Increasing Academic Responding of Handicapped Preschool Children During Group Instruction-Reference-Cited by-同舟云学术

Increasing Academic Responding of Handicapped Preschool Children During Group Instruction

Published:1987-10 Issue:1 Volume:12 Page:23-30
ISSN:0885-3460
Container-title:Journal of the Division for Early Childhood
language:en
Short-container-title:Journal of the Division for Early Childhood

Author:

Sainato Diane M.¹,Strain Phillip S.²,Lyon Steven R.³

Affiliation:

1. Early Childhood Research Institute, Western Psychiatric Institute and Clinic, University of Pittsburgh

2. Early Childhood Research Institute

3. University of Pittsburgh

Abstract

In an experimental assessment of a choral responding procedure for increasing children's response to teacher commands, decreased levels of off-task behavior, as well as increased levels of correct responding, resulted from the procedures for three handicapped preschool children during large group instruction.

Publisher

SAGE Publications

Link

http://journals.sagepub.com/doi/pdf/10.1177/105381518701200104

Reference16 articles.

1. Using the Characteristics of Current and Subsequent Least Restrictive Environments in the Development of Curricular Content for Severely Handicapped Students

2. Brown, L., Nietupski, J. & Hamre-Nietupski, S. (1976). The criterion of ultimate functioning. In A. Thomas (Ed.) Hey, don't forget about me! Education's investment in the severely, profoundly, and multiply handicapped. Reston, VA: Council for Exceptional Children, 2-15.

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