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Accepting Specific versus Functional Student Responses When Training Chained Tasks.

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Bibliographic Details
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
FullText Text:
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  Data: Accepting Specific versus Functional Student Responses When Training Chained Tasks.
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  Data: <searchLink fieldCode="AR" term="%22Wright%2C+Cheryl+Weinzierl%22">Wright, Cheryl Weinzierl</searchLink><br /><searchLink fieldCode="AR" term="%22Schuster%2C+John+W%2E%22">Schuster, John W.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Training+in+Mental+Retardation+and+Developmental+Disabilities%22"><i>Education and Training in Mental Retardation and Developmental Disabilities</i></searchLink>. Mar 1994 29(1):43-56.
– Name: PeerReviewed
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  Data: Y
– Name: Pages
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  Data: 14
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  Data: 1994
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Behavior+Chaining%22">Behavior Chaining</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Moderate+Mental+Retardation%22">Moderate Mental Retardation</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Approach%22">Sequential Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Training+Methods%22">Training Methods</searchLink>
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  Data: 1079-3917
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  Data: 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)
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 43
    Subjects:
      – SubjectFull: Behavior Chaining
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Moderate Mental Retardation
        Type: general
      – SubjectFull: Sequential Approach
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Training Methods
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      – TitleFull: Accepting Specific versus Functional Student Responses When Training Chained Tasks.
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            NameFull: Schuster, John W.
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              Y: 1994
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              Value: 1079-3917
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              Value: 29
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              Value: 1
          Titles:
            – TitleFull: Education and Training in Mental Retardation and Developmental Disabilities
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