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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc68062 |
| Date | 05 1900 |
| Creators | Weatherford, Matthew |
| Contributors | Ellis, Janet, Ingvarsson, Einar, Mehta, Smita |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Weatherford, Matthew, Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0017 seconds