Teaching basic discriminations to handicapped and non-handicapped individuals through a dynamic presentation of instructional stimuli

Gersten, Russel M.; White, William A.; Falco, Ruth A.; Carnine, Douglas

doi:10.1016/0270-4684(82)90026-x

Cited by 23 publications

(7 citation statements)

References 3 publications

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“…[47][48][49] Teachers need hands-on practice with new skills and strategies to effectively integrate them into their teaching repertoire. 47,50,51 Directly training new skills and training strategies, such as modeling, rehearsal, and feedback, increases the likelihood of generalization. 52 Hands-on training for current educators can come in the form of consultation in the classroom.…”

Section: Hands-on Trainingmentioning

confidence: 99%

Building Statewide Infrastructure for Effective Educational Services for Students With TBI

Dettmer¹,

Ettel²,

Glang³

et al. 2014

Journal of Head Trauma Rehabilitation

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This white paper presents the group's consensus on the essential components of a statewide educational infrastructure to support students with traumatic brain injury across the spectrum of injury severity: (a) identification, screening, and assessment practices; (b) systematic communication between medical and educational systems; (c) tracking of child's progress over time; and (d) professional development for school personnel. The white paper also presents key outcomes for measuring success and provides recommendations both for policy change and for furthering research in childhood brain injury.

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Section: Hands-on Trainingmentioning

confidence: 99%

Building Statewide Infrastructure for Effective Educational Services for Students With TBI

Dettmer¹,

Ettel²,

Glang³

et al. 2014

Journal of Head Trauma Rehabilitation

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“…Of course, we may find that additional instruction is not the solution, but rather, that quite different instructional procedures are needed. Research conducted on some other instructional design procedures (Gersten et al, 1982) and on instructional programs that incorporate the procedures (Lakery & Maggs, 1982;Gersten, in press) suggest that additional instruction may be the answer, but only further research can clearly resolve the question. Other research that has shown these design procedures to be effective with handicapped students entailed much more training than the present studies.…”

Section: Resultsmentioning

confidence: 95%

“…More specifically, research has generated a number of procedures for selecting and sequencing positive and negative examples to facilitate concept learning. These procedures increase efficiency and effectiveness by (a) carefully sampling the full range of positive examples (Carnine, 1980a), (b) including minimally different negative examples in the teaching set (Williams & Carnine, 1981), (c) juxtaposing minimally different positive and negative examples (Granzin & Carnine, 1977), (d) creating minimal differences by transforming stimuli (Carnine, 1981;Gersten, White, Falco, & Carnine, 1982), (e) sequencing examples (Carnine, 1981;Kryzanowski & Carnine, 1980;Carnine, 1976;Carnine, 1980b;Carnine, 1980c), (f) minimizing variability in instructions (Williams & Carnine, 1981). If attention deficits interfere with the benefit that LD students derive from these procedures, specific instructional interventions may be necessary.…”

mentioning

confidence: 99%

Attention and Cognitive Deficits in Learning-Disabled Students

Carnine¹,

Gersten²,

Darch

et al. 1985

J Spec Educ

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The efforts of Phyllis Tamanaha and Fred Hoffman in running subjects were instrumental in completing this research. This research investigated two procedures which, according to previous research, facilitate the acquisition of concepts among normal children: (a) the selection and sequence of positive and negative examples and (b) analytic assistance during concept learning. Each of two experiments involved elementary grade, learning-disabled students and included an initial study followed by a replication in a different region of the country. Training and testing were conducted with individual students.The purpose of Experiment 1 was to determine the effect of including minimally different positive and negative examples in a concept learning set among learning-disabled students.The results indicated that the inclusion of these examples did not facilitate the concept acquisition of learning-disabled students. Experiment 2 was to determine the degree to which learningdisabled students benefit from a simple strategy when learning to draw inferences. The results indicated that exposure to a strategy actually hindered the performance of learning-disabled students.

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“…White (1979) documented how training sequences designed for normal learners must be simplified and adapted for handicapped learners who are confused by too much variation in irrelevant stimulus features when learning a new geometric concept. Gersten, White, Falco, and Carnine (1982) demonstrated that, when teaching language concepts to handicapped students, dynamic presentations using manipulations of real objects are markedly superior to teaching from a series of line drawings. Close, Taylor, and Gersten (1982) demonstrated that when teaching mildly retarded adults how to cash a check, learning was more efficient if the instructor used a correction procedure that provided the learner with an explicit strategy and immediate practice in application of the strategy.…”

Section: Need For Formative Researchmentioning

confidence: 99%

Direct Instruction With Special Education Students: A Review of Evaluation Research

Gersten¹

1985

J Spec Educ

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Studies evaluating the effectiveness of direct instruction curricula and teaching procedures are reviewed and, in some instances, critiqued. The six studies indicate that direct instruction tends to produce higher academic gains for handicapped children than traditional approaches. They also suggest that some of the more subtle principles of direct instruction—such as insistence on complete (rather than partial) mastery of each step in the learning process—are important. The author contends that future research should more care-

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Teaching basic discriminations to handicapped and non-handicapped individuals through a dynamic presentation of instructional stimuli

Cited by 23 publications

References 3 publications

Building Statewide Infrastructure for Effective Educational Services for Students With TBI

Building Statewide Infrastructure for Effective Educational Services for Students With TBI

Attention and Cognitive Deficits in Learning-Disabled Students

Direct Instruction With Special Education Students: A Review of Evaluation Research

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