Abstract
A multiple probe across behaviors design, replicated across participants, assessed the effectiveness of constant time delay in teaching appropriate peer reinforcement and grocery words to 3 elementary students with moderate intellectual disabilities. Additionally, pretests and posttests assessed the acquisition of the participants' observational learning (acquisition of peers' grocery words) and instructive feedback (related information supplied by the teacher in the consequent event). Results indicate that the participants learned (a) how to appropriately reinforce peers, (b) to read their grocery words, (c) some of the targeted stimuli of their peers, and (d) much of the instructive feedback that was associated with each of the grocery words. Maintenance data indicate that the participants maintained their target grocery words at high levels of accuracy.
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Schuster, J.W., Morse, T.E., Griffen, A.B. et al. Teaching peer reinforcement and grocery words: An investigation of observational learning and instructive feedback. J Behav Educ 6, 511–533 (1996). https://doi.org/10.1007/BF02110520
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DOI: https://doi.org/10.1007/BF02110520