title: Use of constant time delay and attentional responses with adolescents.
abstract: 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.
authors.affiliation: Department of Psychiatry, Allegheny-Singer Research Institute, Pittsburgh.
authors.forename: M
authors.initials: M
authors.lastname: Wolery
authors.forename: C A
authors.initials: CA
authors.lastname: Cybriwsky
authors.forename: D L
authors.initials: DL
authors.lastname: Gast
authors.forename: K
authors.initials: K
authors.lastname: Boyle-Gast
mesh_terms: 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