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The Effects of a Programmed Teaching Sequence and Response Card Use with Systematic Feedback on the Acquisition of Time Telling Behavior of 3 Students with Intellectual Disability

Few studies have proposed or evaluated methods to teach telling time. The purpose of this study was to evaluate the effects of differential reinforcement of student responding in the form of response cards to teach three middle school students with intellectual disability to tell time. Participants worked through six training phases. Results showed that correct responding increased from pre-assessment (range of 5.71-14.29% correct) to post-assessment (range of 85-100% correct). Preliminary evidence shows promise in the application of these procedures to teach telling time to middle school students with intellectual disability.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc68062
Date05 1900
CreatorsWeatherford, Matthew
ContributorsEllis, Janet, Ingvarsson, Einar, Mehta, Smita
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
FormatText
RightsPublic, Copyright, Weatherford, Matthew, Copyright is held by the author, unless otherwise noted. All rights reserved.

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