Levels of Instructional Difficulty as Related to On-Task Behavior, Task Completion, and Comprehension-Reference-Cited by-同舟云学术

Levels of Instructional Difficulty as Related to On-Task Behavior, Task Completion, and Comprehension

Published:1978-11 Issue:9 Volume:11 Page:559-566
ISSN:0022-2194
Container-title:Journal of Learning Disabilities
language:en
Short-container-title:J Learn Disabil

Author:

Gickling Edward E.¹,Armstrong David L.²

Affiliation:

1. Edward E. Gickling is an associate professor in the Department of Special Education, Division of Curriculum Instruction, at the University of Nevada at Reno. Dr. Gickling's major interest is in basic learning problems and the procedures used to deliver instruction so that children can learn more effectively. Requests for reprints should be sent to Dr. Gickling at the Department of Special Education, University of Nevada, Reno, Nev. 89507.

2. David L. Armstrong is a special education resource teacher in the Knoxville (Tennessee) public schools. His major interest is transitional work and tutoring to help children deal with mainstreaming.

Abstract

The differences between first experiencing school frustration and finally receiving relief often represent a considerable lapse in time for many primary-age children. To help combat frustration, this study investigated the effects of three stages of instructional manipulation on first- and second-grade students who were functioning at a frustration level. On-task, task-completion, and task-comprehension behaviors were recorded across baseline, independent, instructional, and frustrational conditions. The results showed predictable patterns of performance related to the three levels of instructional difficulty. Educational implications regarding the procedures and results are provided.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health (social science)

Link

http://journals.sagepub.com/doi/pdf/10.1177/002221947801100905

Reference10 articles.

1. Eliminating discipline problems by strengthening academic performance1

2. An Observational Analysis of Classroom Behaviors of Children with Learning Disabilities

3. Learning Disabled Children as Behavior Modifiers

4. The noneffects of contingent reinforcement for attending behavior on work accomplished1

5. Behavioral and Academic Gains of Conduct Problem Children in Different Classroom Settings

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