Except Child. 1991 Mar-Apr;57(5):462-74.

Use of constant time delay and attentional responses with adolescents.

Wolery M, Cybriwsky CA, Gast DL, Boyle-Gast K.

Source

Department of Psychiatry, Allegheny-Singer Research Institute, Pittsburgh.

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.

PMID:: 2022236; [PubMed - indexed for MEDLINE]

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Cited by 2 PubMed Central articles

Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: effects on teacher praise and academic productivity. [J Appl Behav Anal. 1998]
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Peer modeling of response chains: observational learning by students with disabilities. [J Appl Behav Anal. 1996]
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