Comparing Brief and Extended Wait-Time During Small Group Instruction for Children with Challenging Behavior
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This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction. Brief wait-time increased children’s response opportunities, academic responses, and accuracy in comparison to extended wait-time. Though variable, brief wait-time also decreased children’s disruptive behavior. Findings differ from previous research, which found performance improvements with extended wait-time for children with moderate to profound cognitive disabilities. Limitations of the study and future research suggestions are discussed.
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- Comparing Brief and Extended Wait-Time During Small Group Instruction for Children with Challenging Behavior
Journal of Behavioral Education
Volume 17, Issue 1 , pp 79-92
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- Teacher pacing
- Challenging behavior
- Effective instruction
- Behavioral disorders