Impact of time delay, observational learning, and attentional cuing upon word recognition during integrated small-group instruction.

The effects of constant time delay, observational learning opportunities, and differential attentional cuing were examined during the small-group instruction of students in an integrated setting. Three students, one individual with moderate mental retardation and two individuals characterized as at-risk learners, participated in learning sight words through direct instruction and observational-learning conditions. A multiple probe design across three students was combined with a multitreatment design across treatment conditions to assess the impact of instructional variables. Reliability of scoring and procedural integrity were estimated and social validity of outcomes was considered. Findings support the salience of the constant time delay procedure in facilitating word acquisition in small, heterogeneous, and inclusive group learning arrangements. Further, a significant amount of learning through observation occurred for all students under both a general and specific attentional cue condition. A slight but discernible advantage of using the specific cuing strategy of transcribing target and nontarget words was realized.

Community-referenced activities: implications for establishing stimulus control.

Community-referenced activities involve skill clusters that may be extended over time and/or intertwined with collateral skills. Such multiplex response chains differ in numerous ways from the discrete responses shaped in repetitive trial instruction. Specifically, community living response chains are characterized by the length of the chain, the response classes contained in the chain, and the implicit variations within the chain. Characteristics of these activity chains were analyzed in order to exact implications for enhancing instructional procedures. Given the variety of stimulus control strategies available, this discussion may effect a more deliberate selection of a procedure that is applicable to the varied stimuli and responses in daily living activities.

A comparison of procedures in teaching self-help skills: increasing assistance, time delay, and observational learning.

The effectiveness and efficiency of two prompt-fading procedures were compared during the instruction of two self-help skills to four pairs of developmentally delayed preschoolers. In addition, the effect of observational learning was examined. Within a combined multiple probe and parallel treatments design, one member of each pair received direct instruction on the two skills. One skill was taught using an increasing assistance prompting procedure and the other skill was taught using a constant time delay procedure. The other member of the pair was prompted to observe the instruction, but was not taught directly. Reliability of scoring and procedural integrity were estimated, and social validity of outcomes considered. Findings indicated a slight but discernible advantage of using the time delay procedure rather than the increasing assistance procedure to teach complex, chained-response tasks. Further, considerable learning resulted solely from the observation of instruction.