EFFECTS OF TRANSITION-BASED TEACHING WITH INSTRUCTIVE FEEDBACK ON SKILL ACQUISITION BY CHILDREN WITH AND WITHOUT DISABILITIES

The effects of using transition-based teaching (i.e., trials distribut ed throughout the day during transitions between activities) and using instructive feedback (presentation of extra information in consequent events) were evaluated to determine whether kindergarten students wit h and without disabilities would acquire academic skills. A minimal nu mber of trials presented during in-class transitions were used to teac h naming the values of coin combinations. The teachers introduced inst ructive feedback stimuli (number words corresponding to the values) in feedback statements following correct responses. A multiple-probe des ign across sets of coin values and replicated across participants was used. The results indicate that constant-time-delay procedures deliver ed during transition times were effective in establishing acquisition of all target behaviors for several students and some target behaviors for other students. Modifications of the procedures were implemented for the students with disabilities. The modifications were designed to require minimal effort and time from the general education teachers a nd to require no deletions from the planned curricular activities. In addition, all students who acquired some or all of the coin values (i. e., target behaviors) also acquired some or all of the corresponding n umber words presented through instructive feedback. Implications for a pplication in the classroom and for further research are discussed.