Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure / Nicole Scott BRITTON in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.102-113 Titre : Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure Type de document : texte imprimé Auteurs : Nicole Scott BRITTON, Auteur ; Belva C. COLLINS, Auteur ; Melinda Jones AULT, Auteur ; Margaret E. BAUSCH, Auteur Article en page(s) : p.102-113 Langues : Anglais (eng) Mots-clés : systematic instruction, constant time delay, simultaneous prompting, paraprofessional, peer tutor Index. décimale : PER Périodiques Résumé : Within the context of a multiple baseline design, the researchers in this investigation used a constant time delay (CTD) procedure to teach two classroom support personnel (i.e., paraprofessional, peer tutor) to use a simultaneous prompting (SP) procedure when teaching a high school student with a moderate intellectual disability to (a) identify words from science core content, (b) identify words from social studies core content, (c) make Kool-Aid, and (d) alphabetize last names by their first letters. The classroom teacher implemented the CTD procedure with a high degree of fidelity, the paraprofessional and the peer tutor implemented the SP procedure with high levels of fidelity, and the student increased his ability to perform the targeted skills. En ligne : http://dx.doi.org/10.1177/1088357615587505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure [texte imprimé] / Nicole Scott BRITTON, Auteur ; Belva C. COLLINS, Auteur ; Melinda Jones AULT, Auteur ; Margaret E. BAUSCH, Auteur . - p.102-113. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.102-113 Mots-clés : systematic instruction, constant time delay, simultaneous prompting, paraprofessional, peer tutor Index. décimale : PER Périodiques Résumé : Within the context of a multiple baseline design, the researchers in this investigation used a constant time delay (CTD) procedure to teach two classroom support personnel (i.e., paraprofessional, peer tutor) to use a simultaneous prompting (SP) procedure when teaching a high school student with a moderate intellectual disability to (a) identify words from science core content, (b) identify words from social studies core content, (c) make Kool-Aid, and (d) alphabetize last names by their first letters. The classroom teacher implemented the CTD procedure with a high degree of fidelity, the paraprofessional and the peer tutor implemented the SP procedure with high levels of fidelity, and the student increased his ability to perform the targeted skills. En ligne : http://dx.doi.org/10.1177/1088357615587505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

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