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Sequencing instructional tasks. A comparison of contingent and noncontingent interspersal of preferred academic tasks.
- Source :
-
Behavior modification [Behav Modif] 2003 Apr; Vol. 27 (2), pp. 191-216. - Publication Year :
- 2003
-
Abstract
- This study compared two strategies for increasing accurate responding on a low-preference academic task by interspersing presentations of a preferred academic task. Five children attending a preschool program for children with delayed language development participated in this study. Preferred and nonpreferred tasks were identified through a multiple-stimulus, free-operant preference assessment. Contingent access to a preferred academic task was associated with improved response accuracy when compared to noncontingent access to that activity for 3 students. For 1 student, noncontingent access to the preferred activity led to improved response accuracy, and 1 student's analysis suggested the importance of procedural variety. The implications of these findings for use of preference assessments to devise instructional sequences that improve student responding are discussed.
Details
- Language :
- English
- ISSN :
- 0145-4455
- Volume :
- 27
- Issue :
- 2
- Database :
- MEDLINE
- Journal :
- Behavior modification
- Publication Type :
- Academic Journal
- Accession number :
- 12705105
- Full Text :
- https://doi.org/10.1177/0145445503251577