Sequencing instructional tasks: A comparison of contingent and noncontingent interspersal of preferred academic tasks

Behavior Modification

Volumn 27, Issue 2, 2003, Pages 191-216

  Noell, George H ^a   Whitmarsh, Ernest L ^a,b   VanDerHeyden, Amanda M ^a,c   Gatti, Susan L ^a   Slider, Natalie J ^a  

^a LOUISIANA STATE UNIVERSITY   (United States)

^b Marcus Institute   (United States)

^c LOUISIANA STATE UNIVERSITY HEALTH SCIENCES CENTER   (United States)

Author keywords

Academic intervention; Preference assessment; Preschool children

Indexed keywords

ACADEMIC ACHIEVEMENT; ACCURACY; ANALYTIC METHOD; ARTICLE; CLINICAL ARTICLE; CONTROLLED STUDY; DEVELOPMENTAL DISORDER; EDUCATION; FEMALE; HUMAN; INTERMETHOD COMPARISON; LANGUAGE DEVELOPMENT; LANGUAGE DISABILITY; MALE; PRESCHOOL CHILD; SCHOOL; STIMULUS; STUDENT; TASK PERFORMANCE; COMPARATIVE STUDY; DECISION MAKING; METHODOLOGY; TEACHING;

CHILD, PRESCHOOL; CHOICE BEHAVIOR; FEMALE; HUMANS; LANGUAGE DISORDERS; MALE; TASK PERFORMANCE AND ANALYSIS; TEACHING;

EID: 0038321772     PISSN: 01454455     EISSN: None     Source Type: Journal    
DOI: 10.1177/0145445503251577     Document Type: Article

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