The relative efficacy of interactive modelling with social rewards for benchmark achievements and passive observation

By: Biederman, G B (et al).
Series: Down Syndrome Research and Practice 5 (1) 1998: 26-33. 1998Content type: text Media type: unmediated Carrier type: volume Subject(s): CHILDREN | DOWN SYNDROME | INTERVENTION | TEACHING STRATEGIESSummary: In interventions attempting to remdiate deficiencies in the skills repertoire of developmentally delayed children, no less than in medical interventions it may be fairly said that less is more. That is, the instructor should intervene as little possible both from the prespective of efficent instructional practice and from time allotment concerns which modern classrooms face. Evidence from this laboratory has indicated that in skills training for children with severe developmental delays the passive observation of a model demonstrating the target skill is more effective than interactive modeling involving hand-over-hand instruction with verbal prompting. {AJ].
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In interventions attempting to remdiate deficiencies in the skills repertoire of developmentally delayed children, no less than in medical interventions it may be fairly said that less is more. That is, the instructor should intervene as little possible both from the prespective of efficent instructional practice and from time allotment concerns which modern classrooms face. Evidence from this laboratory has indicated that in skills training for children with severe developmental delays the passive observation of a model demonstrating the target skill is more effective than interactive modeling involving hand-over-hand instruction with verbal prompting. {AJ].

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