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Comparing Brief and Extended Wait-Time During Small Group Instruction for Children with Challenging Behavior
16 references·1 citing·39 second hop
Comparing Brief and Extended Wait-Time During Small Group Instruction for Children with Challenging Behavior (2008)Comparing Brief and Extended Wait-Time Du…Looking in Classrooms (2017)Looking in ClassroomsCharacteristics of Emotional and Behavioral Disorders of Children and Youth (2012)Characteristics of Emotional …Introduction to Teaching: Becoming a Professional (2010)Introduction to Teaching: Bec…Social Skills Training for Children and Youth with Emotional and Behavioral Disorders: Validity Considerations and Future Directions (2004)Social Skills Training for Ch…Single-Case Designs for Educational Research (2004)Single-Case Designs for Educa…Academic Achievement of K-12 Students with Emotional and Behavioral Disorders (2004)Academic Achievement of K-12 …Introduction to Direct Instruction (2003)Introduction to Direct Instru…Exploring the Relationship Between Increased Opportunities to Respond to Academic Requests and the Academic and Behavioral Outcomes of Students with EBD (2001)Exploring the Relationship Be…Three "low-tech" strategies for increasing the frequency of active student response during group instruction. (1994)Three "low-tech" strategies f…Behavior Analysis in Education: Focus on Measurably Superior Instruction (1994)Behavior Analysis in Educatio…The Role of Wait Time in Higher Cognitive Level Learning (1987)The Role of Wait Time in High…Wait Time: Slowing Down May Be A Way of Speeding Up! (1986)Wait Time: Slowing Down May B…INTERTRIAL INTERVAL DURATION AND LEARNING IN AUTISTIC CHILDREN (1980)INTERTRIAL INTERVAL DURATION …EFFECTS OF TWO TEACHER‐PRESENTATION RATES ON OFF‐TASK BEHAVIOR, ANSWERING CORRECTLY, AND PARTICIPATION1 (1976)EFFECTS OF TWO TEACHER‐PRESEN…Wait‐time and rewards as instructional variables, their influence on language, logic, and fate control: Part one‐wait‐time (1974)Wait‐time and rewards as inst…Wait-Time and Rewards as Instructional Variables: Their Influence on Language, Logic, and Fate Control. (1972)Wait-Time and Rewards as Inst…Increasing Opportunities to Respond to Intensify Academic and Behavioral Interventions: A Meta-Analysis (2020)Increasing Opportunities to R…Generalized expectancies for internal versus external control of reinforcement. 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References

  • 2004Single-Case Designs for Educational Research1,475 cited
  • 2017Looking in Classrooms1,260 cited
  • 2012Characteristics of Emotional and Behavioral Disorders of Children and Youth1,079 cited
  • 2004Academic Achievement of K-12 Students with Emotional and Behavioral Disorders567 cited
  • 1986Wait Time: Slowing Down May Be A Way of Speeding Up!533 cited
  • 1974Wait‐time and rewards as instructional variables, their influence on language, logic, and fate control: Part one‐wait‐time423 cited
  • 1994Behavior Analysis in Education: Focus on Measurably Superior Instruction331 cited
  • 1987The Role of Wait Time in Higher Cognitive Level Learning306 cited
  • 2001Exploring the Relationship Between Increased Opportunities to Respond to Academic Requests and the Academic and Behavioral Outcomes of Students with EBD285 cited
  • 1976EFFECTS OF TWO TEACHER‐PRESENTATION RATES ON OFF‐TASK BEHAVIOR, ANSWERING CORRECTLY, AND PARTICIPATION1245 cited
  • 2004Social Skills Training for Children and Youth with Emotional and Behavioral Disorders: Validity Considerations and Future Directions198 cited
  • 1994Three "low-tech" strategies for increasing the frequency of active student response during group instruction.167 cited
  • 2003Introduction to Direct Instruction146 cited
  • 1972Wait-Time and Rewards as Instructional Variables: Their Influence on Language, Logic, and Fate Control.

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134 cited
  • 2010Introduction to Teaching: Becoming a Professional118 cited
  • 1980INTERTRIAL INTERVAL DURATION AND LEARNING IN AUTISTIC CHILDREN112 cited
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    • 2020Increasing Opportunities to Respond to Intensify Academic and Behavioral Interventions: A Meta-Analysis31 cited