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Mark Wolery Patricia Munson Doyle Melinda Jones Ault David L. Gast 《Exceptionality》2013,21(4):265-270
Several response‐prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded. 相似文献
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Abstract The following paper should be seen as an addition to that provided in the Proceedings of the 7th ICTE.’ For reasons of brevity, it does not deal to any large extent with the background to the project, but details the progress of a study into the effects of introducing laptops into primary (elementary) school. The project has provided every pupil in one class with a laptop computer and has tracked the use being made of it as a curriculum tool for writing. The second phase of the project is under way, with a completion date of April 1991. 相似文献
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The WWW is increasingly used as a medium to support education and training. A course at the University of Twente in which groups of students collaborate in the design and production of multimedia instructional materials has now been supported by a website since 1995. Workflow was integrated with other components in the website to investigate whether workflow can help instructors and students to have a better overview of group progress. Our evaluation shows that the introduction of workflow does provide added value. Another outcome of the experiment is that the transfer of a business application (workflow) into the educational domain has highlighted some differences and similarities between educational and business processes. This article explores some of these issues as highlighted by the application of workflow in education. 相似文献
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