructional effectiveness and the efficient use of the allotment of teacher time.…”
Section: Observational Learning In Children With Down Syndrome and Dementioning
confidence: 87%
See 4 more Smart Citations
“…In a within-subjects design, dressing skills that were presented at a relatively slow presentation speed through videotaped modelling were eventually performed better than those presented at a relatively fast speed. These data in combination with evidence from this laboratory that passive modelling of basic skills is more effective than interactive modelling (e.g., Biederman, Fairhall, Raven, & Davey, 1998;Biederman, Davey, Ryder, & Franchi, 1994;Biederman, Ryder, Davey, & Gibson, l991) suggest that standard instructional techniques warrant reexamination both from the basis of instructional effectiveness and the efficient use of the allotment of teacher time.…”
Section: Observational Learning In Children With Down Syndrome and Dementioning
confidence: 87%
“…It has been proposed that attention difficulties or delays in processing inhibit the formation of associations between behaviour and social responses in active modelling (Biederman, et al, 1994). That is, a child may be attending to one aspect of his or her behaviour and the instructor may be attending to and commenting on another.…”
Section: Observational Learning In Children With Down Syndrome and Dementioning
confidence: 99%
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