Literaturnachweis - Detailanzeige
| Autor/inn/en | Hua, Youjia; Lee, David L.; Stansbery, Sam; McAfee, James K. |
|---|---|
| Titel | Time-Based versus Task-Based Contingencies: Which Is More Effective for Independent Academic Assignments for Students with Learning Disabilities? |
| Quelle | In: Learning Disabilities: A Multidisciplinary Journal, 20 (2014) 2, S.107-117 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1046-6819 |
| DOI | 10.18666/LDMJ-2014-V20-I2-5280 |
| Schlagwörter | Learning Disabilities; Timed Tests; Time on Task; Task Analysis; Preferences; Worksheets; Individualized Instruction; Sequential Learning; Grade 4; Pretests Posttests; Assignments; Teaching Methods; Instructional Effectiveness; Pennsylvania |
| Abstract | Task interspersal is an academic material modification procedure implemented by adding a sequence of brief tasks prior to more difficult academic tasks. The purpose of this study was to investigate the effects of the interspersal procedure under both time-based (i.e., time allotted to complete task held constant) and task-based (i.e., number of task items held constant) contingencies on choice of academic materials for three students with learning disabilities. Overall, the results showed that during the task-based condition all three students preferred traditional worksheets. Their preferences of task material during the time-based condition were individualized. In addition, two students had higher rate of completion during the task-based condition, and one student had higher rate of completion during the time-based condition. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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