Abstract

Abstract:

The present study evaluated the effects of different types of teacher commands on response latency for pre-kindergarten and kindergarten students. Two different types of commands were assessed: alpha commands and beta commands. Research on instructional time in schools shows that loss of instructional time during transition periods may result in decreased academic achievement (Berliner, 1990). The current study evaluated the effects of both alpha and beta commands on response latency within a multiple baseline design across participants for students who did not respond adequately to teacher-led transitions. Results indicated that both alpha and beta commands were effective for all participants for reducing response latency, including a participant with Autism Spectrum Disorder. Initial results also demonstrated generalization of response latency to non-targeted commands in the classroom.

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Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 25-45
Launched on MUSE
2019-02-28
Open Access
No
Archive Status
Archived 2020
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