A Comparison of the Task Demonstration Model and the Standard Prompting Hierarchy in Teaching Word Identification to Persons with Moderate Retardation.

Karsh, Kathryn G.; And Others

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Peer reviewed

ERIC Number: EJ421506

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0891-4222

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A Comparison of the Task Demonstration Model and the Standard Prompting Hierarchy in Teaching Word Identification to Persons with Moderate Retardation.

Karsh, Kathryn G.; And Others

Research in Developmental Disabilities, v11 n4 p395-410 1990

Six persons, ages 17-20, with moderate mental retardation were taught to identify 3 words by each of 2 different procedures--a fading procedure called the Task Demonstration Model and the Standard Prompting Hierarchy. The Task Demonstration Model produced fewer errors in acquisition, generalization, and maintenance. (Author/JDD)

Descriptors: Comparative Analysis, Instructional Effectiveness, Models, Moderate Mental Retardation, Prompting, Teaching Methods, Word Recognition, Young Adults

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: Teachers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A