Impact of time delay, observational learning, and attentional cuing upon word recognition during integrated small-group instruction

1995 ◽  
Vol 25 (5) ◽  
pp. 503-519 ◽  
Author(s):  
Sharon F. Schoen ◽  
Stacy Ogden
Keyword(s):  
Time Delay ◽  
Word Recognition ◽  
Small Group ◽  
Observational Learning ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Attentional Cuing

The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers

2021 ◽  
pp. 105381512110520
Author(s):  
Jarrah Korba ◽  
Mary Louise Hemmeter ◽  
Adrienne K. Golden ◽  
Kate Nuhring
Keyword(s):  
Time Delay ◽  
Problem Solving ◽  
Small Group ◽  
Social Problem ◽  
Challenging Behavior ◽  
Social Problem Solving ◽  
Small Group Instruction ◽  
Probe Design ◽  
Group Instruction ◽  
Progressive Time Delay

A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, “What could you do?” After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed.

Use Of Constant Time Delay In Small Group Instruction: A Study Of Observational And Incidental Learning

1990 ◽  
Vol 23 (4) ◽  
pp. 369-385 ◽  
Author(s):  
Patricia Munsony Doyle ◽  
David L. Gast ◽  
Mark Wolery ◽  
Melinda Jones Ault ◽  
Jacqueline A. Farmer
Keyword(s):  
Time Delay ◽  
Small Group ◽  
Incidental Learning ◽  
Constant Time Delay ◽  
Small Group Instruction ◽  
Constant Time ◽  
Group Instruction

Self-Recording during Group Instruction: Effects on Attention to Task

1981 ◽  
Vol 4 (4) ◽  
pp. 407-413 ◽  
Author(s):  
Daniel P. Hallahan ◽  
Kathleen J. Marshall ◽  
John Wills Lloyd
Keyword(s):  
Small Group ◽  
Oral Reading ◽  
Learning Disabled ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Self Monitoring ◽  
Task Behavior ◽  
On Task Behavior ◽  
Procedural Components ◽  
Attention To Task

The effects of self-monitoring on attention to task during small-group instruction were investigated. Three learning disabled (LD) boys with severe attentional problems were taught to self-monitor their on-task behavior while participating in oral reading tasks. A reversal design demonstrated marked increases in attention to task for all three students. The higher levels of on-task behavior were maintained during two subsequent phases in which external components of the self-monitoring procedure were withdrawn. The results indicate that self-monitoring procedures can be effectively employed during oral, small-group instruction, and that positive behavioral changes can be maintained over a period of time following the gradual fading of external, procedural components.

Providing Small Group Instruction to Children With Disabilities and Same-Age Peers

2019 ◽  
Vol 41 (3) ◽  
pp. 202-219
Author(s):  
Olivia Winstead ◽  
Justin D. Lane ◽  
Amy D. Spriggs ◽  
R. Allan Allday
Keyword(s):  
Small Group ◽  
Academic Failure ◽  
Severe Disabilities ◽  
Autism Spectrum ◽  
Small Group Instruction ◽  
Sight Words ◽  
Typical Development ◽  
Group Instruction ◽  
Academic Tasks ◽  
Moderate To Severe Disabilities

Small group instruction in classrooms provides children opportunities to collaborate on academic tasks, as well as opportunities for social interactions. Although such arrangements are common for children with typical development, children with moderate to severe disabilities (MSD) may receive few or no opportunities to participate meaningfully in small group instruction with same-age peers with typical development. The purpose of this study was to evaluate the use of a progressive time delay procedure for teaching children with MSD (autism spectrum disorder and/or intellectual disability) and those with typical social development, but at-risk for academic failure, to name sight words during small group instruction. In addition, children had multiple opportunities per session to provide tokens to peers, praise peers for correct responses, and initiate conversations and respond to a peer’s conversation initiations. Results indicated that children with and without disabilities can learn to name sight words, as well as learn to initiate conversation when tokens include pictures or photographs of each child’s preferred items or activities. Implications for teachers and future studies are provided.

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