title: Acquisition of incidental information during instruction for a response-chain skill.
abstract: We examined the acquisition of incidental information and observational learning of incidental information by adolescents with moderate intellectual disabilities during school-directed systematic instruction. Effectiveness of constant time-delay instruction for vocational-skill acquisition was evaluated within a multiple-probe design across six dyads. Dyadic instructional arrangements allowed the assessment of incidental information acquired through observation. The constant time-delay procedure was effective in teaching the target vocational skill. In addition, participants acquired and retained approximately 50% of the incidental information to which they were exposed during the consequent events of constant time-delay instruction either through direct verbal presentation or through observation of their peers' instruction.
authors.affiliation: University of Georgia, USA. mewall@ilstu.edu
authors.forename: M E
authors.initials: ME
authors.lastname: Wall
authors.forename: D L
authors.initials: DL
authors.lastname: Gast
mesh_terms: D000293:Adolescent; D000328:Adult; D005260:Female; D006801:Humans; D007858:Learning; D007859:Learning Disabilities; D008297:Male; D012050:Rehabilitation, Vocational