The Task Demonstration Model: a concurrent model for teaching groups of students with severe disabilities.: An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on September 1, 1992. The length of the article is 7671 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: This study investigated the use of the Task Demonstration Model (TDM) of group instruction for students with severe or moderate retardation. This model and the Standard Prompting Hierarchy (SPH) were tested against each other (and baseline) across three teachers and groups of students. Results on teacher variables showed that demands and praise were roughly equivalent for both procedures, but prompts were 12 times higher in SPH than in TDM. Data on student variables showed task engagement to be the same for SPH and TDM, percent correct to be 10% higher in TDM, but rate correct to be twice as much in TDM as in SPH.

Citation Details
Title: The Task Demonstration Model: a concurrent model for teaching groups of students with severe disabilities.
Author: Kathryn G. Karsh
Publication:Exceptional Children (Refereed)
Date: September 1, 1992
Publisher: Council for Exceptional Children
Volume: v59 Issue: n1 Page: p54(14)

Distributed by Thomson Gale