ERIC Number: ED407749
Record Type: Non-Journal
Publication Date: 1992
Instructional Module: Promoting the Efficiency of Direct Instruction by Adding Non-Target Stimuli to Trial Sequences.
This instructional module describes procedures for training prospective and practicing teachers to use two strategies for enhancing the efficiency of instructing children with mild disabilities: manipulating attending cues and responses and using instructive feedback. The module contains the following information: (a) a description of the competencies to be acquired; (b) a rationale for the competencies; (c) a list of the objectives of the module; (d) a description of the learning activities and alternatives, including a list of relevant articles that learners should read on manipulations of the attending cues and/or attending responses and on instructive feedback; and (e) a content outline of training sessions. The content outline has five major sections: introduction to direct instruction, including the components of direct instruction; using attending cues/responses to increase the efficiency of direct instruction, including information on selecting attending cues/responses; using instructive feedback to increase the efficiency of instruction, including information on three types of instructive feedback; findings from research on attending cues/responses and instructive feedback; and recommendations for use of manipulations of the attending cues/responses and instructive feedback. A chart of a taxonomy of attending cues and responses is also included. (CR)
Descriptors: Attention Control, Attention Span, Course Content, Course Descriptions, Cues, Educational Strategies, Efficiency, Elementary Secondary Education, Feedback, Inservice Teacher Education, Instructional Effectiveness, Learning Processes, Mild Disabilities, Preschool Education, Prompting, Reinforcement, Student Behavior, Teacher Competencies, Teacher Education, Teacher Response, Teaching Guides, Teaching Methods
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Allegheny-Singer Research Inst., Pittsburgh, PA.