Using response-prompting procedures during small-group direct instruction: Outcomes and procedural variations

American Journal on Intellectual and Developmental Disabilities

Volumn 117, Issue 5, 2012, Pages 413-434

  Ledford, Jennifer R ^a   Lane, Justin D ^b   Elam, Katherine L ^c   Wolery, Mark ^a  

^a VANDERBILT UNIVERSITY   (United States)

^b UNIVERSITY OF GEORGIA   (United States)

^c Metropolitan Nashville Public Schools ^*  (United States)

Author keywords

Direct instruction; Discrete behaviors; Prompting procedures; Small group

Indexed keywords

CHILD; EDUCATION; EDUCATION OF INTELLECTUALLY DISABLED; HUMAN; INTELLECTUAL IMPAIRMENT; METHODOLOGY; PEER GROUP; REVIEW;

CHILD; EDUCATION OF INTELLECTUALLY DISABLED; EDUCATION, SPECIAL; HUMANS; INTELLECTUAL DISABILITY; PEER GROUP;

EID: 84867344524     PISSN: 19447515     EISSN: 19447558     Source Type: Journal    
DOI: 10.1352/1944-7558-117.5.413     Document Type: Article

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