SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Instructive feedback: Effects of number and type
13 references·1 citing·33 second hop
Instructive feedback: Effects of number and type (1994)Instructive feedback: Effects of number a…Education and Treatment of Children (2014)Education and Treatment of Ch…Instructive feedback: A comparison of simultaneous and alternating presentation of non-target stimuli (1993)Instructive feedback: A compa…Effects of Simultaneous Prompting and Instructive Feedback (1993)Effects of Simultaneous Promp…Effects of Instructive Feedback Related and Unrelated to the Target Behaviors (1993)Effects of Instructive Feedba…Constant time delay with discrete responses: A review of effectiveness and demographic, procedural, and methodological parameters (1992)Constant time delay with disc…Use of Constant Time Delay and Attentional Responses with Adolescents (1991)Use of Constant Time Delay an…Acquisition of nontargeted information during small‐group instruction (1991)Acquisition of nontargeted in…Acquisition of Incidental Information during Small Group Instruction. (1991)Acquisition of Incidental Inf…Use Of Constant Time Delay In Small Group Instruction: A Study Of Observational And Incidental Learning (1990)Use Of Constant Time Delay In…Teaching sight word reading in a group instructional arrangement using constant time delay (1990)Teaching sight word reading i…Response prompting and fading methods: a review. (1990)Response prompting and fading…Single Subject Research in Special Education (1984)Single Subject Research in Sp…Behavioral Assessment (1981)Behavioral AssessmentAcquisition of Instructive Feedback: Relation to Target Stimulus (2011)Acquisition of Instructive Fe…The education and training of the mentally retarded (1986)Impact of time delay, observational learning, and attentional cuing upon word recognition during integrated small-group instruction (1995)The Acquisition of Instructive Feedback: A Comparison of Continuous Versus Intermittent Presentation Schedules (1998)Teaching Middle School Students with Learning Disabilities to Recruit Positive Teacher Attention (1999)TRANSFER OF STIMULUS CONTROL: MEASURING THE MOMENT OF TRANSFER1 (1971)THE EFFECTIVENESS OF A CONSTANT TIME‐DELAY PROCEDURE TO TEACH CHAINED RESPONSES TO ADOLESCENTS WITH MENTAL RETARDATION (1988)Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation (1992)Comparative Single-Subject Research (1994)Instructive feedback: Review of parameters and effects (1995)Principles of behavior modification (1969)Teaching Generalized Reading of Product Warning labels to Adolescents With mental Disabilities Through the Use of Key Words (1994)Utilizing Sight Words in Self-Instruction Training for Employees with Moderate Mental Retardation in Competitive Jobs (2000)Stanford-Binet Intelligence Scale (2012)Reading and Auditory-Visual Equivalences (1971)CONDITIONAL DISCRIMINATION VS. MATCHING TO SAMPLE: AN EXPANSION OF THE TESTING PARADIGM (1982)Effects of presenting incidental information in consequent events on future learning (1991)Applying Positive Behavior Support and Functional Behavioral Assessment in Schools (2000)The Evolution of Discipline Practices: School-Wide Positive Behavior Supports (2002)A Review of School Climate Research (2013)Teaching Different Tasks Using Different Stimuli in a Heterogeneous Small Group (1998)Comparison of the Effectiveness and Efficiency of Two Response Prompting Procedures Delivered by Sibling Tutors (2002)Relational Frame Theory (2015)Use of a Constant Time Delay Procedure in Teaching Preschoolers in a Group Format (1990)Instructional Methods with Students Who Have Significant Disabilities (1997)Behavioral Assessment (1985)Assessment of Treatment Integrity in School Consultation and Prereferral Intervention (1989)An Integrated Theory of the Etiology of Sexual Offending (1990)The Quantitative Synthesis of Single-Subject Research (1987)The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education (2005)Single-Case Intervention Research Design Standards (2012)Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers (1993)A comparison of flexible prompt fading and constant time delay for five children with autism (2008)A Step Towards Developing Adaptive Robot-Mediated Intervention Architecture (ARIA) for Children With Autism (2012)
this work references cited by second hop

References

  • 2014Education and Treatment of Children3,235 cited
  • 1984Single Subject Research in Special Education1,035 cited
  • 1981Behavioral Assessment548 cited
  • 1992Constant time delay with discrete responses: A review of effectiveness and demographic, procedural, and methodological parameters115 cited
  • 1990Response prompting and fading methods: a review.106 cited
  • 1993Effects of Simultaneous Prompting and Instructive Feedback60 cited
  • 1990Use Of Constant Time Delay In Small Group Instruction: A Study Of Observational And Incidental Learning60 cited
  • 1991Acquisition of Incidental Information during Small Group Instruction.56 cited
  • 1991Use of Constant Time Delay and Attentional Responses with Adolescents52 cited
  • 1990Teaching sight word reading in a group instructional arrangement using constant time delay51 cited
  • 1991Acquisition of nontargeted information during small‐group instruction35 cited
  • 1993Effects of Instructive Feedback Related and Unrelated to the Target Behaviors27 cited
  • 1993Instructive feedback: A comparison of simultaneous and alternating presentation of non-target stimuli26 cited

Cited by

  • 2011Acquisition of Instructive Feedback: Relation to Target Stimulus21 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work