Use of constant time delay and attentional responses with adolescents.
This study investigated the effectiveness of a constant time delay procedure in teaching adolescents with learning or behavior disorders. Subject matter included social studies and health facts presented in small-group settings. In addition, the study assessed the effects of two attentional responses (general--looking at the target stimuli, or specific--repeating the teacher's question) on students' acquisition of other students' facts and of related nontarget information. Two types of feedback for correct responses were presented: praise plus additional information, and general praise only. Results of various measures indicate that (a) the constant time delay procedure was reliable and effective; (b) students not only acquired targeted facts with few errors, but also acquired some other nontargeted facts, such as information presented along with feedback; and (c) specific attentional responses facilitated acquisition of observational and incidental facts and maintenance of learning.
Wolery
M
M
Department of Psychiatry, Allegheny-Singer Research Institute, Pittsburgh.
Cybriwsky
C A
CA
Gast
D L
DL
Boyle-Gast
K
K
D000293:Adolescent; D001245:Association Learning; D001288:Attention; D004519:Education, Special / Q000379:methods*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D011939:Mental Recall; D012057:Reinforcement, Verbal