Accepting Specific versus Functional Student Responses When Training Chained Tasks.
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| Title: | Accepting Specific versus Functional Student Responses When Training Chained Tasks. |
|---|---|
| Language: | English |
| Authors: | Wright, Cheryl Weinzierl, Schuster, John W. |
| Source: | Education and Training in Mental Retardation and Developmental Disabilities. Mar 1994 29(1):43-56. |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 1994 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Behavior Chaining, Elementary Education, Instructional Effectiveness, Moderate Mental Retardation, Sequential Approach, Task Analysis, Training Methods |
| ISSN: | 1079-3917 |
| Abstract: | Sequence errors may be reduced by allowing students to perform a chained task in any functional order. This study, involving four elementary-aged students with moderate intellectual disabilities, found that tasks taught with functional procedures were acquired in fewer sessions, in less time, and with fewer errors than tasks taught in a specific order. (Author/JDD) |
| Entry Date: | 19940101 |
| Accession Number: | EJ481508 |
| Database: | ERIC |
| Abstract: | Sequence errors may be reduced by allowing students to perform a chained task in any functional order. This study, involving four elementary-aged students with moderate intellectual disabilities, found that tasks taught with functional procedures were acquired in fewer sessions, in less time, and with fewer errors than tasks taught in a specific order. (Author/JDD) |
|---|---|
| ISSN: | 1079-3917 |
