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ERIC Number: ED345418
Record Type: RIE
Publication Date: 1986
Pages: 283
Abstractor: N/A
Reference Count: N/A
Comparison of Instructional Strategies: A Literature Review.
Wolery, Mark; And Others
This literature review is one part of a research project, "The Comparison of Instructional Strategies," designed to investigate issues related to instructional procedures used with students having moderate and severe mental retardation and to develop and field test four modules/manuals using such procedures. The review examined the relevant (defined as instruction of this population in applied settings) literature from 1975 to 1986. Each chapter summarizes findings for one identified instructional strategy and includes an operational description of the procedure, methodological parameters, effectiveness and efficiency findings, and a bibliography of the reviewed research. The following instructional strategies are covered: error correction, antecedent prompt and test, antecedent prompt and fade, most to least prompting, system of least prompts, constant time delay, progressive time delay, naturalistic teaching strategies, and stimulus manipulation. A separate chapter addresses studies comparing two or more instructional strategies. A summary chapter notes commonalities across strategies, identifies issues for further research, and offers guidelines for selecting instructional strategies. (DB)
Publication Type: Information Analyses
Education Level: N/A
Audience: Researchers; Practitioners
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Kentucky Univ., Lexington. Dept. of Special Education.
Note: Tables contain small print.