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ERIC Number: ED319214
Record Type: RIE
Publication Date: 1987-Oct
Pages: 36
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessing Student Performance: The Effect of Procedural Contrast between Training and Probe Conditions.
Farlow, Leslie J.; And Others
The study examined the relationship between performance of 19 severely handicapped students under training conditions and under each of two types of probe conditions: (1) multiple opportunity (the student is given an opportunity to perform every step in a task analysis); and (2) single opportunity (the student is not given the opportunity to complete the task after the first error). Student data on performance of multiple-step functional tasks were collected and correlations were calculated between probe session scores and corresponding scores on training sessions closest in time. While the majority of student data sets were not significantly correlated, significant differences that did exist between groups indicated that single opportunity probe data were more likely to be variable, and the difference between probe and training scores was greater under the single opportunity probe condition. Results suggest that: (1) probe conditions are not the same as extinction; (2) training data do not consistently reflect performance under probe conditions; and (3) teachers may need to use different criteria to interpret data collected under different probe conditions. Includes 11 references. (Author/DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Practitioners
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Association for the Severely Handicapped (14th, Chicago, IL, October 29-30, 1987).