Observational Learning of Academic and Social Behaviors during Small-Group Direct Instruction

Autor/inn/en	Ledford, Jennifer R.; Wolery, Mark
Titel	Observational Learning of Academic and Social Behaviors during Small-Group Direct Instruction
Quelle	In: Exceptional Children, 81 (2015) 3, S.272-291 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914563698
Schlagwörter	Small Group Instruction; Direct Instruction; Teaching Methods; Disabilities; Instructional Effectiveness; Observational Learning; Peer Teaching; Generalization; Peer Influence; Preschool Education; Preschool Children; Inclusion; Urban Schools; Student Behavior; Responses; Token Economy; Visual Stimuli; Word Recognition + Suchen Sie Ihr Suchwort? Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Handicap; Behinderung; Unterrichtserfolg; Imitationslernen; Peer group teaching; Peer Group Teaching; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Inklusion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Student behaviour; Schülerverhalten; Token-Programm; Worterkennung
Abstract	Many studies have shown that small-group direct instruction is effective and efficient for teaching students with and without disabilities, although relatively few studies have been conducted with heterogeneous groups of preschool participants. In addition, previous studies have primarily assessed whether observational learning occurred for academic behaviors directly taught to peers. In this study, we assessed target and observational learning of both academic and sharing behaviors. Results show that children with and without disabilities learned all of their own target academic behaviors and at least some of their peers' target academic behaviors, that children without disabilities learned to share by observing their typically developing peers do so, and that most participants generalized sharing to contexts similar to classroom activities. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01