Instructional strategies for individual and group teaching

LeBlanc, Judith M.; Ruggles, Ted R.

doi:10.1016/0270-4684(82)90014-3

Cited by 11 publications

(2 citation statements)

References 14 publications

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“…Another is to identify the child's current level of functioning within identified developmental sequences and to build upon that repertoire (i.e., developmentally appropriate-DA). From a theoret-ical perspective, the latter would provide a context for maximizing the children's success and minimizing their failure, a significant benefit as discussed (Bloom & Lahey, 1978;Lahey, 1988;LeBlanc & Ruggles, 1982) and demonstrated (Schilmoeller, Schilmoeller, Etzel, & LeBlanc, 1979). In fact, in at least one study (Dyer, Santarcangelo, & Luce, 1987) children with language delays were much more successful in acquiring language objectives based on their current levels of functioning within known developmental sequences rather than on the basis of their age.…”

Section: Et Al 1977) Symbolic Play Deficits Have Been Noted For Chmentioning

confidence: 99%

Teaching Play Activities to Preschool Children with Disabilities

Lifter

Sulzer-Azároff

Anderson

et al. 1993

Journal of Early Intervention

123

119

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The purpose of this study was to determine whether three preschool children with autism or autistic-like behaviors would learn and generalize pretend play activities targeted at two different play levels-a developmentally appropriate (DA) level and an age appropriate (AA) level-differently. The children's readiness for the DA play level was assessed with the Developmental Play Assessment (DPA) instrument (Lifter, Edwards, Avery, Anderson, & Sulzer-Azaroff, 1968). We taught individual exemplars from the two different play levels one at a time, to each of the children, in a sequential treatments design. In contrast to the consistently acquired DA activities, the activities of the AA category apparently were more difficult, and in most cases, they were not acquired In addition, the children were less likely to generalize the AA skills to other activities or toys. The results are discussed in terms of (a) the importance of developmental considerations in selecting instructional objectives, and (b) the usefulness of directly teaching play activities to children with developmental disabilities.Play is regarded as the "work" of childhood, and accordingly serves several important functions in development. As children engage in play activities they leam about objects and events, leam language for talking about these objects and events, and develop a range of interactions with parents and peers (Garvey,

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Section: Et Al 1977) Symbolic Play Deficits Have Been Noted For Chmentioning

confidence: 99%

Teaching Play Activities to Preschool Children with Disabilities

Lifter

Sulzer-Azároff

Anderson

et al. 1993

Journal of Early Intervention

123

119

View full text Add to dashboard Cite

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“…They may engage in off-task or aggressive behaviors that results in escape from the learning demands of group instruction. Some children may also exhibit stereotypic behaviors during group instruction (LeBlanc & Ruggles, 1982). Stereotypic behaviors (e.g., rocking, hand-flapping) may be disruptive to learning new skills as well as teacher–student interactions (Morrissey, Franzini, & Karen, 1992).…”

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confidence: 99%

Using Antecedent Physical Activity to Increase On-Task Behavior in Young Children

Luke¹,

Vail²,

Ayres³

2014

Exceptional Children

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A withdrawal design was used to investigate how physical activity affects on-task behavior of young children with significant developmental delays in a special education preschool classroom. Five preschool age children with significant developmental delays engaged in either physical activity or seated center activities for 20 min prior to a 15-min teacher-directed group activity. Momentary time sampling was used to calculate the percentage of intervals the participants were on-task using 15-s intervals. Results indicated all of the participants’ on-task behavior was higher during the physical activity condition. These findings suggest physical activity may be used as a proactive behavioral intervention to improve the on-task behavior of young children with significant developmental delays during teacher-directed group activities.

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