Effects of Transition-Based Teaching With Instructive Feedback on Skill Acquisition by Children With and Without Disabilities

The effects of using transition-based teaching (i.e., trials distributed throughout the day during transitions between activities) and using instructive feedback (presentation of extra information in consequent events) were evaluated to determine whether kindergarten students with and without disabi...

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Veröffentlicht in:	The Journal of educational research (Washington, D.C.) D.C.), 1996-11, Vol.90 (2), p.75-86
Hauptverfasser:	Werts, Margaret Gessler, Wolery, Mark, Venn, Martha L., Demblowski, Diane, Doren, Henrietta
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Behavior Biological and medical sciences Child development Children Children & youth Children with disabilities Class Activities Classroom environment Classroom Research Classrooms Cooperative learning Curricula Curriculum Based Assessment Disabilities Disorders Early Childhood Education Exceptional children Experimentation Feedback Individualized Education Programs Intellectual disabilities Intelligence tests Kindergarten Kindergarten Children Kindergarten education Learning Strategies Medical sciences Mental stimulation Objectives Preschool Children Preschool education Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Research centers Researchers Skill Development Skills Special education Special education. Orthophony Special Needs Students Standard scores Students Teachers Teaching Teaching Methods Transition Time Treatments
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