ERIC Number: EJ1168853
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Time-Based versus Task-Based Contingencies: Which Is More Effective for Independent Academic Assignments for Students with Learning Disabilities?
Hua, Youjia; Lee, David L.; Stansbery, Sam; McAfee, James K.
Learning Disabilities: A Multidisciplinary Journal, v20 n2 p107-117 2014
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.
Descriptors: Learning Disabilities, Timed Tests, Time on Task, Task Analysis, Preferences, Worksheets, Individualized Instruction, Sequential Learning, Grade 4, Pretests Posttests, Assignments, Teaching Methods, Instructional Effectiveness
Sagamore Publishing LLC. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975; e-mail: email@example.com; Web site: http://js.sagamorepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: N/A