Journal article
An Evaluation of Preference for Mode of Instruction Following Variations in Response Effort
Journal of Behavioral Education, Vol.23(3), pp.313-325
09/2014
DOI: 10.1007/s10864-014-9198-4
Abstract
The current study evaluated preference for mode of instruction (i.e., visual or vocal) for four children diagnosed with a language-based learning disability. Each participant was an elementary student who was initially referred to a neuropsychology clinic specializing in learning disabilities. As a part of the evaluation, measures of each participant’s academic skills were collected. Following the diagnostic evaluation, each participant was referred to a behavioral psychologist to participate in this two-experiment study. In Experiment 1, preference for mode of instruction was evaluated within a concurrent schedules design across increasing task difficulty. In Experiment 2, changes in preference for mode of instruction following increases in task amount were evaluated via a progressive ratio arrangement within a concurrent schedules design. Results from both experiments showed that preference for mode of instruction can change under high-effort conditions (i.e., task difficulty and task amount).
Details
- Title: Subtitle
- An Evaluation of Preference for Mode of Instruction Following Variations in Response Effort
- Creators
- Patrick Romani - Center for Disabilities and Development, The University of Iowa Children’s Hospital The University of Iowa 100 Hawkins Dr., Rm 251 Iowa City IA 52242 USAThomasin McCoy - Hope Springs Behavioral Consultants, PLC 1303 5th Street, Suite 202 Coralville IA 52241 USADavid Wacker - Center for Disabilities and Development, The University of Iowa Children’s Hospital The University of Iowa 100 Hawkins Dr., Rm 251 Iowa City IA 52242 USAYaniz Padilla-Dalmau - Virginia Institute of Autism 1414 Westwood Road Charlottesville VA 22903 USA
- Resource Type
- Journal article
- Publication Details
- Journal of Behavioral Education, Vol.23(3), pp.313-325
- Publisher
- Springer US; Boston
- DOI
- 10.1007/s10864-014-9198-4
- ISSN
- 1053-0819
- eISSN
- 1573-3513
- Language
- English
- Date published
- 09/2014
- Academic Unit
- Psychological and Quantitative Foundations; Stead Family Department of Pediatrics
- Record Identifier
- 9983993328602771
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