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Direct linkAppelman, Michelle; Vail, Cynthia O.; Lieberman-Betz, Rebecca G. – Journal of Early Intervention, 2014
The authors of this study evaluated the acquisition of instructive feedback information presented to four kindergarten children with mild delays taught in dyads using a constant time delay (CTD) procedure. They also assessed the learning of observational (dyadic partner) information within this instructional arrangement. A multiple probe design…
Descriptors: Kindergarten, Teaching Methods, Feedback (Response), Instructional Effectiveness
