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Farlow, Leslie J.; And Others – Journal of the Association for Persons with Severe Handicaps (JASH), 1991
Students with severe/profound mental retardation performed functional tasks under training or probe conditions. Analysis of nine students' records indicated that students do not react to probe conditions as if they were extinction conditions; training data do not consistently reflect performance under probe conditions; and data collected under…
Descriptors: Data Interpretation, Evaluation Methods, Performance Factors, Severe Mental Retardation
Download full textFarlow, Leslie J.; And Others – 1988
The study examined the relationship between probe and training conditions on performance of nine severely handicapped students on functional tasks in classroom and community settings. Findings led to the following recommendations to teachers: measures of student performance under natural or probe conditions should be evaluated in addition to…
Descriptors: Behavioral Science Research, Daily Living Skills, Data Interpretation, Elementary Secondary Education
Farlow, Leslie J.; Snell, Martha E. – 1994
This manual presents 12 guidelines to help teachers of students with mental retardation make more informed decisions about instruction by gathering and using student performance data. Development of the guidelines incorporated both teachers' recommendations and researchers' findings about what procedures work best, and guidelines were tested in…
Descriptors: Case Studies, Data Collection, Data Interpretation, Diagnostic Teaching
