Direct Instruction

Becker, Wesley C.; Carnine, Douglas

doi:10.1007/978-1-4613-9805-9_11

Cited by 53 publications

(6 citation statements)

References 24 publications

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“…Explicit instruction has long been the gold standard for helping at‐risk children learn to read (Becker, Englemann, Carnine, & Rhine, ). Whereas a large body of research indicates that it improves word‐reading (National Reading Panel, ), its impact on RC is less clear.…”

mentioning

confidence: 99%

Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer

Fuchs

Hendricks

Walsh

et al. 2018

Learn Disabil Res Pract

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We conducted a 14-week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a control group. Results indicated that students in the two tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near-transfer but not far-transfer measures of RC. This differential pattern of program effects for near-versus far-transfer measures raises questions about how tests of near-transfer and far-transfer are conventionally understood.

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confidence: 99%

Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer

Fuchs

Hendricks

Walsh

et al. 2018

Learn Disabil Res Pract

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“…Fortunately some well-known child psychologists have introduced new concepts or used concepts from other orientations that have not been discussed in the operant literature. Such concepts are insularity (Wahler, 1980), cognitive operations (Becker & Carnine, 1977), assessment of feelings (O'Leary & Turkewitz, 1978), pragmatics of language (Hart & Risley, 1978;Hart, 1980), resistance (Patterson, personal communication, 1980), and subjective measurement (Wolf, 1978). Behavioural researchers known for their work with adults have always been more theoretical than child psychologists.…”

Section: Theoretical Challengementioning

confidence: 99%

The Promise and Challenge of Behaviour Therapy

O’Leary

1982

South African Journal of Psychology

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Three promises of behaviour therapy noted by Skinner, Eysenck, and Wolpe were discussed, namely, that behaviour problems could be treated as problems in their own right, that therapy procedures could be formulated in a testable fashion, and that treatment could be effective in months. These promises were discussed in the context of child behaviour therapy and the effectiveness of behavioural treatments was reviewed for developmental disabilities, aggression, hyperactivity, enuresis, and delinquency. Behavioural treatments were found to be demonstrably effective with these problems but not necessarily better than alternative treatments. Challenges for behaviour therapists were then proffered such as the need for more heuristic and/or theoretical concepts, the need to see the social network of clinical problems, the need for longer treatments, and the need for prevention and community intervention.S. Afr. J. Psycho!. 1982, 12: 1-6Drie beloftes wat gedragsterapie inhou, soos dlt deur Skinner, Eysenck en Wolpe aangedui word, word bespreek, naamlik: dat gedragsprobleme as probleme in eie reg beskou behoort te word, dat terapeutiese prosedures op 'n toetsbare wyse geformuieer kan word en dat behandeling in die bestek van maande effektief kan wees. Hierdie beloftes word in die konteks van kinderterapie bespreek, asook ten opsigte van die effektiwiteit van gedragswysiging by gestremdheid, aggressie, enuresis en misdaad. Daar word ook op gewys dat gedragswysiging baie effektief is met hierdie probleme, hoewel dit nie noodwendig beter is as alternatiewe behandelingsmetodes nie. Die uitdagings wat aan gedragsterapie gestel word, word vervolgens bespreek, naamlik: die behoefte aan meer heuristiese en/of teoretiese konsepte, die behoefte om die sosiale konteks van kliniese probleme meer in aanmerking te neem, die behoefte aan langer behandelings en die behoefte aan voorkoming en gemeenskapsbetrokkenheid.

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“…After an exhaustive review of problem behavior referral and incidence data, Strain, Cooke, and Apolloni (1976) concluded that approximately 15% of all elementary school children exhibit delayed or deviant social behaviors that require careful, systematic intervention. Moreover, Becker and Carnine (1980) maintain that approximately 10% of all elemen- …”

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confidence: 99%

Relationships between self-concept and directly observed behaviors in kindergarten children

et al. 1983

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Twenty kindergarten children who were nominated by teachers as not being socially and academically competent (low-rated) and 36 kindergarten children who were nominated by teachers as competent (high-rated) participated in this study. Selfconcept and academic achievement data were gathered on each subject. In addition, all children were observed in class, with particular attention to compliance/noncompliance with adult requests, on-task/off-task behavior, and positive/negative social behaviors with peers. The results indicate that: (a) The factor structure of the self-concept instrument (Primary Self-concept Inventory) was replicated in both groups of children. (b) There were no significant differences in self-concept scores among high-vs. low-rated children. (c) There were profound differences in academic and social behaviors that were found to covary with positive self-evaluations within the two study groups. In general, high-rated children who felt best about themselves were higher achievers and more compliant than were their study group cohorts. Lowrated children who felt best about themselves were, on the contrary, more off-task, more negative in their peer contacts, and inferior academically to their study group cohorts.Failure in the early school grades, be it related to the acquisition of math facts or the development of close peer relations, is a problem of enormous magnitude. After an exhaustive review of problem behavior referral and incidence data, Strain, Cooke, and Apolloni (1976) concluded that approximately 15% of all elementary school children exhibit delayed or deviant social behaviors that require careful, systematic intervention. Moreover, Becker and Carnine (1980) maintain that approximately 10% of all elemen-

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Direct Instruction

Cited by 53 publications

References 24 publications

Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer

Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer

The Promise and Challenge of Behaviour Therapy

Relationships between self-concept and directly observed behaviors in kindergarten children

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