title: Effects of wait-time and intertrial interval durations on learning by children with multiple handicaps.
abstract: We investigated the influence of teacher wait-time and intertrial interval durations on the performance of 4 multiply handicapped students during instruction in 10 skills. Four experimental conditions were evaluated: long wait-time and long intertrial interval, long wait-time and short intertrial interval, short wait-time and long intertrial interval, and short wait-time and short intertrial interval. Instructors attempted to keep short intervals as close as possible to 1 s and long intervals as close as possible to 10 s for both variables. Results showed that student performance was superior under the long wait-time conditions irrespective of the length of the intertrial interval.
authors.affiliation: College of Medicine, University of Florida, Gainesville 32610.
authors.forename: G
authors.initials: G
authors.lastname: Valcante
authors.forename: W
authors.initials: W
authors.lastname: Roberson
authors.forename: W R
authors.initials: WR
authors.lastname: Reid
authors.forename: W D
authors.initials: WD
authors.lastname: Wolking
mesh_terms: D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D006233:Persons with Disabilities / Q000523:psychology*; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory; D011939:Mental Recall; D012055:Reinforcement Schedule; D012153:Retention, Psychology